Name:

Jennifer Adkins_____

Date of Lesson:

16 September 2014___

Lesson Title: The Pardoners Tale_________________

Part of what unit? __Medieval Time Period and Literature___________________________
English Language Arts Integration Plan: The Pardoners Tale will be played from a Flocabulary
video. The students will be able to use their personal smart phones to look up unfamiliar words or ideas
as we read through the text as a class as well. A different audio recording of The Pardoners Tale will
also be used.

Common Core Standards:

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 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.
CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning
and tone, including words with multiple meanings.
CCSS.ELA-Literacy.RL.11-12.5
Analyze how an authors choices concerning how to structure specific parts of text contribute to
its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem, evaluating how each version
interprets the source text.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions with diverse partners on
grades 11-12 topics, texts, and issues, building on others ideas and expressing their own clearly
and persuasively.

TN State Standards:
CCR-Reading Standard 5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions
of the text relate to each other and the whole.
CCR-Reading Standard 9
Analyze how two or more texts address similar themes or topics in order to build knowledge or
to compare the approaches the authors take.
CCR-Speaking and Listening Standard 4
Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience.
CCR-Speaking and Listening Standard 6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate.
NCTE Standards:
Standard 2

Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions of human experience.
Standard 3
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standard 11
Students participate as knowledgeable, reflective, creative, and critical members of a variety of
literary communities.
Language Objectives (SIOP):
(1) The students will be taught language specific content through reading The Pardoners Tale
aloud as a class. We will dissect unfamiliar vocabulary and concepts that are relevant to the
content.
(2) The students will be supervised and guided in a social context during the introduction of the
group activity at the end of class.
(3) The students will be given explicit instructional directions during the class reading and
correlating activities.
Check all that apply for this lesson: Instruction in
Reading

Writing

Speaking/Language/Listening

NonPrint

Critical
Thinking

Language
(SIOP)

INSTRUCTIONAL OBJECTIVES:
I.O. #1
Given the content knowledge of the Medieval time period and The Prologue of The Canterbury Tales, students
will be able to demonstrate their knowledge through a quiz to begin class. Mastery will be determined by at least
80% of students scoring above a 80% on the quiz

I.O. #2
Given the background knowledge on Geoffrey Chaucer and The Canterbury Tales, the student will be able to read
The Pardoners Tale and identify indirect/direct characterization, main ideas, and new vocabulary words. Mastery
will be determined by an exit slip at the end of the class period.

I.O. #3
Given the reading of The Pardoners Tale as a class, the student will watch a video of a different interpretation of
the tale and listen to a more traditional recording of the text and analyze/evaluate the differences between the two.
Mastery will be determined through the instructor facilitating a class discussion over the content and by asking
students probing questions to assess understanding of the content.

TASK ANALYSIS:

Prerequisite Knowledge and

Prior Knowledge
In this lesson, students will need to
use the prior knowledge of the
Medieval time period that they
learned in previous class periods in
order to make connections between
the literature and the historical
context of when The Pardoners
Tale was written. The students
will also need to pull from the
literary concepts of frame story and
indirect/direct characterization as
these will be referenced frequently
while reading this tale. They will
also need to pull from previous
vocabulary knowledge learned in
reading The Prologue and The
Wife of Bath.

Desired Knowledge/
Essential Learning
Students will read through The
Pardoners Tale as a class. They
will analyze what is explicitly said
in the text as well as what Chaucer
implies through indirect
characterization. The students will
also be able to draw several main
ideas and concepts from the text. By
the end of the lesson, the learners
should be able to make the
connection between tales in terms of
the frame story literary context.
During a class discussion of the
story, students will be able to
vocalize and present what they have
learned from The Pardoners
Tale.

Enrichment/Extended Knowledge
The students will have the
opportunity after reading The
Pardoners Tale to analyze and
compare the text to a video on
Flocabulary. The students will also
listen to a traditional recording of
The Pardoners Tale. They should
be able to decipher different
interpretations of what they have
read and discuss it in small groups
while using appropriate vocabulary
and language and filling out a
worksheet independently following
a small group discussion.

LESSON PLAN:
Accommodations/
Differentiation

PRE-PLANNING
Assessment (based on objectives)
Formative

Summative

An indirect/direct characterization chart will be

collected to assess student knowledge of the
Pilgrims in The Canterbury Tales.

At the beginning of this lesson, students will

take a quiz over what they have learned in The
Prologue of The Canterbury Tales. Using this
summative assessment, the teacher will be able
to see if it is prudent to move on in the content.

Comprehension will be assessed throughout

the lesson by questioning students during the
reading of The Pardoners Tale. They will be
asked questions regarding main ideas and
concepts.

A final test will be given at the end of the unit.

A worksheet will be given out at the beginning

of the period to be turned in at the end of the
lesson in order to assess the students
understanding and application of the content.

Assessment accommodations: For

the student with an IEP in my class,
she will be graded against different
expectations than other students.
She will also be given the
opportunity to receive more
individualized help from the
instructor. Instructions for the
assessment may need to be explicitly
told multiple times to a few students
with lower cognitive abilities.
Assessment differentiation: Students
are given different forms of
assessment to ensure that all
students have the opportunity to
demonstrate what they have
learned.

Materials
Students will need to bring their English IV Textbook and pen/pencil and paper to take notes.
Instructional materials include the use of the computer to play the audio recording and Flocabulary
video for the students. The whiteboard will also be utilized to write key vocabulary words and ideas
from the text as we read together.
Integration of Technology

Adaptive Technology

Teacher Use: The instructor will utilize the video player on the computer for the audio recording of
The Pardoners Tale. The Flocabulary video will be played via the Internet.
Student Use: The students will be given the opportunity to use their mobile devices to look up
information on their own that they may not know or do not understand while working on the
handout independently.

Students are able to sit closer to the

screen to hear and see the content
better.
The teacher will also be pausing
during the lesson to clarify aspects of
the text and make things more
relatable to the students.
Able to repeat information for the
students that do not understand the
concepts or language that is being
used.

LESSON DESIGN

Time

Accommodations/

90 minutes

Differentiation

Anticipatory Set (1-3 Focusing)Attention Signal

Attention Signal

Raise hand to bring attention to me.

Stand quietly and sternly until they settle down.

30-45
seconds

Attempt to implement the Focus Fox technique.

Anticipatory Set

During the beginning of the period, the teacher will ask a

series of questions to activate the students mind in
anticipation of learning. I will ask the following questions:
Has anyone ever been on a long road trip? What do you do
when you are in the car for that long? What do you think the
Pilgrims did on their journey? How did the travel? What
obstacles do you encounter on road trips? What obstacles do
you think the Pilgrims encountered on their pilgrimage to
Canterbury Cathedral? Through these questions, we will be
able to discuss some prior knowledge from the previous class
as well as set the students up for the content that is in The
Pardoners Tale.

3 minutes

Ensure to calmly get

everyones attention,
especially focus on
students that may
have attention
problems or can get
easily distracted.

Identify students
who may have
struggled on
previous lessons to
make sure that they
are caught up and
understand before
moving on.

Access/Review:
Introduce the lesson by questioning what their conceptions are about The Canterbury Tales and
what life may have been like for these Pilgrims. During this segment, the teacher must be sure to
review any prior material that may have been misconstrued or not understood by the students.

3 minutes

Prior Knowledge:
They will have the prior knowledge of Medieval time period as well as the background knowledge of
The Prologue. The students should be familiar with the Pardoner since they have the information
from The Prologue concerning his character and demeanor. These students will also have an
abundance of knowledge from other cultures that they can relate the content to.

3 minutes

The teacher needs to

be able to identify
what students lack in
terms of previous
knowledge and
concepts that they
may have missed or
not understood in
previous years. The
instructor must also
realize where each
student is at in terms
of grade level
abilities and credits.

Topic presentation:
1)
2)

3)

4)
5)

6)

7)

The students will begin the class by taking a quiz over the Pilgrims from The
Prologue of The Canterbury Tales.
Once they have finished with their quiz, they will be given a worksheet that they will
need to turn in before leaving the class for the day. While other students are
finishing the quiz, they should be turning to pages 125-127 and reading the short
introduction to The Pardoners Tale.
When everyone has finished the quiz, the teacher will begin to read through the text
of The Pardoners Tale. The teacher will stop every few lines or so to check for
understanding and ensure that the correct message is getting across to the students.
There will also be some aspects of the text that need to be related back to the lives of
the students in order to be better understood. The teacher may ask certain students
to read aloud from the text as well so the rest of the class can hear how different it
can sound depending on who may be reading it. Students should be filling out the
worksheet as a form of note taking while the story is being told.
Once the teacher is finished reading through the story with the class, a Flocabulary
video of The Pardoners Tale will be played.
Following the video, the teacher will play a more traditional audio recording of the
text in which the gentleman has an appropriate British accent for the context of the
story (i.e. seeing as it takes place in England).
After the students have listened to these three spoken interpretations of the tale,
they will break into groups of two to four and discuss what similarities and
differences they each see between the versions of the story.
Once they are finished discussing the content, they will work independently for the
last few minutes of class to finish up their worksheet and wrap up any last thoughts
on the content. The worksheet should not be difficult to complete since they should
have been completing the questions as they went along in the text.

Modeling:
Modeling is used to show the students how to read The Canterbury Tales text and what the
best way to understand it is. This will demonstrate to the students how to easily read the
difficult language that Chaucer can sometimes use in his writing. The teacher will also model
how the discussions should be going and the correct way to fill out the worksheet.
Guided Practice (Monitoring Learning):
There will be guided discussion throughout the lesson. The students will also get the
opportunity to demonstrate their knowledge through a worksheet over what they have learned
during the readings of The Pardoners Tale.
Independent Practice:
The students will discuss the different versions of The Pardoners Tale in small groups and
then using the new knowledge and perspectives, each student will fill in his/her worksheet
independently. Students should be getting independent practice with the concepts of the text
while they are studying on their own time outside of class.
Closure:
The students will have the opportunity to discuss the different interpretations of the tale and
report out to each other on what they have learned.

Feedback and Evaluation:

The instructor will receive feedback from the students through the discussions as well as the

Time

Accommodations/
Differentiation

15 minutes

15 minutes

5 minutes
5 minutes

20 minutes

10 minutes

UDL Recognition:
Present the
information and
activities in multiple
styles such as giving
an example on the
SmartBoard, saying it
aloud, and having
students reiterate it
in their own words.
UDL Strategy:
Provide different
opportunities for
students to express
themselves
through the bellringer activity, class
discussion, and and
exit slip at the
conclusion of class..
UDL: Affective
Networks:
Engage the students
through the viewing
of the film as well as
through classroom
discussion with their
peers and the
instructor. Since the
content is being
delivered in several
different ways (being
read aloud by the
instructor, an audio
recording, and a
Flocabulary video) it
will keep the
students engaged in
the lesson.
Modifications:
Students with IEPs
need grade
modifications and
leniency on
summative
assessments.

Feedback and Evaluation:

The instructor will receive feedback from the students through the discussions as well as the worksheet they will
fill out at the end of class. We had a summative assessment today at the beginning of class to evaluate their
knowledge of The Prologue from The Canterbury Tales. In relation to the new content being taught today, there
are several formative assessments throughout the lesson including questioning the students as the story is told to
check for understanding and ensure that everyone is following along. We will also have a formative assessment
within The Pardoners Tale worksheet that the students will complete at the end of the class. At the end of the
unit, there will be a summative assessment over all of the content being taught for the Medieval time period.