Week 2: Lesson 3

Duration: 2 days
Subject: English Language Arts
Unit: The Canterbury Tales
Grade Level: 12

Standards:
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).

CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw
on that preparation by referring to evidence from texts and other research on the topic or issue
to stimulate a thoughtful, well-reasoned exchange of ideas.

Lesson Objectives:
Students will be creating a Facebook page for a pilgrim from The General Prologue, which will
require them to complete a close reading of Chaucers description of the pilgrim, in order to
answer questions from their perspective.
Students will assume the role of their pilgrim as they take part in a speed dating activity that will
assess their knowledge of the 29 pilgrims.
Day One

Anticipatory Set:
Instruct students to take out their iPads and open their iDo Notepad app to record journal #6.
Project the following prompt for students to respond to:
Think about the characterization of the pilgrim for which you completed the Instagram selfie.
Why do you think that Chaucer chose to include this pilgrim in his Estate satire? What do you
think they have added to the pilgrimage thus far?
After students have completed their journal entry, invite them to share their responses with the
class.
Input:
1. Inform students that they will spend the class period working on a project that will
serve as review for their assessment over the pilgrims from The General Prologue,
which will be taking place during the following class period.
2. Explain to students that their assessment will take the form of speed dating and they
will be assuming the role of the pilgrim, for whom they created an Instragram selfie, for
the assessment. In order for them to have the knowledge of their pilgrim necessary for
this assessment, they will be creating a digital Facebook page for their pilgrim.
3. Have students take out their iPads and show them where they can access the Facebook
template on Schoology.
4. Inform students that they will have the remainder of the period to work on their
pilgrims Facebook page.
Homework:
For homework, students will be finishing the pilgrim Facebook page that they began in class,
and will be reviewing their copy of The Canterbury Tales Pilgrims Chart for the assessment
during the following class period.

Day Two
Input:
1. Instruct students to take out their iPads and show them where they can create a copy of
the assessment form in Google Documents.
2. Inform students that they will be taking a seat at the front of the classroom three at a
time so that the remainder of the class can ask them each three questions in order to
identify which pilgrim they have assumed the identify of. They will record their answers
in their Google Document copy of the assessment page.
3. Invite three students to the front of the classroom. Clearly indicate which number on the
assessment matches each of the chairs. Allow students to begin asking questions of the
students sitting at the front of the room.
4. If answers need clarification, step in so that students have a fair opportunity to indicate
the pilgrims being represented by the students at the front of the room. Repeat this
sequence until all pilgrims have been represented at the front of the room.
5. Once the speed dating activity has concluded, have students submit a link to their
Google Document. Give students no more than two minutes to send the link to their
assessment so they do not have time to share answers with one another.
Homework:
For homework, students will be reading and annotating The Millers Tale.
Supplies:
Computer
Projector
iPad (each student will need one)
iDo Notepad app
Pilgrim Facebook Instructions
Google Documents app
Facebook Template on Google Docs
Speed Dating Assessment
The Canterbury Tales (each student will need a copy)