Novel Study Spring 14

Novel Study for Crispin: The Cross of Lead
Aaron Conner
Samford University
Dr. Hoaglund

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Table of Contents

Page 2 Table of Contents
Page 3 Book Summary
Page 4 About the Author
Page 5 Introduction to the Novel Study
Page 9 Closing Activity
Page 11 Class Project
Page 12 Cross Curricular Activities
Page 12 Math Activity
Page 13 Science Activity
Page 15 Art Activity
Page 17 Music Activity
Page 19 Social Studies/Geography Activity
Page 21 Technology Activity
Page 22 Comprehension Strategies
Page 22 Visualization
Page 24 Recall: Reading Guide Questions
Page 39 Predicting
Page 41 Making Connections
Page 42 Summarizing
Page 43 Making Inferences
Page 44 Questioning
Page 45 Determining Importance
Page 46 Writing Connections
Page 47 Organization
Page 47 Genre Web
Page 48 Poem Related to Novel
Page 49 Reading Schedule
Page 50 Word Work and Assessment
Page 50 Vocabulary
Page 52 Summative Assessment
Page 56 Additional Resources
Page 57 Bibliography

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Crispin: The Cross of Lead
By AVI

Crispin: Cross of Lead is a novel about a boy who is called Astas Son. He has no
name and soon he has no mother, no home, and seemingly no hope of survival when he is
hunted by the town steward. His only friend, the town priest, tells him his name is Crispin
and that he has a secret and important past but soon he is found dead as well. The steward
declares Crispin a Wolfs Head, less than human, and sentences him to death for a crime
that he did not commit. Left to the wild, Crispin runs for his life until he is found by a
jester called Bear. Bear forces Crispin to swear to serve him and Crispin does so
grudgingly. Bear seems harsh and unpleasant at first but soon he takes Crispin to a town
and has him perform with him as a jester. Crispin is taught to sing and play the recorder
and begins to gain confidence next to Bear. They travel from town to town earning
money and food when they come to an enemy occupied bridge. The steward has come for
him and has brought along an entire armed guard to hunt him with. Bear takes Crispin
along another route all aiming towards the town of Wexly for some elusive purpose.
Once in the town, Crispin is overwhelmed by all of the new sights, sounds, and smells
that he sees. They find their tavern, The Green Man, and stop for the night. Bear tells
Crispin to stay put but enraptured by the new town, Crispin leaves the tavern. As he is
exploring the vastness of Wexly, he runs into the steward who tries to kill him and chases
him through the night. Bear finds and rescues Crispin and brings him back to the tavern.
That night Bear meets with another man named John Ball and they talk about freedom.
They plan to meet the next day and as Bear leaves, Crispin notices two men following
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him. He runs to warn Bear of the danger and succeeds in saving his compatriots. But in
saving his friends, Bear is captured. Crispin struggles with what to do but learns from the
tavern owner that he is much more than he first believed. Crispin learns that he is the
illegitimate son of the newly deceased lord of the land and that his wife wants all bastard
sons to be killed for fear of their claim to the throne. He has a lead cross that his mother
wrote his name on and so he decides to save Bear. He sneaks into the castle and threatens
to reveal his identity if Bear is not released. After arguing, the steward agrees to release
him if Crispin agrees to give him the cross and never claim the throne. Crispin agrees and
is lead to Bear who has been badly tortured. Once they leave the castle, the steward
proclaims that Bear and Crispin are traitors and must be killed. Bear and the steward fight
and Bear succeeds in killing the steward. They leave the town and Bear inducts Crispin
into his guild as they walk off singing tunes and playing songs together.

Meet the Author
AVI was born December 23, 1937 in New York City, NY. AVI was a nickname
that his twin sister gave to him which became his pen name, but his birth name is Edward
Irving Wortis. Two of his grandfathers were authors and his grandmother was a
playwright so writing runs deep in his family. He has written over seventy books and has
won the Newbery Award in 2003 for his book Crispin: The Cross of Lead and Newbery
Honor award for The True Confessions of Charlotte Doyle and Nothing But the Truth.
AVI has adult children and currently lives in Denver, CO with his wife Linda Wright.

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Opening/Closing the Study:

Introduction
To introduce this book I would start by giving the students a Pre-Reading Activity
called Before You Read. This activity includes a page of information entitled Living
Medieval which gives many useful facts on the culture, society, and the beliefs of the
people who lived in Crispins time. The students would be given no introduction to
Crispin other than the fact that we are reading a book called Crispin: The Cross of Lead.
The students would be given ten minutes to read over the information section and fifteen
minutes to complete the questions on the second page. After the time is up, I will go
around and have the students ask me any questions that they may have and will start a
conversation about the time period. I will ask the students to share any personal
experiences they may have with medieval stories or material such as a renaissance fair or
a culture day. I will also ask if they have seen any movies or videos that are about the
medieval time period. After their questions are done I will then hand out the copies of the
books to the class. I will give them a few minutes to look at the cover and read the back
of the book. Finally I will read the first three chapters to them and hand out their chapter
reading question packets.

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Here is the example of the Activity Sheet:
From: Crispin: The Cross of Lead by Avi A Novel Teaching Pack by Margaret Whisnant
Copyright 2008 Margaret Whisnant
Taking Grades Publishing Company, Conover, NC 28613
Before You Read Crispin: The Cross of Lead
By Avi

Living Medieval

Crispins story takes place in England in 1377, a year that was part of an era known as the
Middle Ages or the medieval period. (The term medieval comes from the Latin word medium,
which means
middle.) The years roughly marked by A.D. 400 to 1600 are often called middle years
because they came between the classical civilizations of Greece and Rome and modern
times.

As you read, you may find yourself wondering why Crispin and so many other people of the
Middle Ages were willing to accept poverty and injustice as their fate. Consider the following
facts:

Medieval society was built on the belief that

God decided who was born wealthy and who was born poor.
(1) A person was a king, a lord, or a member of the nobility because God wanted it that way.
(2) To be born a serf, bound to masters and to the land, was the will of God.
Everything that happened was Gods willincluding plagues, diseases, etc, which were
believed to have been sent as divine punishment.
Life on earth was nothing more than a prelude to an afterlife.
(1) For the poor, suffering was to be expected and accepted as ones divinely appointed lot
in life. Dutiful serfs would reap their rewards in heaven. To question or resist ones fate, no
matter how horrible, was to risk an afterlife in hell.
(2) The earthly blessings enjoyed by the wealthy were a gift from God and not to be
questioned.
(3) Attending church was mandatory.
(4) Ordinary people could not pray directly to God. Praying was the job of the clergy.
The authority of the church and the government was a matter of divine will and must
never be questioned.
As Gods chosen ruler, the king and his nobility created and enforced the law of the land.

Because of the prevailing belief system, Medieval society was divided into three basic
groups:
those who ruled and fought the enemy (kings, knights, lordsthe nobility)
(1) the king, who owned all the land, was supported by the nobility, who protected the
monarchs earthly possessions, given to him by God.
(2) Nobles (lords) were granted portions of the kings land (a fief) which they used and
protected. The serfs who lived on the land were thought of as possessions.
(3) Being granted land obligated the nobles to go to war for the king, making it necessary for
them to appoint others (vassals) to care for the property (fief) and its serfs in their absence.
those who prayed to God (the clergypriests, bishops, etc.)
(1) As Gods earthly representatives, some clergy had positions of influence and power.
(2) As spiritual leaders, it was necessary for the clergy to have knowledge of reading and
writing in order to read Gods word and impart its message to the uneducated.
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(3) Formal education was generally the responsibility of the church. Except for daughters of
the very rich or the very powerful, girls were generally ignored.
those who worked (serfs)
(1) Serfs were little better than slaves to their masters and to the land.
(2) Serfs worked the land to support themselves and their masters.
(2) Serfs greatly outnumbered the nobility and the clergy.
During Crispins era, most of the population lived in rural areas. However, an emerging
groupthe urbaniteslived in cities. Here the craftsmen and merchants created, bought,
and sold their goods.
Eventually, they formed guilds to protect themselves, settle disputes, and give rise to the
middle class.
For most citizens, life in England, A.D. 1377 was harsh. Still, the steady flow of enlightened
ideas,
such as those held by some of the characters you are about to meet, eventually led to the
creation of
our own way of life.

Use information from Living Medieval to answer the following questions. When you have
finished, you will be able to slip into Crispins world as an informed historian and a
sympathetic observer.

1. Why were most people unwilling to question the authority of the king and his
representatives?
2. How did lords come into possession of large tracts of land?
3. Explain how someone who did not own land nor hold the title of lord could gain control of
a whole village.
4. Do you suppose the wealthy people and the clergy of Crispins time were aware of the
suffering that poor people had to endure? If they were aware, why didnt they do something
about it?
5. Since there were many more serfs than nobility and clergy, why didnt they rise up against
their masters? Or, why didnt they just go on strike and refuse to work?
6. If a personwealthy or poorgot sick, what would be the most likely explanation for the
illness?
7. Speculate as to how people from this time felt about sanitation. Did they take baths every
day?
How about their living quarters and the food they ate? Were they concerned about
cleanliness?
Explain your answers.
8. Would the nobility have thought it was necessary to be able to read and write? Why or
why not?
Would it have been important for the king to be educated? Explain your thinking.
9. If you had visited a small village in 1377 England, would you have expected to find books
in most of the houses? Why or why not? Where might there have been at least one book?
How would it have been different from a modern book? (Hint: Research the printing press)
10. Where would a nobleman go if he or she wanted to learn to read and write? How would a
serf learn what he or she needed to know?
11. Even the smallest and poorest medieval villages had a church and a priest. What was
the priests job? Compare his power and duties to his modern equivalent.
12. In 1377 England, were there policemen to track down criminals and bring them to
justice? Explain
your answer.
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13. Which group of people do you think might have been able to commit crimeseven
murder without being punished? How do you suppose ordinary people protected
themselves?
14. Use your reasoning power to deduce an average life-span for a serf in 1377 England. Do
the same for a member of nobility and for a clergyman. Research to find out how accurate
you were.
15. During the Middle Ages, was there separation between church and state? Explain your
answer.
16. Which of the three groupsthe nobility, the clergy, and the serfsdo you think were in
the best position to bring about change in 1377? Explain your answer.
17. How have ideas about land ownership changed since 1377?
18. During the middle ages, it was common for people to be born, live, and die in the same
village.
Offer some logical explanations for this situation. Research to back up your ideas.
Ask ten adults how far they now live from the place of their birth. Then find out why they
moved from their original home. If they are still living in the same area, ask them to explain
their choice.

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Closing Activity
For the closing activity I would tell the class in advance that we were going to
have a medieval party including music, dancing, dressing up, food, and drama skits. We
will all be dressed up as knights, princesses, jesters, kings and queens and will start the
day by reading the last chapter of the book. I will be dressed at Bear (and will have
grown out a red beard) and will read the chapter in character. The students will have been
instructed to not read ahead so the ending should be a surprise. Following the reading the
students will be given twenty minutes to socialize/eat and drink the food that was brought
by the parents (who are welcomed to dress up and participate as well). After the food
break, the next thing will be the presentation of the group projects. All three groups will
introduce their skit and will then play it on YouTube for the class to watch. After the
projects have been presented, the students will take the rest of the party time to act out
their favorite scenes in character with their friends. The parents will be encouraged to
walk around and look at all of the projects that their child has completed. They will get to
see the heirlooms that their child has made and will also get to see the journals they have
kept up with throughout the four weeks. After the parents leave we will clean up and
have thirty minutes to take the final assessment for the book.

This is an example of the party invitation:
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Class Project
The class will split into three groups that have been established by me. The
students will work together in their groups to develop a movie trailer for the upcoming
movie Crispin: The Cross of Lead. The students will have two days to develop a script
and assign parts for the film. The requirement for time will be that the film is at least
ninety seconds long and no longer than three minutes. They can either make a teaser
trailer or a review trailer. They can produce a teaser trailer with little of the plot explained
as long as they can justify that what they have produced is still relevant to the story. The
groups will be approximately 7-10 students and so not every student will get a chance to
play a main role. Due to that reason a few other positions will be created such as camera
operator, director, props manager, and editor. The groups will have opportunities to make
their props in class and will be given two days to film and edit their short videos. They
can bring props from home and can have parents assist as long as all of the scripting and
filming is done at the school. (We do not want the parents to make the film). The class
will have three weeks to complete this task starting the second week of the novel study.
The groups will but their projects on YouTube and will present them to the class during
the final party on Friday.

The project could look something like this:

http://www.youtube.com/watch?v=mJcTexT7E4o

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Cross Curricular Activities

Math
Standard: AL 5
th
Math (18) Convert among different-sized standard measurement units
within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these
conversions in solving multistep, real-world problems.
Objective: Students will solve problems that are related to the book by converting
distances and either multiplying, adding or subtracting these values in word problems.
Activity: After the class has read Crispin: The Cross of Lead, the teacher will begin
talking about unit conversions in the metric system. The teacher will work with the
students and show them the relationship between centimeters, meters, and kilometers.
The teacher will use many examples that reference the story of Crispin and will assess the
students on their ability to accurately convert the measurement and then perform the
proper function to answer the question.
This is an example of a question the students might see:

Crispin and Bear started out at the ruined town and walked
9.5 kilometers (km) to the nearest town. Assure that each
town is approximately 9.5 km from each other. If Crispin
and Bear visited 6 towns in one week, how many METERS did
they travel in all?

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Science
Standard: AL 5
th
Science (9) Describe the relationship of populations within a habitat to
various communities and ecosystems.
Objective: Students will research the animals living in England in the 1300s and will
create a food chain in the form of a menu that Crispin could have seen in the market of
Wexly.
Activity: The teacher will introduce the concept of food chains and what they mean for
us. After the class is familiar with food chains, the class will be broken into groups of
three and will look up online the different types of animals that were alive in the 1300s,
approximately the same time as the tale of Crispin. The groups will create a simulated
restaurant and will create a menu that will include all of the animals they find in that
habitat. The groups can organize the menu in any manner they choose as long as it stays
true to natures food chain. For example a student could write: The smallest in the chain
(plants) will serve as the appetizer and each growing chain will be another course so
rabbits are next, followed by Owls. And they can make many different courses and types
of meals as long as it stays accurate. Finally the students will give each food a price and
will decorate their menu if they chose to do it on paper or will print it out if they
completed it on a computer. All menus will be laminated and kept in the class.

Here is an example of the final product (the real product will have a restaurant name,
prices, and descriptions in the graphic):

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The Green Dragon Inn

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Art
Standard: AL 5
th
Arts Education Visual Arts (2) Apply variety and unity in the
production of two- and three-dimensional works of art.
Objective: Students will create a three-dimensional heirloom that they would take with
them on an adventure similar to how Crispin had his cross of lead. The student will
include designs as well as a message somewhere on the heirloom.
Activity: After reading Crispin: The Cross of Lead the class will discuss the cross of lead
that his mother carried and why it was so important to him. The class will then use clay to
create an heirloom of their choice (must be small in size and can be a cross but does not
have to be). The first day the students will draw up a design for what their item will look
like and the teacher will inspect the stability of the shape so that it will not break in the
kiln. The next day the student will begin shaping and molding the clay into their
approved shapes. They will use different tools to add details, designs, and a word or
message somewhere on their heirloom. The teacher will then put the items in the kiln to
harden them. Then the students will glaze the clay with whatever colors they like and will
give them to the teacher who will put them back in the kiln for the final time. While the
heirlooms are firing, the students will make simple neck pouches similar to Crispins so
that they can put their items in them and carry them around.

Here are a few examples:
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Music
Standard: AL 5
th
Arts Education Music (4) Perform simple melodies on recorders.
Objective: Students will learn the tune from the book and will be able to play the tune
correctly on their recorder.
Activity: Bear teaches Crispin how to play the recorder and after some practice, Crispin
becomes skilled at using it. The class will take turns learning the tune to play on their
recorder and learning to dance that goes with it. Half of the class will practice their
recorders as the other works on choreography. After they have mastered the skills, the
class will work together with one half playing and the other dancing along. They will
perform the song twice so that each group gets an opportunity to play and dance.

Here is an example of a music piece that could work as the music that Crispin played was
not written down:
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Social Studies/Geography
Standard: AL 5
th
Social Studies (1) Locate on a map physical features that impacted the
exploration and settlement of the Americas, including ocean currents, prevailing winds,
large forests, major rivers, and significant mountain ranges
Objective: Students will become familiar with a map and will identify and describe main
features such as towns, mountains, rivers, oceans, forests, and roads.
Activity: The students will be given a large, blank map of the Isle of Britain. They will
be told where the main cities are but will have to fill in the remaining cities as well as all
of the terrain that Crispin and Bear encountered on their journey. They will be sure to
include the following on their map: rivers, forests, cities or towns, roads, farms, walls,
lakes, mountains, and the ocean. The students will use the books for details about cities
and roads and forests and will be creative and include the lakes, rivers, and mountains on
their map. They will also label and name everything from the cities, lakes, rivers, roads,
and mountains. They will completely color the map and we will hang them in the
classroom. All of these features are present in both Britain and in the Americas. The
students could use this activity to bridge the gap between the book and an upcoming
lesson on settlement of the Americas. Since most settlers came from Europe it would be
important to talk about the features that are present in Europe and how they are similar
and different in America as they explore.

Examples to base instructions off of:
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Technology
Standard: AL 3-5 Technology (7) Explain the influence of technology on society
Objective: Students will find examples of technology in the book and will research to
find more information and present it to the class.
Activity: Many examples of technology were references or at least mentioned in the
book. The students will get into groups of four and decide on a technology that is found
in the book. Examples can range from the wheels that were on the carriage in Wexly to
the advanced weapons that were used in the hunt for Crispin. The students will use their
devices to look up the different technologies and will also find what that technology a)
replaced and b) what replaced it. The students will also be required to have some visual
aid such as a picture, video, or slide show showing off their technology. Finally they will
tell the class how the technology was influential to the culture of the time and how it has
changed the world for the better or worse.

An example could look like this:

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Comprehension Strategies

Visualization
To acquire the skill of visualization, the class will complete a worksheet called
Graphic Organizer #3 Inside the Hut. This is an excellent activity that allows the students
to put themselves in the shoes of a person in the medieval times. The students travel
through time and arrive in a medieval hut. Then they are encouraged to write about what
they experience in Goodwife Peregrines hut. They record what they see, smell, hear,
their physical reactions, mental reactions, and whether or not they would return. This is
an excellent exercise because the students have to place themselves in another time
period and think about what it looked like, all the smells that they might encounter, all of
the sounds they could hear and how they would react to being in such a place. The
students are using their background information, new information, and their imagination
to develop their answers.

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From: Crispin: The Cross of Lead b y Avi A Novel Teaching Pack by Margaret Whisnant
Copyright 2008 Margaret Whisnant
Taking Grades Publishing Company, Conover, NC 28613
Think, Write, Create Crispin: The Cross of Lead
Graphic Organizer #3 By Avi
Inside the Hut
(A Narrative of My Adventure)

Imagine that you are a student from the future, a time traveler able slip back to 1377 and step invisibly inside
a hut exactly like the one that Goodwife Peregrine inhabited. (see page 46) Your teacher has instructed you
to make notes about what you see, what you hear, the smells, your mental and physical reactions, and your
willingness or refusal to return and live in the structure for 48 hours to gather more information. Your final
instructions are to write a first person narrative about your experience.
Below is a page from the journal you took along. Use the entries you made to complete the assignment.

Time Travel Log

Dates: Traveling from _________________________ to ______________________________
Destination:________________________________________________________________________

The Scene:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

The Sounds:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________

The
Odors:___________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

My Reactions: (1)
Mental:___________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________________________

(2)
Physical:__________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Possibility of Further Research:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________________

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Recall

Name_____________________
Date_____________________

Reading Guide for Crispin: The Cross of Lead
After each set of chapters, stop and reflect on what you read by answering the set
of questions that match with the appropriate chapter set. You can answer the question in
the blank space provided in this packet or you can record your answers in your writing
journal as long as your head your paper properly. Be sure to use complete sentences and
use your imagination and creativity. Remember that the more you put into your work, the
more you will take away from it!

Chapters 1-3
What would you say is the overall tone or emotion of the first chapter?

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How does Astas son handle the death of his mother along with being hunted by
the steward? How would you have reacted?

What do you think Aycliffe and the stranger were talking about?

Chapters 4-6
How would you feel if you saw a group of guys walk to your house and knock it
down?

Explain how you imagine Lord Furnivals Manor. Include a picture with your
answer.

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Were you surprised to see the stranger again? What do you think he said to the
congregation?

Chapters 7-9
What does the author mean when he says that Astas son has been declared a
wolfs head?

How do you think it would feel to learn that you had a name but it was kept a
secret from you?

What did you think about the conversation between Matthew and Luke? Did
anything in particular jump out at you as you read?

Chapters 10-12
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Did you trust Cerdic? Were you surprised to find out that he was a traitor to
Crispin? Why or why not?

If you had been in Crispins situation, how would you have acted differently?
Would you have run or given up or fought?

List your favorite descriptive detail from the chapters and tell why they are your
favorite.

Crispin was obviously scared being alone in the dark. What is one of your fears?

Chapters 13-15
Crispin had a pouch with three seeds and a cross of lead inside. If you had a
pouch like this, what four things would you keep inside?
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What crime do you think the hanging man did to deserve such a death?

Do you think that the voice that was singing in the church was real? If so who do
you think it could be?

Chapters 16-18
Do you think that the large man his bad intentions for Crispin? Give evidence to
support your opinion.

What do you think the large man is going to do with Crispin now?

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Do you think that the large man is merciful or cruel? Or both? Justify your
answer.

Chapters 19-21
Were you surprised that Bear was a jester? What did you think that he really
was?

Did you find it strange that Bear did not want to be called sir? If so why?

Do Bear and Crispin share and similarities in their lives? What are they?

Chapters 22-24
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Have you ever listened to old tales or war stories told by a grandfather or uncle or
even a father? What was it like to hear of their adventures?

It was good for Crispin to talk about his family and his troubles. When you are
upset, do you feel better after talking about it?

Talk about your reaction to what Bear says to Crispin here. Do you agree with
him or disagree? Why or why not?

Chapters 25-27
Where in this chapter did you see Crispin gain a little hope? Explain your thought.

What is more Crispin more fearful of, performing in the town, or being betrayed
by Bear? Explain.
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Are you surprised to see the steward at the bridge with his men? Why do you
think he has chased him so far from Stromford?

Chapters 28-30
What do you think the cross said?

What are your thoughts on the secret nature of Bear and what brotherhood could
he be a part of?

What is your reaction to the false claims that Crispin has killed the priest? How
do you think Crispin feels?

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Chapters 31-33
Tell of a time that you worked hard and earned money or some other reward for
it.

What are the pros and cons of trusting Bear as they go into Great Wexly?

Do you think that the guards in the city were looking for Crispin? If they are,
what will they do with him?

Chapters 34-36
Create a shop of your own and describe the type of sign that would advertise your
business.

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Does the scene in the tavern between Bear and the Widow remind you of another
scene?

What was your reaction to reading about Crispins decision to leave the room?
Would you have done the same?

Chapters 37-39
Does the Lady Furnival sound like a princess from the typical fairy tale? Why or
why not?

Were you surprised to learn that Aycliffe was in the town? How is he connected
to Lady Furnival?

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If you were in Crispins situation would you run or try to find bear or do
something else?

Chapters 40-42
Were you surprised by Bears reaction to finding Crispin? Would you have been
happy or angry with him?

What do you think of the figure standing in the shadows?

Is it a coincidence that the one eyed man was looking around in the tavern? What
possible connections could he have?

Chapters 43-45
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Name two details that the author uses to describe the kitchen that stood out to you.
Comment on one of the details and say how it was unusual.

Crispin has run off again! Do you think the need is worth the risk? What would
you have done?

Predict what will happen in the next chapter.

Chapters 46-48
Why do you think that John Ball told Bear to place his trust in God and in him?

What decisions does Crispin have to make? What would you choose to do?

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What could be so special about Crispin that the soldiers destroyed the tavern
looking for him?

Chapters 49-51
Record your reaction to the news of Crispins past here. Talk about your past
predictions and talk about the connections in the story from then until now.

How does Crispin deal with the news of being the illegitimate son of Lord
Furnival?

Explain the transformation in Crispin as he discovers his identity and decides
what he is going to do about his situation.

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Chapters 52-54
What do you think Crispins plan for rescuing Bear is? What would yours be?

How did the men react to the news of Bears imprisonment? Were they hopeful?
Did they seem to care about Bears situation?

What do you think Crispin saw that made him gasp?

Chapters 55-57
Do you think Crispin will run as he always has or will he fight Aycliffe? Is there a
different scenario that you picture happening?

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Does the Crispin in this chapter resemble Astas son in the first few chapters?
Compare and contrast Crispin at the beginning and now.

Do you believe that the steward will really keep his word and let the two go?

Chapter 58
How did you feel about the end of the story? Was it the happy ending you
expected or maybe did not expect?

Why did Crispin set the cross on the stewards bloodied chest?

Where do you think the two will go from here, and what do you think they will
do there?

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Predicting
I think that a great way to help students practice their predicting skills is to give
them a cover analysis. The students will have an activity that I have made for the book
and will fill them out as they explore the cover page of the book. The main idea behind
the cover analysis is to give the students a few clues as to what the story will be about but
then allowing them to predict what is going to happen. The questions on the cover
analysis are 1) What is the first thing you notice about the cover? Do you think the author
intended you to see this detail? If so why do you think it is important? 2) Look again at
the cover and find a detail that you missed the first time you looked at it. Tell what it is
and whether or not you feel it is important to the story. 3) Look at the way the title is
written: the font, size, and color. Tell why you think the author decided to make them this
color and shape and size. 4) Based on the cover, make a prediction on what is going to
happen in the story. Write it down and compare it with the story as we read through it.
These questions are meant to guide the students into thinking about the possibilities that
lie within the book.

The cover analysis looks like this:

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Making Connections
Text to Text: The students would choose another book that they have read that reminded
them of Crispin and will create a Venn-Diagram to show the similarities and differences
between the texts.
Text to Self: The students will create a series of journal entries that showcase the
similarities and differences between their life experiences and the story of Crispin.
Text to World: The students will research and record world events that remind them of
any aspect of the story. For example, a student could research a story of a boy in another
country becoming an orphan but being adopted by a caring family. The student could also
research a deadly epidemic that killed massive amounts of people because it reminded
them of the Plague.
The teacher would discuss the differences between the thinking of the populace of
England and the radical ideas of Bear and John Bell. The floor would be opened to
discussion about diversity of ideas and how they have shaped our world into what it is
today.

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Summarizing
Students will develop a song that Bear could have sung that summarizes all of the
main points in the story. They would work in groups of two or three and start off by
developing a timeline of events. They would list all of the main ideas on the timeline and
then would turn it sideways to see the list vertically. They would then make the events
into complete yet short ideas and develop their song over a three day period. The idea is
that the students would have to select only the most important ideas and tell them in a
way that gets the point across to the reader. In this they learn the important features of
summarizing. The manner in which the song is organized or written is completely up to
the group who is creating it. The groups would then write their songs on construction
paper and decorate them before they turned them in to me.
This is an example of the format that a group may choose:

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Making Inferences
The students will be given a selection from the book and will be asked to make an
inference into what the probable outcome is. This will be done periodically throughout
the book and will also act as a guide for the students to stay on track with the reading.
A few examples of questioning would be:
After Crispin gives his sacred oath to Bear, he regrets it, thinking it "far better to
have died on the road." What causes him to think his fate is so bleak? Why does he
believe he must keep his oath? What does that tell you about his character?
Why does Crispin believe that Bear is mad? List three things that Bear does or
says that would lead Crispin to believe that Bear is crazy. Would you think the same
thing if you were in Crispin's shoes? Why or why not?
Crispin is confused by Bear claiming it is best to "live by questions," not by
answers. What do you think he means by that? Do you think Crispin is living by answers
before this scene? Explain.
The students will answer these in their writing journal and will be able to reflect
on their answers if and when they find the true answers later in the story.

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Questioning
The class will participate in a mock trial dealing with the alleged crimes of
Crispin. Students will have to question whether or not they feel Crispin was a criminal
based on the laws that were in place at the time he lived. The following are the
instructions for such an activity.
Several crimes are mentioned in Crispin: The Cross of Lead. Have the class make a chart
with three columns. In the first column, list each crime they find in the book. In the next,
name the medieval sentence. In the last, list what would result from the conviction of a
similar crime today. Discuss with the class the implicit crime at the beginning of the
book: the illegitimacy of Crispin and de facto imprisonment of his mother, Asta.
In this case, who received the sentencethe perpetrator or the victim? What other
examples of unpunished crimes can you find in the book? Discuss how one set of laws
applies to those at the bottom of medieval society while another set of rules is given to
those at the top. Is it that way now?
Also the class will look at some local laws and will be given a case study and will have to
determine if that person is innocent or guilty and will question the real verdict of the case.

Aaron Conner 45

Determining Importance
CHESS: SOCIAL CLASS IN MEDIEVAL ENGLAND
In Crispin: The Cross of Lead, a cross section of medieval society is in evidence.
Crispin is clearly the pawn in a high-stakes game of power, and even King Edward III is
mentioned. The teacher will use the game of chess to illustrate the role of each character
in the story. It is important to remember that even pawns have power under the right
conditions. The teacher will have a representative from a chess club give the class a brief
history and overview of the game. The teacher will then explain each of the pieces and its
function, relating each one to its role in medieval society. Finally ask the class to discuss
how the moves and rules represent feudalism either verbally or in a written essay.

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Writing Connection
For the writing connection, the class would go through the stages of writing using
the book as their main influence and as their reference point. The teacher would have the
students start off writing in their writing journals and would expect a printed copy for the
final draft.
The topic would be: You have been given a Cross of Lead by your mother and you have
discovered that you have a secret past. Write a narrative explaining what the cross says
and how it ties into your past.
Pre-Writing: Students will brainstorm ideas of words or phrases that could be written on
their cross and will come up with ideas about their past in their writing journals.
Drafting: Students will form their ideas into a rough draft and will be at least five
paragraphs long.
Revising and Editing: The students will peer review each others first drafts and make
corrections. Then the students will type up their corrected drafts into a word document.
Publishing: The students will check the second draft for formatting and any remaining
errors in grammar or spelling errors and then will email me their final copy for a grade.

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Organization
Genre Web

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Poem Related to Novel
If I Were King
by A. A. Milne

I often wish I were a King,
And then I could do anything.

If only I were King of Spain,
I'd take my hat off in the rain.

If only I were King of France,
I wouldn't brush my hair for aunts.

I think, if I were King of Greece,
I'd push things off the mantelpiece.

If I were King of Norroway,
I'd ask an elephant to stay.

If I were King of Babylon,
I'd leave my button gloves undone.

If I were King of Timbuctoo,
I'd think of lovely things to do.

If I were King of anything,
I'd tell the soldiers, "I'm the King!"

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Reading Schedule
Daily Students will read three chapters a day during the week and complete the chapter
questions before the start of the next class. The student will be given time in class to read
the chapters but if a student does not complete the required number of chapters, they will
be allowed to take the book home and read that night as well as answer the chapter
questions.
This book will take four weeks to read as a class reading three chapters a day, five
days a week with the last day being only one chapter and the class party. The students
will be reading silently on Monday and Wednesdays, reading in groups on Tuesday and
Thursdays and listening to me read on Fridays. The group days, Tuesdays and Thursdays,
as well as Fridays will be activity days. We will have all of our extra activities besides the
chapter reading questions to complete on those days.
Sample Schedule: Week 2
Day
Sunday Monday Tuesday Wednesday Thursday Friday
Task
Review
Chapters
1-15
Silently
read
Chapters
16-18.
Complete
Reading
Questions
Group
read
Chapters
19-21.
Begin
working
on Group
Project.
Silently read
Chapters
22-24.
Complete
Reading
Questions
Group
read
Chapters
25-27.
Work on
Group
Project/
filming.
Teacher reads
Chapters 28-30
to the class.
Complete
Making
Connections
Activity.

Aaron Conner 50

Word Work & Assessment

The words that will be used as vocabulary terms are as follows:

Alb: a long-sleeved, white priestly garment
Canonical hours: any of certain periods of the day set aside for prayer or devotion
ranging from Matins to Compline
Christendom: A common reference to the known world; the land and people who are
Christian and therefore civilized
Compline: the closing prayers of the evening
Cottar: one who held no land in his or her own right
Glaives: long poles with sharp blades attached
Matins: the First prayers of the day
Mazer: a large drinking bowl made of wood
Moot: an assembly of people exercising administrative and judicial powers
Mummer: an actor, especially a pantomimist
Serf: a person in medieval times who is bound in servitude to the land; the lowest
position in feudal society
Tonsure: the part of the clerics head, usually the crown, left bare by shaving
To teach these twelve words to the class, I would have two students assigned to a
word and they would be responsible for being an expert on the word. They would
research the word and would present it to the class in any method they chose. Examples
could range from skit, PowerPoint, video, drawing, poem, etc. They will be required to
Aaron Conner 51

find the definition for the word, use it in a sentence and draw a picture of it. All of the
words will be displayed around the room.

Example of a word defined:

Word: Mazer
Definition: a large drinking bowl made of wood
Sentence: I bumped into a mans arm and caused him to
spill the wine out of his mazer and onto the floor.
Picture:

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Summative Assessment
Name___________________
Date___________________

Crispin: The Cross of Lead Test

Vocabulary
Fill in the blanks with the correct definition.

1. Alb______________________________________________________________
__________________________________________________________________

2. Canonical
hours___________________________________________________________
__________________________________________________________________

3. Christendom____________________________________________________
__________________________________________________________________

4. Compline_______________________________________________________
__________________________________________________________________

5. Cottar___________________________________________________________
__________________________________________________________________

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6. Glaives_________________________________________________________
__________________________________________________________________

7. Matins__________________________________________________________
__________________________________________________________________

8. Mazer___________________________________________________________
__________________________________________________________________

9. Moot____________________________________________________________
__________________________________________________________________

10. Mummer__________________________________________________
__________________________________________________________________

11. Serf_______________________________________________________
__________________________________________________________________

12. Tonsure___________________________________________________
__________________________________________________________________

Aaron Conner 54

Short Answer
Answer each of the questions in full sentences and detail.

1. What is significant about the cross that Crispin gets from
his mother?

2. What role does Bear play in the story? How does his role
alter the path that Crispin was going down?

3. What was Crispins reaction upon entering Wexly?

Aaron Conner 55

4. Describe an instance in the story where a character
sacrificed something for another character.

5. The theme of freedom and bondage is heavy in this story.
List three examples from the story that fall into each
category.

Aaron Conner 56

Additional Resources:
http://en.wikipedia.org/wiki/File:Uk_outline_map_with_WCML_railway.PNG
http://www.imagekind.com/map-of-ancient-england-art?IMID=adf793e6-80bf-46c0-
afbd-bb87b7ac833e
http://www.scholastic.com/teachers/lesson-plan/crispin-cross-lead-extension-activity
http://www.8notes.com/scores/7391.asp
http://www.tarafirmastudios.com/after-school-classes.html
http://williamsartclass.blogspot.com/2009/11/clay-projects.html
http://www.rainseason.net/wp-content/uploads/2012/01/Food-Chain-Tropical-
Rainforest2.jpg
http://www.btsb.com/libcorner/lp/CrispinCrossofLeadGuide.pdf
http://www.dltk-kids.com/crafts/miscellaneous/mmilne-ifiwereking.htm
http://www.avi-writer.com/pdf/Crispinstudyguides.pdf
http://walkingthroughthepages.blogspot.com/2011/09/crispin-cross-of-lead.html
http://3.bp.blogspot.com/-luvSGjKI-
eY/T5Q6JX7kNtI/AAAAAAAAAcA/nULZxFas39I/s320/ConnectionsKidsPOSTER.jpg
http://takinggrades.com/SamplePages/CrispinSPgs.pdf

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Bibliography
AVI. (2002). Crispin: The cross of lead. New York, NY: Scholastic Inc.
Myrick, E. (2002). Crispin: The cross of lead teacher's guide. New York, NY: Hyperion:
Books For Children. Retrieved from

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Novel Study for Crispin: The Cross of Lead

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