Canterbury Tales: Day One, Monday

College Prep Class/Additions for Honors

I Can Statement: I can pinpoint the theme and apply it within the scope of a literary text.
Essential Question: How does narrative structure influence the story as a whole?
Goals:
For students to recognize the inalienable presence of humans desiring to tell a story
throughout time
For students to begin to see the emergence of the English language and pinpoint moments
in history that altered and enflamed this language
For students to be aware of the figure of Chaucer as an authorrecalling his
contributions and the time period in which he wrote in
For students to recognize the social, religious, and economic pressures of the 14th century
and begin to see how these implications tie into a piece of literature, Canterbury Tales
For students to begin to read, understand, and comprehend Canterbury Tales
7
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.RL.11-12.4

Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
CCSS.ELA-LITERACY.RL.11-12.6

Analyze a case in which grasping a point of view requires distinguishing what is

directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Materials:
Writing into the Day prompt
Pen
Paper
Print out of original Canterbury Tales text
White Board
Marker

Literature Book

The Lesson:
Writing into the Day: Quote about timelessness of story/desire to tell a story. Do you feel that
this quote is accurate? Why or why not? What does the author mean when [fill in the blank].
(10 minutes)
As students write, show them grades from previous unit test/quiz that they have taken
Discuss this as a class to lead into Canterbury Tales
Original Text of the Canterbury Tales: (10 minutes)
Have students split into groups and decipher
Talk about how we are going to be reading the Canterbury Tales and its importance
how it validated the English language as a whole
History Lesson (20 minutes)
Frame Tale
Chaucer
Narrative poem terminology
14th century
London, Canterbury
Religion
Social Order
Greed, Sex, Fun stuff
o Avarice
Read Canterbury Tales (45 minutes)
Try to read 113-120
o Stop, however, and discuss
Characteristics of characters
Satire/Sarcasm
Exaggeration
Location
History
o As we read, make notes on board and remind students that they need to take notes
for the unit test that will be given after the completion of the unit

Canterbury Tales: Day Two, Tuesday

Materials:
WID prompt
Pencil
Paper
Literature Book
Non-fiction article

DGP sentence notes

PowerPoint
Standards:
Writing into the Day:
Think about a moment in your life that was funny. This would be the story that you tell
to other people to make them laugh. Something humorous that has happened to you.
Write a general summary of it here. What characters were in the story? Was it just you?
You and a family member? A friend? A handful of random strangers? Write it down.
You will not be asked to share in class; however, you will need to keep track of this
paper. (5 minutes)
Read Canterbury Tales (40 minutes)
Try to read 120-127
o Stop, however, and discuss
Characteristics of characters
Satire/Sarcasm
Exaggeration
Location
History
o As we read, make notes on board and remind students that they need to take notes
for the unit test that will be given after the completion of the unit
Non-fiction Article: Cave paintings, camp fire, something tracing the history of a story; higher
order article for Honors class (25 minutes)
Individual studystudents answer questions
o Both multiple choice and open ended
o Multiple choice questions state exam based
o Open ended making connections
o Discuss as a class
Pass up to hold onto and grade for effort
DGP Sentence: (15 minutes)
We all die. The goal isn't to live forever; the goal is to create something that will.
Chuck Palahniuk
o Whats cool about this sentence?
What makes this a good sentence?
o Simple sentence. Compound sentence.
o Parallelism
The goal isnt. the goal is
Infinitives (to live to create)
o Semi-colon
Facebook status story

Canterbury Tales: Day Three, Wednesday

Writing into the Day: Narrative structure is vital to a storyfind your writing into the day from
yesterday and read back over your humorous story. Think about how you would start the story
what words would you use? Simple like, the other day. Or, complex with vivid imagery?
Would you start at the beginning of the story or in media res? You will not be asked to share this
but keep up with this paper. (5 minutes)
Read Canterbury Tales (40 minutes)
Try to read 128-136
o Stop, however, and discuss
Characteristics of characters
Satire/Sarcasm
Exaggeration
Location
History
o As we read, make notes on board and remind students that they need to take notes
for the unit test that will be given after the completion of the unit
Reading a Piece of ArtMiser something or other (one we deciphered in Honeycutts
class) (40 minutes)
o Go through the art with the kids, talking about connections to Canterbury Tales
Religion
Pardoning/Pardoner
Have an activity sheet to go with this

Canterbury Tales: Day Four, Thursday

Writing into the Day: Brainstorm a text that you have read/seen/heard in which there is a
journey. Write about the journey and write about something in this story that relates to you. You
will be asked to share. (8 minutes)
Journey Motif (32 minutes)
Look at map that traces the journeyfrom London to Canterbury
Different characters from different walks of life all journeying together
Sounds kind of odd?
Motif of the journey coincidence of journey and theme
Split class into groups: have a list of the different characters and their modern day job
titles (pg.137). Have each group think of a modern day story for these people gathering
togetherto what end are they reaching? Literal (CP); Figurative (Honors)
Read Canterbury Tales (40 minutes)
Try to read 142-148
o Stop, however, and discuss
Characteristics of characters
Satire/Sarcasm
Exaggeration
Location
History

o As we read, make notes on board and remind students that they need to take notes
for the unit test that will be given after the completion of the unit
Pass out Canterbury Tales Project & Reminder of Vocabulary/Grammar Test & Final Project (5
minutes)
Make sure expectations, due dates, process work is clear
Importance of presentation & graduation project

Canterbury Tales Day Five, Friday

Writing into the Day: Look over your vocabulary/grammar notes/handouts. You may study
quickly until the bell rings. We will begin the test as soon as class starts, no writing into the day
today. (0 minutes)
Tell students that they are to read the remainder of the Pardoners Tale once they finish.
Vocabulary/Grammar Test & Frankenstein Quiz (20-40 minutes)
Give students a follow along sheet to use to read the last few pages of the Pardoners Tale
with
Have students work through sheet & then discuss (20 minutes)
Discuss personification used in story; have students write poem on Death, Heaven, Sun, Mother
Earth, etc. (Remainder of class, minus about three or four minutes)
Take up when students are done, be sure to write comments and pass back on Monday
o Good tool to build relationship with studentscompliment them, grade for effort,
add this is so cool, have you thought about if you add/do this
How next week will work: (Wrapping up class, tell kids to go ahead and pack up while you tell
them this information)
Monday and Tuesday we will have time to get feedback on your stories
o Right now you should have your story written, and Monday and Tuesday there
will be time to make sure that it follows the rubric that both and I and your peers
will be grading you off of.
o My grade will be the grade you get
o Your peers totaled grade will be how we determine who wins the reward
o Friday before we take our tests, you will know who won
Wednesday and some of Thursday we will share stories
Thursday after story time, Frankenstein Quiz
Friday, youll have a unit test on the Canterbury Tales your vocabulary and your
grammar. It will be all in the same packet, but graded separately.

Canterbury Tales Day Six, Monday

1st period:
Story project/presentation/voting (45 minutes, maybe, depending on who completes the
assignment)
Try to wrap up the prologue to The Canterbury Tales (rest of class)
Honors:
Frankenstein Unit Test (entire class period)

Pass out new outside reading novels (as students complete test, they will hand me their
novels and I will pass them their new bookmaking sure to write down what copy of
their new story they have)
o Write first quiz date on the board

Canterbury Tales Day Seven, Tuesday

1st period:
Writing into the Day: The fear of death follows from the fear of life. A man who lives
fully is prepared to die at any time. Do you agree/disagree? Why/why not? (10
minutes)
Grammar Activity (15 minutes)
o Infinitives versus Gerunds
Throw in review of participles (all make up the category of verbals)
Start reading the Pardoners Tale (rest of class time)
o Aim for 142-147
Honors:
Story presentations (45 minutes, depending)
Grammar Activity (15 minutes)
o Types of sentences (simple, compound, complex, compound-complex)
If time, wrap up the prologue (rest of class)

Canterbury Tales Day Eight, Wednesday

1st period:
Read 147-151 in Pardoners Tale (50 minutes)
In class: individually, write a descriptive poem that personifies either (rest of class):
o Death
o Mother Nature
o Father Time
o Some part of nature/life/death personified
o Have assignment for this so that is more clear on the board
Honors:
Read 142-147 in Pardoners Tale
In class: individually, write a descriptive poem that personifies either (rest of class):
o Death
o Mother Nature
o Father Time
o Some part of nature/life/death personified
o Have assignment for this so that is more clear on the board

Canterbury Tales Day Nine, Thursday

1st period
Vocabulary Quiz (20 minutes)

Wrap up the Pardoners Tale

In class work/homework if not completed:
o Non-fiction article about swindler
Famous con-men?
Make/find questions to accompany story
Honors:
Vocabulary Quiz (20 minutes)
Wrap up the Pardoners Tale (Rest of class, if needed)
Homework (probably wont finish since they are behind 1st in stories):
o Non-fiction article about swindler; try to find something that is a little more
challenging than the article for first period
Famous con-men?
Make/find questions to accompany story

Canterbury Tales Day Ten, Friday

1st period:
Take up reading projects
Let class go to library (10 minutes)
Start Reading Wife of Baths Tale (50 minutes)
o 156-161
o Discuss feminist ties to story
Watch Emma Watsons He for She Speech (rest of class)
o Characteristics of a good public speaker
o Feminist ties to story
o How has feminism changed?
Honors:
Take up homework
Start Reading Wife of Baths Tale (50 minutes)
o 156-161
o Discuss feminist ties to story
Watch Emma Watsons He for She Speech (rest of class)
o Characteristics of a good public speaker
o Feminist ties to story
o How has feminism changed?