Summary of Child of the Dark Prophecy Long ago the great wizard Merlin planted a seed that became the vast world of Avalon. The peaceful realms are soon disturbed by drought and an unknown terror as the stars of the Wizard's staff start to fall. The signs of the Lady of the Lake's prophecy are starting to come true, and everyone is on the lookout for two people; the heir of Merlin who is to save all Avalon, and the child of the dark prophecy who is to end all of Avalon. Three travelers carry the fate of Avalon in their hands (Tamwyn, a wilderness guide who is on the search for his lost adopted brother; Elli, an apprentice priestess; and Scree, a young eagleman), for one is the true heir and the other the dark child. Filled with high adventure, fascinating creatures and characters, and a suspenseful plot, Child of the Dark Prophecy is the first book of the Great Tree of Avalon trilogy and bound to stir the imagination of all who read. Child of the Dark Prophecy is a good book to use in a middle school classroom (Grades 6-9) to introduce new readers to the design and format of fantasy literature. It contains most of the elements and conventions associated with fantasy literature and a hero's journey in mythology. Within the story are many references to Arthurian and Celtic mythology as well as folkloric creatures that add life to the pages. Some of the themes in the book are loyalty, human rights (slavery and liberties), the value of life, and misconceptions surrounding a person's birth and family. There are only a few drawbacks teachers should consider if thinking about teaching about this novel. Although it is a fascinating novel containing many elements of fantasy that kids will enjoy reading, there are other books more acclimated to teach the conventions of fantasy. The book is also a bit long, spanning about three hundred and forty-six pages, which makes it hard to teach in a good amount of time to middle school students. The book itself, despite containing good morals and themes, is more of a fun read than a core teaching or learning tool.   READING ACTIVITIES (compiled by Drew Tarbox) |During Reading|After Reading| Before Connections •  “Avalon." Encyclopedia Mythica . 2007. Encyclopedia Mythica Online. Accessed 22 September 2007 < http://www.pantheon.org/articles/a/avalon.html >. Gives the background behind the mythical isle of Avalon in Arthurian legend. Lets students understand the history behind the setting of the novel they will read. They will see the connection between folkloric history and the fantastical history of Avalon found in the book.   •  "About T.A. Barron." T.A. Barron Official Website . 2007. Accessed 22 September 2007 http://www.tabarron.com/tabarron/index.cfm?cid=254,281 . The website contains the biography of T.A. Barron, the author of the book. Introduces the classroom to the author, his works, and reasons behind his writing. From reading his biography, students can make connections between Barron's life and his work. They will see how real events influence the work he produces.   •  Clute, John, and John Grant. “Prophecy.” The Encyclopedia of Fantasy. New York: St. Martin's Press, 1997: p789. Since the book begins with a prophecy of the Lady of the Lake regarding Avalon, this connection allows students to understand more in depth the role of prophecy in history and literature, and furthermore, the role of prophecy in the book. This definition of prophecy shows the difference between prophecy and divination, so there will be no confusion between the two.   •  Barron, Thomas A. Interview with Sally Estes. Booklist April 2001. Accessed 22 September 2007 http://www.tabarron.com/docs/Booklist.pdf . From the official site of T.A. Barron, this interview with the author about his work gives students and teachers added insight into the inspiration for the book, its influence, and explanations about some of its themes. Along with the author biography, this interview gives students more information regarding the idea behind the book and the connections between the author, his work, and the world.   •  “Fantasy.” Wikipedia. 14 Sept. 2007 Accessed 22 September 2007 http://en.wikipedia.org/wiki/Fantasy . Gives the history of fantasy literature and layouts the traits commonly found within the genre of fantasy. Knowing this information will familiarize students with the genre of literature they will be reading. It will help them better understand the format and function of the novel.   •  Joe, Jimmy. “Merlin.” Timeless Myths. 24 June 2006. Accessed 22 September 2007. http://www.timelessmyths.com/arthurian/merlin.html#Merlin This website gives a very detailed account on the life of Merlin all the way from his suspicious birth to his tragic demise. This gives historical insight into the founder of the mythical realm of Avalon. Also gives students the mythical background to the underlying character of the book and his importance in history. This connection roots the fictitious wizard in both the worlds of “reality” (Arthurian) and fantasy.   •  “Lady of the Lake.” Britannia. 2001. Accessed 22 September 2007. http://www.britannia.com/history/biographies/nimue.html . This connection gives background information on the mysterious Lady of the Lake of Arthurian legend, who also plays a major role in the novel. Knowing this information before reading will help students understand the character's role in both history and the narrative. Her importance as a character will be recognized as they read, as well as her connection to legend.   •  “Merlin.” Britannia, 2001 Accessed 22 September 2007. http://www.britannia.com/history/biographies/merlin.html . This is another biography of Merlin that, unlike the first biography, gives other sources of research such as books that readers can use to continue their research on Merlin. Just like the first connection, this biography of Merlin also places his importance and connection to history within fantasy.   •  Tarbox, Drew. “Fantasy Element Prediction”. Before Activity . Brigham Young University. 22 October, 2007. Given the information on fantasy literature, have the students imagine what kind of things (people, animals, places, actions) will occur or show up in the novel? Have them draw a collage of their suggestions. Then have them explain and discuss how these images or ideas are connected to fantasy, and what their roles will be in the story? This activity gets the students to start thinking critically about the novel as they synthesis and create ideas centered around fantasy.   •  Tarbox, Drew. “Personal Book Prophecy”. Before Activity . Brigham Young University. 22 October 2007. The book begins with a prophecy by the Lady of Lake. Read the Lady's prophecy found in the beginning of the novel. Given the information about the book and its characters, have students (by themselves or in groups) make their own prophecy regarding what they think will happen within the book. Who is the Child of the Dark Prophecy? Who is the Heir of Merlin? Have them write it on a scroll and proclaim it in front of the class. Then discuss each prophecy and the reasoning behind each prediction. This activity gives students an opportunity to use their knowledge about the format of fantasy literature as they apply it to the novel they will read.     During Connections "Aromatherapy." Encyclopedia of Medicine . Answers Corporation, 2006. Accessed 29 September 2007. http://www.answers.com/topic/aromatherapy . This connection is a companion to the passage of the bath scene that adds insight into the soothing qualities of natural medicines. It gives a detailed review of the principles of aromatherapy and what natural oils are used in healing. It shows students the naturalistic quality of scents that the characters feel in the baths and in reality.   Barron, T.A. “The Seven Root Realms of the Great Tree of Avalon.” Map. 2004. Accessed 29 September 2007. http://www.tabarron.com/docs/map_av1_color_lg.jpg . A great detailed map of the realm of Avalon. Perfect to use as a reference while reading to show students where each setting takes place in the story. Setting can be confusing while reading, so having a map as a guide makes transitions smooth when traveling between realms.   Colin, Didier. Dictionary of Symbols, Myths, and Legends. London: Hachette Illustrated, 2000. A book dedicated to understanding the symbols and signs used in literature and the world at large. The book helps students understand the symbols found in the novel and in their connection activity (see “during activity” 9 below). Knowing the symbols used in literature gives them critical thinking and analyzing skills.   "Extispicy." Encyclopedia of Occultism and Parapsychology . The Gale Group, Inc, 2001. Accessed 30 September 2007. http://www.answers.com/topic/extispicy . A history of the practice of a particular form of divination found within the book. It offers insight into how this form was used to predict in the book. Knowing the background of the form shows the contrast between divination and prophecy as mentioned in the “before connections”.   “Fantasy Tropes and Conventions.” Wikipedia. 6 August 2007. Accessed 29 September 2007. http://en.wikipedia.org/wiki/Themes_in_Fantasy . Gives a short, but detailed insight into the themes and conventions found within fantasy literature. The article is a wonderful introduction to the genre of fantasy and its form. While they read, students will be able to find and recognize these themes throughout the book. Students can also use this connection as a reference in their own writing and connection activity.   “List of Legendary Creatures.” Wikipedia. 27 September 2007. Accessed 29 September 2007. http://en.wikipedia.org/wiki/List_of_legendary_creatures . A list of all mythical, fictitious, and extraordinary creatures found in literature and culture. A great companion to the book for students and teacher to reference when encountering the many creatures found within the pages. Will help students understand the characters they encounter and their connection to folkloric history.   •  Joe, Jimmy. “Bards.” Timeless Myths. 24 July 2006. Accessed 29 September 2007. http://www.timelessmyths.com/celtic/bards.html . A website to help students and teachers better understand the history behind the history and lifestyle of the bards. This connection gives insight into the role of the bard in history and within the book. Students can then connect the importance of the bard in history to the bard found within the book, and his role in prophecy.   Stillman, Peter R. Introduction to Myth. 2 nd ed. New York: Boynton, 1985 This is a great book that layouts the life of a hero and the hero's journey in mythology. For teaching purposes, focusing on chapter eleven, The Hero's Quest, is the most pertinent to the novel since it explains the quest of the hero and outlines conventions associated with the quest that can be easily found within the novel. It gives a context to find the main character in as the hero, and connects the quest of the heroes to other forms of literature.   Tarbox, Drew. “Fantasy Themes and Conventions Short Story”. During Activity. Brigham Young University. 22 October 2007. Have students write their own short story using the conventions and themes of fantasy literature as discussed in the Stillman and Wikipedia articles. Have them identify the conventions found within the book and within their own story. This activity has students use their creative skills to apply learned concepts. It also allows students to synthesis their learning into a concrete form.   Tarbox, Drew. “Personal Runes Activity”. During Activity. Brigham Young University. 22 October 2007. At the end of the book, the staff of Merlin illuminates with runes or symbols that the heir fully understands. Have students create their own symbolic runes by using objects that have personal symbolic meanings as found in the Colin dictionary that reflect their life and future. This activity allows them to crate a small pictorial story of their lives. Have them present their runes to the class. This allows both the teacher and students get to know each other better under the medium of art. It shows students the importance of symbols and their role in literature as representations of a larger meaning.   After Connections Aranaga, Carlos. “Book Review. The Great Tree of Avalon: Child of the Dark Prophecy .” Scifidimernsions.com . 2004. Accessed 5 October 2007 http://www.scifidimensions.com/Dec04/darkprophecy.htm . This website gives a wonderful review of the book from a critical reader of science fiction/fantasy. Used to give students an example of a book review for “after connection” activity number eight where they will write their own review of the book.   Cowden, Tami. “What Are the Sixteen Master Archetypes?” 2003. Accessed 5 October 2007. http://www.tamicowden.com/archetypes.htm . A full and easily understandable layout of the archetypes found in literature. A companion to the “after connections” activity number five. Also a good way to introduce new themes and conventions in literature that were not discussed before.   “The Eternal Flame.” Wikipedia.com. 10 September 2007. Accessed 5 October 2007. http://en.wikipedia.org/wiki/The_Eternal_Flame . A description of Barron's sequel to Shadows on the Stars. If students or teachers want to continue their reading of the trilogy of The Great Tree of Avalon , this site about the last book offers a thorough synopsis and character list of the book. Gives students more options for continued reading.   “Shadows on the Stars.” Wikipedia.com. 13 September 2007. Accessed 5 October 2007. http://en.wikipedia.org/wiki/Shadows_on_the_Stars . A description of Barron's sequel to Child of the Dark Prophecy. If students or teachers want to continue their reading of the trilogy of The Great Tree of Avalon , this site offers a thorough synopsis and character list of the book. Gives students more options for continued reading.   Tarbox, Drew. “Book Poster”. After Connection. Brigham Young University. 22 October 2007. Now that students have read the book, have them create a poster about the book. Include a short synopsis of the book, pictures, good review quotes, etc. Make the poster appealing and colorful. By creating a poster, students will not only be using their artistic and creative juices, but their marketing skills. When it is displayed in the school, it will give other students an outline of the book so hopefully their interest might be peaked enough to read it. This is an activity that should inspire reading.   Tarbox, Drew. “Literary Archetypes”. After Connections. Brigham Young University. 22 October 2007. What are the literary archetypes found within the book? Using the information from Cowden's website and your knowledge of the book, make a list of all the archetypes found within the novel, and cite literary evidence from the book defending your decision. This activity allows teachers to see if students fully understand the concepts of literary analysis. By citing examples of their archetypes, students will learn not only about them, but about how to research and give evidence, two critical literary skills. Also gives students an opportunity to review the book and remember parts they might have forgotten.   Tarbox, Drew. “Personal Book Review”. After Connection. Brigham Young University. 22 October 2007. After having read the review of the book yourself, write your own review of the book. What did you like/hate? What was good about the characters? Did it end the way you wanted it to? A creative project used to explore a new writing style and to show a student's comprehension of the book's themes and plot. Allows room for creativity and review of the book.   Tarbox, Drew. “Personal Fantasy Novel”. After Connections. Brigham Young University. 22 October 2007. Write an outline of your ideal fantasy novel. Who are the characters? What is the ending/plot? Where is the setting/time period? Be sure to use details and descriptions as well as explanations regarding your choice. By creating their own fantasy world, this activity allows teachers to review the conventions of fantasy literature, as discussed in previous connections with their students. Also allows students to use their imagination, and to think creatively.   Tarbox, Drew. “Personal Hero”. After Connections. Brigham Young University. 22 October 2007. Who is your hero? We read in the book and through our further research what makes a true hero. Write a short response about who your hero is. What makes him/her a hero to you? Why is he/she your hero? Did he/she save you from something? Compare and contrast your hero to the fictitious heroes found in the book. What makes them similar or different? This connection is a text to self or world connection activity. Students will need to think critically and review not only the book, the website about archetypes, and the Stillman article, but their own lives. A wonderful way to use conventions already learned in a fun project. Tarbox, Drew. “Test Questions”. After Connection. Brigham Young University. 22 October 2007. Have the students write three well thought out and probing questions about the book to be used on a test of quiz and their answers. These questions should be able to show their comprehension of the book and their analyzing skills. For the teachers who are planning on having a test or quiz on the reading, this activity would be a wonderful addition to the curriculum. It allows students to be involved in their own learning, and gives them critical thinking skills.