A Connecticut Yankee in King Arthur�s Court
Concept / Topic To Teach:
This is a four week unit plan; three weeks for reading & summarizing, with
the fourth week devoted to related projects.
This classic work of American literature can be used to teach students the
fundamental differences in governmental philosophy; the divine right of kings
is juxtaposed against the democratic ideal.
Standards Addressed:
Grade 8 Reading:
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical
and literary context clues, to determine the meaning of specialized vocabulary and to
understand the precise meaning of grade-level-appropriate words.
Vocabulary and Concept Development
1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative
meanings of phrases.
1.2 Understand the most important points in the history of English language and use common
word origins to determine the historical influences on English word meanings.
1.3 Use word meanings within the appropriate context and show ability to verify those
meanings by definition, restatement, example, comparison, or contrast.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature
that reflect and enhance their studies of history and social science. They clarify the ideas
and connect them to other literary works. The selections in Recommended Readings in
Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students.
Structural Features of Literature
3.1 Determine and articulate the relationship between the purposes and characteristics of
different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet).
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax),
the plot�s development, and the way in which conflicts are (or are not) addressed and
resolved.
3.3 Compare and contrast motivations and reactions of literary characters from different
historical eras confronting similar situations or conflicts.
3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and
meaning of the text.
3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and
contemporary works.
3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define
a writer�s style and use those elements to interpret the work.
Literary Criticism
3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes,
and beliefs of its author. (Biographical approach)
Grade 8 Writing:
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students�
awareness of audience and purpose. Essays contain formal introductions, supporting
evidence, and conclusions. Students progress through the stages of the writing process
as needed.
Organization and Focus
1.1 Create compositions that establish a controlling impression, have a coherent thesis, and
end with a clear and well-supported conclusion.
1.2 Establish coherence within and among paragraphs through effective transitions, parallel
structures, and similar writing techniques.
1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from
authorities, comparisons, and similar devices.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive essays of at least 500 to
700 words in each genre. Student writing demonstrates a command of standard American
English and the research, organizational, and drafting strategies outlined in Writing
Standard 1.0.
Using the writing strategies of grade eight outlined in Writing Standard 1.0, students:
2.1 Write biographies, autobiographies, short stories, or narratives:
a. Relate a clear, coherent incident, event, or situation by using well-chosen details.
b. Reveal the significance of, or the writer�s attitude about, the subject.
c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action,
physical description, background description, comparison or contrast of characters).
2.2 Write responses to literature:
a. Exhibit careful reading and insight in their interpretations.
b. Connect the student�s own responses to the writer�s techniques and to specific textual
references.
c. Draw supported inferences about the effects of a literary work on its audience.
d. Support judgments through references to the text, other works, other authors, or to
personal knowledge.
General Goal(s):
To introduce the student to a classic American writer, and to connect language
arts to history/social studies.
Specific Objectives:
To complete the reading of A Connecticut Yankee in King Arthur�s Court, teach
the student the meaning of the governmental ideals presented. Relate this to the
formation of the U.S. and the ideals of its governmental design.
Required Materials:
Twain, Mark. A Connecticut Yankee in King Arthur�s Court. Tor Books, 1991.
Anticipatory Set (Lead-In):
Read the biographical sketch on pp. v-vii, the introduction on pp. ix-xi, the
preface on pp. xv.
Step-By-Step Procedures:
1. Read pgs. 1-59. List five characteristics of the �curious stranger.� What was his first impression of medieval England?
2. Write down any words you do not understand, and look them up. Keep a running list of definitions throughout the reading of the book.
3. Read the book; read at least three chapters per day. Summarize each fifteen-chapter portion (Ch. 1-15, 16-30, 31-44 + afterword), listing important points made by the author.
4. When the book is finished, write a two-person play that parodies it. This can be any scenario in which a person is thrust into a world with a very different government and philosophical point of view than that he or she has experienced. What literary style did Twain use to tell his story in an entertaining way?
5. Interview Mark Twain. Research his life, using the internet; use some of his quotations to answer questions. What were his views on government, war, and people in general? Did his views change during his lifetime? Why or why not?
6. Write an essay on your beliefs in regard to the right to rule; do you believe that there is a �divine right,� or that leadership must be earned?
Plan For Independent Practice:
Draw ten scenes from the book; choose any characters you wish, but include the
�curious stranger,� and apply a caption to each scene.
Closure (Reflect Anticipatory Set):
Discuss your opinion of the book. What role did Twain�s life play in his opinions,
as expressed in this book?
Assessment Based On Objectives:
Give the student two vocabulary quizzes to assess language comprehension.
Assess student�s general understanding of concepts expressed in this book by
reading the five-chapter summaries written by the student, and observing the
student�s artistic interpretation of ten scenes from the book.
Assess the student�s mastery of basic concepts and understanding of Twain�s
literary style by performing the student�s play with him or her.
Assess student�s understanding of Twain and his opinions by reading the student�s
�interview.�
Assess student�s ability to discern and apply philosophical opinion and literature
by reading the student essay on divine rights vs. earned authority.
Adaptations (For Students With Learning Disabilities): n/a
Extensions (For Gifted Students): n/a
Possible Connections To Other Subjects:
Connect this module with history/social studies modules on the Declaration of
Independence and the Constitution.