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This is a composition in two parts. The first is a reflection on how motherhood helped me to see a better way to teach medieval literature, one not so closely bound to the praxis of today’s literature classroom. And the second is a lesson plan that emerged from those experiences that shows how a teacher could use these strategies to draw and visualize key scenes in William Langland’s Piers Plowman in a scaffolded and schematic manner — a form of reverse outlining or idea mapping of the figurae that constitute the dreamer Will’s world, and which, in turn, serves as the hermeneutic framework for further interpretation.