Lesson Plan – Standard VII English
Unit 1 – Poem: “The Age of Chivalry”
Poet: George Krokos
Term: II
Class: VII
Genre: Poem
1. Learning Objectives
By the end of the lesson, the teacher expects the students to:
understand the meaning and theme of “The Age of Chivalry.”
understand the historical idea of knights and chivalry.
learn and use new vocabulary from the poem.
identify the qualities of knights such as courage, strength, loyalty, honour and sacrifice.
understand how the poem connects heroic actions of the past with moral actions in the present.
appreciate the poetic description of knights, battles and heroic deeds.
understand the values of justice, goodness and selfless sacrifice.
develop reading, comprehension and speaking skills through discussion of the poem.
2. Learning Outcomes
After learning the poem, students will be able to:
701 - answers questions orally and in writing on a variety of texts
702 - reads aloud stories and recites poems with appropriate pause, intonation and pronunciation
707 - asks and responds to questions based on texts (from books or other resources) and out of curiosity
714 - refers dictionary, thesaurus and encyclopedia to find meanings / spelling of words while reading and writing
703 - participates in different activities in English such as role play, poetry recitation, skit, drama, debate, speech, elocution, declamation, quiz, etc., organised by school and other such organisations.
explain the meaning of chivalry in their own words.
describe the life and qualities of medieval knights.
distinguish between fighting for selfish reasons and fighting for a just/righteous cause.
use words such as lance, chivalry, exploits, adroit, impressions and virtue appropriately.
identify examples of courage, loyalty and sacrifice in everyday life.
apply the message of the poem by standing up for what is right.
appreciate people who show courage and help others without expecting a reward.
relate the values in the poem to situations in school, family and society.
3. Introduction
The teacher may begin with a picture of a knight in armour or ask the following questions:
Have you ever heard stories about knights and kings?
What weapons did ancient warriors use?
Why do people admire brave and courageous people?
What qualities should a good warrior possess?
Would you fight or speak up if you saw something unfair happening?
Is it important to stand up for a just cause even when it is difficult?
What do you understand by the word “chivalry”?
The teacher introduces the poem:
“The Age of Chivalry” takes us back to the days of knights in shining armour. It describes their courage, strength, loyalty, heroic deeds and willingness to fight for a righteous cause. The poem also reminds us that the values of goodness, courage and sacrifice are relevant even today.
4. Reading and Understanding
A. Reading
The teacher reads the poem aloud with proper pronunciation, rhythm and expression.
Students listen carefully and follow the poem in their textbooks.
Students read the poem individually and in groups.
Selected students recite different stanzas with suitable expression.
The teacher explains difficult lines and poetic expressions.
B. New Words and Meanings
| Word | Meaning |
|---|---|
| knights | medieval warriors, usually mounted and trained to fight |
| lance | a long weapon with a pointed metal head |
| armour | protective clothing worn by warriors |
| chivalry | the code of honour and conduct followed by medieval knights |
| righteous | morally right or just |
| applause | praise or approval |
| maiden | a young unmarried woman |
| opponents | people who compete or fight against someone |
| foes | enemies |
| abated | reduced or became less intense |
| yore | a long time ago |
| struggle | a difficult fight or effort |
| esteem | great respect and admiration |
| exploits | brave or adventurous deeds |
| adroit | clever or skilful |
| virtue | a good moral quality |
| vice | a bad or immoral quality |
| sacrifice | giving up something valuable for a good purpose |
Note: Some meanings in the supplied glossary need correction. In particular, “abated” means reduced/diminished, not “unpleasant,” and “exploits” means brave deeds or achievements, not simply “adventure.”
5. Mind Map
THE AGE OF CHIVALRY
THE AGE OF CHIVALRY
│
┌───────────────────────┼────────────────────────┐
│ │ │
KNIGHTS THEIR LIFE VALUES
│ │ │
┌─────┼─────┐ ┌──────┼──────┐ ┌──────┼──────┐
│ │ │ │ │ │ │ │ │
Sword Lance Armour Combat Glory Love Courage Justice Loyalty
│ │ │ │ │ │ │ │ │
└─────┴─────┘ └──────┴──────┘ └──────┼──────┘
│
Sacrifice
│
┌────────────────────────┴───────────────┐
│ │
HEROIC DEEDS LESSON
│ │
Legends and tales Stand up for a
passed through ages righteous cause
│ │
└──────────────► GOODNESS ◄──────────────┘Stanza-wise progression
| Part | Main Idea |
|---|---|
| Stanza 1 | Introduction to the old age of knights |
| Stanza 2 | Knights fought for righteous causes and gained praise |
| Stanza 3 | They sought love, glory and honour |
| Stanza 4 | Knights fought bravely in one-to-one combat |
| Stanza 5 | Courage and strength were important in life-and-death struggles |
| Stanza 6 | Knights served their country, faith and king |
| Stanza 7 | Their heroic deeds became legends and taught moral values |
| Stanza 8 | The values of chivalry can still be followed when we face injustice |
6. Consolidation and Presentation
Summary of the Poem
“The Age of Chivalry” describes the glorious age of medieval knights. In those days, knights wore armour and carried weapons such as swords and lances. They fought in combat to demonstrate their courage and strength.
The knights sought love, honour and glory and were admired for their bravery. They fought not only for themselves but also for their country, faith and king. Their heroic deeds became the subject of many legends and stories passed down through generations.
The poem also highlights the moral lessons found in these stories. They teach us about virtue, courage, goodness and sacrifice. The poet concludes that history often repeats itself and that even today we may face situations where we must act bravely for a just cause.
Central Message
True chivalry is not merely about fighting. It is about having the courage to stand up for what is right, helping others and making sacrifices for a just cause.
Presentation Activity
Students may work in groups and present:
Group 1 – Life of medieval knights
Group 2 – Qualities of knights
Group 3 – Heroic deeds and legends
Group 4 – Moral values in the poem
Group 5 – How chivalry can be practised in modern life
7. Reinforcement
The teacher reinforces the following points:
What was chivalry?
Chivalry was a code of conduct associated with medieval knights. It included qualities such as:
courage
honour
loyalty
courtesy
protection of others
service to one's country
willingness to sacrifice
standing up for justice
Important ideas
Knight → Courage → Service → Justice → Sacrifice → Honour → Legacy
The teacher can explain that modern chivalry does not mean carrying a sword or fighting battles. Today, it can mean:
helping someone who is in difficulty.
protecting someone who is being bullied.
speaking against injustice.
keeping promises.
being respectful to others.
helping the weak and vulnerable.
doing the right thing even when nobody is watching.
Virtue and Vice
| Virtue – Good qualities | Vice – Bad qualities |
|---|---|
| Courage | Cowardice |
| Honesty | Dishonesty |
| Loyalty | Betrayal |
| Kindness | Cruelty |
| Justice | Injustice |
| Sacrifice | Selfishness |
8. Evaluation
A. Lower Order Thinking – LOT
Who is the poet of “The Age of Chivalry”?
What weapons did the knights use?
What did the knights fight for?
What qualities of knights are mentioned in the poem?
What became of the knights' heroic deeds?
B. Middle Order Thinking – MOT
Why were the knights admired by the people?
How did the knights earn honour and glory?
Why are the heroic exploits of knights remembered even today?
How do the legends of knights teach us about virtue and vice?
Explain the connection between courage and sacrifice in the poem.
C. Higher Order Thinking – HOT
Do you think a person needs a sword to be courageous? Why?
Suppose you see a classmate being bullied. How could you demonstrate modern-day chivalry?
The poet says that we should not hesitate when asked to act for a just cause. Do you agree? Give reasons.
Which quality of a knight—courage, loyalty, justice or sacrifice—is most important in today's society? Why?
“A true hero fights for others, not merely for himself.” Discuss this statement with reference to the poem and your own life.
9. Remedial Teaching
For slow learners, the teacher may:
provide a simple stanza-by-stanza explanation.
read each stanza aloud and ask students to repeat it.
divide the poem into small sections and teach one section at a time.
use pictures of knights, swords, armour, horses and battles to explain unfamiliar concepts.
provide a simple word bank with meanings.
use matching exercises for new words and meanings.
ask simple Who? What? Why? questions before moving to analytical questions.
use the mind map as a visual aid for remembering the poem.
encourage peer learning by pairing slow learners with supportive classmates.
allow students to express answers orally before asking them to write.
give short sentence-completion exercises.
Remedial Activity
Complete the sentences:
Knights used a sword or ________.
Chivalry was associated with medieval ________.
Knights were known for their courage and ________.
Their heroic deeds became ________.
We should act for a ________ cause.
10. Writing
Guided Writing
Write a paragraph on “The Qualities of a True Hero.”
Students should include:
courage
honesty
loyalty
kindness
helping others
standing against injustice
sacrifice
Suggested writing task
Write about 100–120 words describing how the qualities of medieval knights can be practised by people in the modern world.
Students may give examples from school, family or society.
11. Follow-up
Homework / Assignment
Activity 1 – Creative Writing
Write 10 sentences on:
“If I were a knight today…”
Explain what you would do to help people and promote justice.
Activity 2 – Value-Based Activity
Find a real-life person whom you consider a modern-day hero. Write:
Name of the person
What he/she did
Which qualities he/she showed
Why you admire the person
Activity 3 – Vocabulary
Make meaningful sentences using:
chivalry, lance, righteous, opponents, exploits, adroit, virtue, sacrifice
Activity 4 – Classroom Presentation
Students can prepare a small poster titled:
“Modern Chivalry – Courage to Do What Is Right”
and display examples of how students can practise courage, kindness, justice and sacrifice in their daily lives.
