The Door in the Wall
A WebQuest for 7th Grade (interdisciplinary)
Based on Marguerite deAngeli's Newbery Awarding winning book
authored and illustrated by Mrs. deAngeli.
This webquest helps students prepare for reading Door in the Wall by
providing them with necessary background information that will make this
Newbery Award winning book come alive. The book may be read in
conjunction with this project and appropriate language arts projects
developed to accompany these activities.
Designed by Cynthia Terwilliger Last updated on September 27, 2002.
Based on a template from The WebQuest Page
-------------------------------------------------------------------------------------Introduction
The Door in the Wall - Medieval England
Image what a difficult time it would be if at 10 years old you were left alone,
fell down and couldn't walk, everyone left you because they were afraid you
were contagious, and nobody would do what you wanted them to. Then to
top it off you had to go live in a monestary with monks! How would you
handle life? Would you see your life as "up against a wall" or would you
believe that if you followed the wall far enough there would be a door in it?
Top off this scenario with living in Medieval England and you have the setting
for The Door in the Wall ... knights in shining armour, chivalry, castle
seiges, serfs and peasants, kings and queens, the plague, illuminated
manuscripts ... all the things that make for exciting times!
--------------------------------------------------------------------------------------
The Task
The Door in the Wall - Medieval England
Your task is to help students who will be reading The Door in the Wall to
gain appreciation for the novel by: Helping them learn about Medieval
England
Most students read Door in the Wall as independent readers as they go
through the Newbery Award winning books. Your task is to provide them with
a framework to better understand the period so that they can get more out
of the book.
You will work in groups to prepare classroom presentations using PowerPoint
with appropriate handouts. A presentation will be made to the class by your
group that will last 10-15 minutes. You will develop a vocabulary list and
quiz questions that everyone will be tested on upon the completion of your
presentation. The PowerPoint and accompanying notes and worksheets will
be converted to HTML and made available to other students by linking to the
Marguerite deAngeli Collection website so others can benefit from your hard
work and research.
-------------------------------------------------------------------------------------The Process
The Door in the Wall - Medieval England
As Robin De Beuford "travels" through the novel, Door in the Wall, he is
surrounded by Medieval England. Your group will help the readers gain
insight into the life and times of Robin by informing them on the following
topics listed below. Before we review those topics, let's take a minute to go
over some ground rules. Let's go through what you group will deliver, how
long you have to do this, suggested resources and then the topics you will
select.
Deliverables
Time Line
Valuable Links
Topics
Deliverables:
You will have three weeks to prepare your presentations and will be allowed
adequate class time to meet with your group. The fourth week, presentations
will be made to the class.
Things you must deliver:
1. A presentation with visual aids lasting 10-15 minutes with participation by
everyone in your group using PowerPoint.
Use the PowerPoint notes field to create a narrative for use in the web
version of your presentation
Develop appropriate handouts for your class presentation that will be
digitized for your web version
2. A list of five vocabulary words with definitions you expect students to
understand after hearing/viewing your presentation
3. Six questions you expect students to answer after hearing/viewing your
presentation
(three multiple choice with four choices, two true and false and one short
answer)
4. A bibliography of all sources used in your presentation
Time line:
Week one:
Review basic sources listed below
Brainstorm on what you know about your topic and
what you need to research
Determine the basic framework for your presentation
Develop a plan of action for your group with individual assignments
Have action plan approved by your teacher
Week two:
Work time
Rough draft of presentation
progress meeting with teacher
Week three:
Hand outs proofed and printed
Vocabulary words handed in
Quiz questions prepared and handed in
Bibliography prepared
Final touches on presentation
Presentation dress rehearsal
Week Four:
Presentation Week
Web version of presentations mounted
Six Valuable Links for everyone are listed here:
Michigan eLibrary - Medieval History reference
page
http://mel.org/humanities/history/HIST-medieval.html
The Online Reference Book for Medieval Studies
http://orb.rhodes.edu/
Castle on the Web
Glossary
http://www.castlesontheweb.com/glossary.html
Medieval Glossaries
http://netserf.cua.edu/glossary/home.htm
Glossary from Utah Museum of Fine
Arts
http://www.utah.edu/umfa/glossary.html
ProTeacher Middle Ages / Renaissance
index
http://www.proteacher.com/090074.shtml
Okay, now that we have reviewed our plan of action, it's time to
review the categories and make your selections.
TOPICS
The feudal system was a strict social structure that defined each
person's place in the world according to social class. As the son of a
nobleman, Robin De Beuford is expected to become a knight and
serve the king but feels that he will make a sorry page because of his
disability. Understanding the route to becoming a knight and what
was expected of them will be very helpful to the readers.
1. MILITARY EXPERTS: Knights in Shining Armour and Chivalry
Resources to help you:
Knighthood, Chivalry and Tournament Resource Library
http://www.chronique.com/
Knighthood and Orders of Chivalry
http://www.heraldica.org/topics/orders/
While Robin is under Sir Peter's service the castle is besieged by the
Welsh. It becomes evident their food supply is low and the well near
dry. If they have a chance to survive without surrendering, someone
had to go for help. Explaining how castles were both "protection"
and "prisons" will aid students in understanding Robin's dilemma.
2. ARCHITECTS: Castles
Resources to help you:
The development of the English Castle
http://www.britannia.com/history/david1.html
Castles of Britain http://www.castles-of-britain.com/
Robin's destiny is changed in one stroke: he falls ill and loses the use
of his legs. Fearing a plague, his servants abandon him and Robin is
left alone. What can you tell students about the plague and why it
was so fearsome?
3. SCIENTISTS: The Black Death, or bubonic plague
Resources to help you:
Plague and Public Health
http://jefferson.village.virginia.edu/osheim/intro.html
The Black Plague
http://www.byu.edu/ipt/projects/middleages/LifeTimes/Pl
ague.html
The feudal system formed the core of medieval society. Students will
learn about this society from the novel, but they can expand their
knowledge with your help.
4. SOCIOLOGISTS: The Feudal System
Resources to help you:
History Learning Site http://www.historylearningsite.co.uk/feudal.htm
Medieval English Towns
http://orb.rhodes.edu/encyclop/culture/towns/towns.html
Edward III is the king of England when this story takes place.
Provide informative facts for the students reading Door in the Wall
that will help them learn more about Edward III. Can you discover
why Mrs. deAngeli placed her story in this time period and what
convinced her that she had chosen correctly?
5. HISTORIANS: Edward III and Queen Philippa.
Resources to help you:
English History http://www.britannia.com/history
History of the Monarchy http://www.royal.gov.uk/output/Page66.asp
Marguerite deAngeli Archives http://www.deangeli.lapeer.org/archives
Robin writes a letter to his father. Mrs. deAngeli originally intended
this letter to look like illuminated text but was not happy with her
work and did not place it in the book. Provide the readers of Door in
the Wall with an understanding of how illuminated manuscripts were
produced.
6. ART HISTORIANS: illuminated manuscripts
Resources to help you:
Medieval Manuscripts
http://school.discovery.com/lessonplans/programs/times
medieval/medievalmanuscripts/
Runes and Manuscripts http://www.bartleby.com/211/0207.html
Marguerite deAngeli Archives http://www.deangeli.lapeer.org/archives
Once you have selected your topic (with a second choice ready) talk
with your teacher to find out who you will be working with in your
group ... and get ready to step into history!
--------------------------------------------------------------------------------------------------------------------
The Evaluation
The Door in the Wall - Medieval England
There will be three evaluations of your project that will be individually
graded.
Research, presentation, and collaboration. Research will be evaluated by the
teacher, Presentation will be evaluated by the student audience, and
Collaboration will be evaluated by the group members. The point totals will
be added together and a grade determined based on the following scale:
An online quiz comprised of questions from each presentation will be
completed by each student. Notes may be used to take this quiz. There will
be 16 (1 point) multiple choice, 16 (1 point) true and false and 6 (2 point)
short answers as well as 16 (1 point) vocabulary words. Totaling 60 points.
Research
Presentation
Collaboration
Quiz
Total
20 points
20 points
20 points
60 points
120 points
Grades based on the following standard:
A
120-108
107-96
B
C
95-84
D
83-71
F
70-0
------------------------------------------------------------------------------------------------------------------
Conclusion
The Door in the Wall - Medieval England
You have learned much about Medieval Times. Now that you have gained a
better insight into the times in which Robin lived, you can glean more
understanding into the challenges he faced.
You may want to know more about Marguerite deAngeli and how she decided
to write this story, how she conducted her research and how she went about
writing it. You may also want to read her Newbery Award speech. To pursue
these topics visit The Marguerite deAngeli Collection website.
You may also want to learn about people who have overcome insurmountable
odds such as Helen Keller or Christopher Reeves who have proven to us "if
you follow a wall far enough, there will be a door in it".
-------------------------------------------------------------------------------------Credits & References
The Door in the Wall - Medieval England
Permission is given by the Marguerite deAngeli Collection for schools,
teachers and homeschoolers to link to this webquest.
Adopted from: CyberGuide by Betty Hennessey and Jeanie
Pesicka
http://www.sdcoe.k12.ca.us/score/door/doortg.html
Rubrics constucted using Rubistar
Quiz concept based on Quikstar
Design adopted from The WebQuest Page
Concept developed to add value to Marguerite deAngeli Collection Website
Door in the Wall Research Rubric
Teacher name: Cynthia Terwilliger
CATEGORY
Ideas/Research
Questions
Group Timeline
Delegation of
Responsibility
Plan for Organizing
Information
Quality of Sources
Student Name ___________________
4
3
2
Researchers
Researchers
Researchers identify,
independently identify
independently identify
with some adult help, at
at least 4 reasonable,
at least 4 reasonable
least 4 reasonable
insightful, creative
ideas/questions to
ideas/questions to
ideas/questions to
pursue when doing the
pursue when doing the
pursue when doing the
research.
research.
research.
Group independently
Group independently
Group independently
develops a reasonable, develops a timeline
develops a timeline
complete timeline
describing when most
describing when most
describing when
parts of the work will be parts of the work will be
different parts of the
done. All students in
done. Most students
work (e.g.,planning,
group can
can independently
research, first draft,
independently describe describe the high points
final draft) will be done. the high points of the
of the timeline.
All students in group
timeline.
can independently
describe the high points
of the timeline.
Each student in the
Each student in the
Each student in the
group can clearly
group can clearly
group can, with minimal
explain what
explain what
prompting from peers,
information is needed
information s/he is
clearly explain what
by the group, what
responsible for locating. information s/he is
information s/he is
responsible for locating.
responsible for locating,
and when the
information is needed.
Students have
Students have
Students have
developed a clear plan
developed a clear plan
developed a clear plan
for organizing the
for organizing the
for organizing the
information as it is
information in the final
information as it is
gathered and in the
research product. All
gathered. All students
final research product.
students can
can independently
All students can
independently explain
explain most of this
independently explain
this plan.
plan.
the planned
organization of the
research findings.
Researchers
Researchers
Researchers, with
independently locate at independently locate at some adult help, locate
least 2 reliable,
least 2 reliable
at least 2 reliable
interesting information
information sources for information sources for
sources for EACH of
EACH of their ideas or
EACH of their ideas or
their ideas or
questions.
questions.
questions.
Door in the Wall Presentation Rubric
Teacher name: Cynthia Terwilliger
1
Researchers identify, with
considerable adult help, 4
reasonable ideas/questions to
pursue when doing the
research.
Group needs adult help to
develop a timeline AND/OR
several students in the group
cannot independently describe
the high points of the timeline.
One or more students in the
group cannot clearly explain
what information they are
responsible for locating.
Students have no clear plan
for organizing the information
AND/OR students in the group
cannot explain their
organizational plan.
Researchers, with extensive
adult help, locate at least 2
reliable information sources fo
EACH of their ideas or
questions.
CATEGORY
Content
Organization
Workload
Sources
Presentation
4
Covers topic in-depth
with details and
examples. Subject
knowledge is
excellent.
Content is well
organized using
headings or bulleted
lists to group related
material.
The workload is
divided and shared
equally by all team
members.
Source information
collected for all
graphics, facts and
quotes. All
documented in
desired format.
Well-rehearsed with
smooth delivery that
holds audience
attention.
Student Name ___________________
2
3
Includes essential
Includes essential
knowledge about the
information about the
topic. Subject
topic but there are 1-2
knowledge appears to factual errors.
be good.
Uses headings or
Content is logically
bulleted lists to
organized for the most
organize, but the
part.
overall organization of
topics appears flawed.
The workload is
The workload was
divided and shared
divided, but one
fairly by all team
person in the group is
members, though
viewed as not doing
workloads may vary
his/her fair share of
from person to
the work.
person.
Source information
Source information
collected for all
collected for graphics,
graphics, facts and
facts and quotes, but
quotes. Most
not documented in
documented in
desired format.
desired format.
Rehearsed with fairly
Delivery not smooth,
smooth delivery that
but able to maintain
holds audience
interest of the
attention most of the
audience most of the
time.
time
Door in the Wall Collaboration Rubric
Teacher name: Cynthia Terwilliger
1
Content is minimal OR there
are several factual errors.
There was no clear or logical
organizational structure, just
lots of facts.
The workload was not divided
OR several people in the
group are viewed as not
doing their fair share of the
work.
Very little or no source
information was collected.
CATEGORY
Contributions
Time-management
Focus on the task
Preparedness
Working with
Others
Student Name ___________________
4
3
2
Routinely provides
Usually provides
Sometimes provides
useful ideas when
useful ideas when
useful ideas when
participating in the
participating in the
participating in the
group and in
group and in
group and in
classroom discussion. classroom discussion. classroom discussion.
A definite leader who
A strong group
A satisfactory group
contributes a lot of
member who tries
member who does
effort.
hard!
what is required.
Routinely uses time
Usually uses time well Tends to
well throughout the
throughout the
procrastinate, but
project to ensure
project, but may have always gets things
things get done on
procrastinated on one done by the
time. Group does not
thing. Group does not deadlines. Group
have to adjust
have to adjust
does not have to
deadlines or work
deadlines or work
adjust deadlines or
responsibilities
responsibilities
work responsibilities
because of this
because of this
because of this
person's
person's
person's
procrastination.
procrastination.
procrastination.
Consistently stays
Focuses on the task
Focuses on the task
focused on the task
and what needs to be and what needs to be
and what needs to be done most of the
done some of the
done. Very selftime. Other group
time. Other group
directed.
members can count
members must
on this person.
sometimes nag, prod,
and remind to keep
this person on-task.
Brings needed
Almost always brings Almost always brings
materials to class and needed materials to
needed materials but
is always ready to
class and is ready to
sometimes needs to
work.
work.
settle down and get to
work
Almost always listens Usually listens to,
Often listens to,
to, shares with, and
shares, with, and
shares with, and
supports the efforts of supports the efforts of supports the efforts of
others. Tries to keep
others. Does not
others, but sometimes
people working well
cause "waves" in the
is not a good team
together.
group.
member.
1
Rarely provides useful ideas
when participating in the
group and in classroom
discussion. May refuse to
participate.
Rarely gets things done by
the deadlines AND group
has to adjust deadlines or
work responsibilities
because of this person's
inadequate time
management.
Rarely focuses on the task
and what needs to be done.
Lets others do the work.
Often forgets needed
materials or is rarely ready
to get to work.
Rarely listens to, shares
with, and supports the
efforts of others. Often is no
a good team player.