The Canterbury Tales Unit Outline

Week 1
Day 1
Students will take notes, using the Notability App on their ipad, as the teacher presents a
Powerpoint presentation to give students background information about Geoffrey
Chaucer and medieval England, as well as introduce them to the terms satire and
estate satire. Students will then watch a clip of The Californians on Hulu
http://www.hulu.com/watch/350669 and work in small groups to decide how Californians
are being presented satirically and why it is funny. For homework, students will read a
piece of expository text about Chaucers life and respond to questions.

Day 2
The teacher will use a prezi http://prezi.com/z9_gzbmb7cmg/copy- of-elements-of-
fiction-irony/, with embedded Youtube videos to introduce students to the terms verbal
irony and situational irony. The Youtube videos will present examples of verbal and
situational irony. As the teacher is going through the Prezi presentation, students will use
Notability to take notes. Students will then watch a clip of A Nonpartisan Message from
Governor Sarah Palin and Senator Hilary Clinton on Hulu
lhttp://www.hulu.com/watch/34465. After students have watched the video clip, they will
discuss with a partner how verbal and situational irony were used to create satire/parody.
For homework, students will read and annotate the first ten pages of The General
Prologue of The Canterbury Tales.

Day 3
Students will work in pairs to complete an irony scavenger hunt through the first ten
pages of The General Prologue, identifying examples of verbal and situational irony.
Students will record each example of verbal and situational irony in their digital
scavenger hunt chart that they have copied from Google Documents and explain how the
irony created a satirical portrayal of the pilgrim it was associated with. Based on the
satirical portrayal of the pilgrims, students will decide what aspects of medieval society
Chaucer is criticizing. For Homework, students will read ten more pages of The General
Prologue.

Day 4
Students will work in a group of four or five to research a societal topic or situation to
present satirically in a skit. They will use an ipad to conduct their research on the Internet
and complete a video proposal, using the copied form from Google Docs. For homework,
students will submit a satire video proposal in Schoology
https://www.schoology.com/home.

Day 5
Students will use an ipad to film their video presentation. Students must use at least 5
examples of verbal irony and 5 examples of situational irony in their video to present
their societal topic or situation satirically. This activity will demonstrate students
understanding of satire and the ways in which verbal irony and situational irony are used
to create satire. For homework, students will edit their video using iMovie. Once their
video is completed and edited, they will upload it to Youtube and turn in the video link in
Schoology https://www.schoology.com/home.

Week 2
Day 1
The teacher will instruct students to use their internet browser on their ipad to navigate to
the Schoology page https://www.schoology.com/home where the links to all satire videos
are located. The teacher will instruct students to watch one video made by a group other
than their own. Students will then have 10 minutes to write a journal entry, reflecting on
the groups use of satire, identifying examples of verbal and situational irony used by the
group. Once students have completed their journal entry, they will work with a partner to
create a mind map, at Mindmeister.com to record details about each of the 29 pilgrims.
For Homework, students will complete their mind map and submit a link on Schoology.

Day 2
The teacher will instruct students to take out the lists of pilgrims that they created for
homework. On one side of the white board, the teacher will write: The Clergy, The
Aristocracy, and The Common People and ask students to list the pilgrims that belong in
each category. One by one, the teacher will ask students to decide if Chaucer had a
positive, negative, or neutral view toward the pilgrim. Students will defend their choice
for each pilgrim by referencing Chaucers language, specifically verbal irony. After
Chaucers view of each pilgrim has been determined, students will work in pairs to
categorize the 29 pilgrims into groups according to Chaucers view of them using The
Canterbury Tales Pilgrim Chart. For homework, students will finish The Canterbury
Tales Pilgrim Chart and submit a link in Schoology https://www.schoology.com/home.

Day 3
The teacher will ask students to look at the ranking of the 29 pilgrims according to
Chaucers attitude of them, which should be recorded on their The Canterbury
Tales Pilgrim Chart and draw a conclusion about how Chaucer viewed each estate
based on his opinion of individual pilgrims. Students will record their thoughts and
conclusions in their iDo Notepad app. After students have finished their journals, the
teacher will ask them to choose a pilgrim that interests them and reread Chaucers
description of the pilgrim in The General Prologue. After they have read the
description, they will use the Instagram Selfie worksheet to draw a picture of their
pilgrim and complete an instagram profile that will serve as a character analysis of their
pilgrim. For homework, students will complete their Instagram Selfie and character
analysis.

Day 4
The teacher will introduce students to a two-day character role-play activity. The teacher
will explain that students will be assuming the role of the pilgrim that they chose for the
play list activity. They will be creating a Fakebook page at classtools.net
for their pilgrim in preparation to participate in a speed dating activity that will act as the
assessment of their knowledge of the 29 pilgrims. The teacher will show students
examples of pilgrim Fakebook pages so the expectations are clear. Students will have the
remainder of the period to work on their pilgrim Fakebook page. For Homework,
students will complete their Fakebook page and submit a link in Schoology
https://www.schoology.com/home

Day 5
In class, Students will participate in a speed dating activity that will require them to
identify the pilgrims being portrayed by their classmates. Three at a time, students will
assume seats at the front of the classroom. While they are sitting at the front of the
classroom, their classmates will have the opportunity to ask three questions that each one
of them will answer. Students must determine the identity of each student based on their
answers. Students will be recording their answers in a copied Google Document on their
ipad. At the end of the activity, students will submit a link to their Google Document in
Schoology. This activity will assess students knowledge of the 29 pilgrims. For
homework, students will read The Millers Tale.

Week 3
Day 1
As Students come into class, they will begin responding to journal prompt in which they
will reflect on Chaucers argument concerning the common people, citing evidence from
The Millers Tale to support their claim. Once students have finished their journal entry,
the teacher will hand out a paper with tone words on one side and
mood words on the other side. The teacher will present a Prezi presentation
http://prezi.com/fy9a1i3ybyfj/copy-of-tone-vs-mood/ about tone and mood with
embedded Youtube videos. Students will take notes as the teacher lectures, using the
Notability App on their iPads. After students have taken notes on tone and mood, they
will practice identifying tone and mood in the Youtube videos embedded in the Prezi
presentation. The teacher will then have students take out their copy of The MillersTale
and decide what the tone and mood of the tale is, and if there are any shifts in tone.
Students will discuss their finding with a partner and then participate in a brief class
discussion.


Day 2
Students will respond to a journal prompt in which they decide what Chaucers argument
regarding the clergy is based on their knowledge of pardoners and The Pardoners
Prologue. The teacher will present a brief Prezi presentation
http://prezi.com/hbdvbgivvcyf/copy-of-pardoner/ to introduce students to the role of a
pardoner in medieval society. During the presentation, students will take notes using the
Notability App on their iPads. Once students have background knowledge of the role of a
pardoner, students will read The Pardoners Prologue aloud as a class. After reading The
Pardoners Prologue, students will work with a partner to identify the six shifts in the
tone of the pardoners confession. These shifts will be recorded in a Google Doc and
submitted on Schoolology https://www.schoology.com/home. For Homework, students
will read The Pardoners Tale. For homework, students will respond to the following
prompt in Schoology:Identify the moral of The Pardoners Tale. Why is the moral of his
tale ironic considering the actions of the pardoner?



Day 3
The teacher will present a Prezi presentation on the art of asking questions. Students will
take notes, using the Notability App on their ipads, as the teacher walks them through the
three levels of questions and four different types of questions. The teacher will handout
guidelines for Socratic Seminar and read through it with the students. Students will use
the remainder of the period writing question for Socratic Seminar based on the sections of
The Canterbury Tales that they have read up to this point. For homework, students will
complete the Socratic Seminar preparation form, which requires them to identify six
significant quotes from the text and develop a question connected to each quote.

Day 4
As students enter the classroom, they will sit in either the inner circle or the outer circle.
When sitting in the inner circle, students will use the questions that they developed for
homework to participate in a Socratic Seminar over The General Prologue, The Millers
Tale and The Pardoners Tale. When sitting in the outer circle, students will record
significant questions and commentary of the inner circle in the outer circle handout. For
homework, students will complete a reflection of the Socratic seminar held in class.

Unit Objectives
Students will be able to identify the setting and time period of the poem.
Students will be able to define the terms Satire and Estate Satire
Students will analyze a piece of satire and explain how satire produces humor
Students will be able to define the following terms: situational irony, verbal irony,
exaggeration, and satire.
Students will analyze a video clip to identify examples of situational irony, verbal
irony, and exaggeration.
Students will be able to explain how satire is created.
Students will articulate observations made about the first ten pages of The
Canterbury Tales.
Students will identify examples of situational and verbal irony in the first ten pages
of The Canterbury Tales.
Students will explain how situational and verbal irony are being used in the first ten
pages of The Canterbury Tales to create a satire.
Students will identify examples of situational and verbal irony in pages 11-21 of The
Canterbury Tales and explain why the examples they have chosen are ironic.
Students will work in collaborative learning groups to create a video that creates a
satirical portrayal of a societal or school related issue or situation, demonstrating
their understanding of situational and verbal irony.
Students will evaluate a video produced by their peers, deciding how situational and
verbal irony are evident.
Students will work with a partner to create a mind map, categorizing the 29 pilgrims
from The General Prologue.
Students will decide how Chaucer felt toward each pilgrim, referencing his
characterization of them in the text.
Students will evaluate Chaucers view of specific Estates based on his
characterization of pilgrims from each Estate.
Students will create a selfie drawing of a pilgrim based on Chaucers
characterization of them in the text and complete a character analysis for the same
pilgrim.
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.
Students will be able to define the terms tone and mood
Students will identify the tone and mood of specific passages in The Millers Tale.
Students will identify Chaucers argument regarding the church.
Students will be able to explain the role of a pardoner in medieval society.
Students will identify the six shifts in content and tone present in The Pardoners
Prologue.
Students will be able to explain what makes a strong discussion question.
Students will create questions to ask in Socratic seminar.
Students will participate in a Socratic seminar over The Canterbury Tales.
Common Core Standards
ELA. CCSS. ELA-Literacy. RL. 11-12.6
Analyze a case in which grasping point of view requires distinguishing what is directly
stated from what is really meant (e.g., satire, sarcasm, irony, or understatement).

CCSS.ELA-LITERACY.L.11-12.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a dictionary).
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the
text.
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.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce
a complex account; provide an objective summary of the text.

CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence
and to add interest.
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.

CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the
task.

Technology Standards
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.

Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media. b. communicate information and ideas effectively to multiple audiences
using a variety of media and formats.
c. contribute to project teams to produce original works or solve problems.
d. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
d. process data and report results

Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to
plan and conduct research, manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.

Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
a. understand and use technology systems.
select and use applications effectively and productively.
Technologies:
Computer
Projector
iPad
Internet Access
Microsoft Powerpoint

Websites
www.hulu.com
www.prezi.com
www.youtube.com
www.schoolology.com
www.mindmeister.com

iPad Apps
iDo Notepad
Notability
iMovie
Google Documents

Non-Digital Supplies
The Canterbury Tales
Identifying elements of satire in The Californians Handout
Secondary Solutions Geoffrey Chaucer Expository Text
Creating Satire Reflection Questions Handout
Irony Scavenger Hunt Worksheet
Satirical Video Production Handout
Satirical Video Production Proposal
The Canterbury Tales Pilgrim Chart Worksheet
Instagram Selfie Handout
Pilgrim Facebook Instructions
Facebook Template
Speed Dating Assessment
Tone and Mood Words Handout
Identifying Shift in Content and Tone in The Pardoners Prologue Worksheet
The Canterbury Tales Socratic Seminar Guidelines Handout
Socratic Seminar Preparation Worksheet
Significant Questions and Commentary Worksheet