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Lesson Plan 4: Canterbury Tales Prologue and

Frame Story
UTL 640E
Jeff Montgomery / Westlake High School
12th

Kendall Shultz
English IV /

Date:

11/3/2015
# 7
Class Period / Time: 7th (3:15-4:05)

Teach(es)

Enduring Understanding(s) & Essential


Question(s):
EnduringUnderstanding&EssentialQuestions:
Thoughthepurposeofpilgrimagesmayhavechangedintodayssociety,peoplestill
goonphysicalandspiritualpilgrimagesofdifferentkindsinpursuitofthingsthat
theyconsidervaluableinordertofocustheirmindandenergyonthem.
WhatisthepilgrimagethatthecharactersoftheCanterburyTalesaregoing
onandwhy?(Factual)
Intodayssociety,whatkindsofpilgrimagesdopeoplegoon?(Conceptual)
Whatistheimportanceoftakingpilgrimages?(Conceptual)

Lesson Objective(s):

Ingroupsofthreetofour,studentswilltranslatetenassignedlinesofChaucers
CanterburyTalessuchthateachofthefirstfortylinesaretranslatedbytheclassasa
whole,inordertoassessstudentsabilitytomakesenseoftheoriginallanguageof
thetext.

Resources/Materials:
A.TODObeforethedayofthelesson:
Listthethingsthatneedtobedoneinadvanceofthedayofthelesson.

DeterminehowIwillassigngroupsforthetranslationactivityandfigureoutwhich
groupswillbeworkingonwhichsection

Determinehowtobreakupthesectionsoflinesthateachgroupwillbetranslating

B.Forthelessonitself:
Thesearethatitemsthatyoullneedthedayofthelesson.

ReadingofjusttheoriginaltextofCanterburyTalesonthescreen

ReadingofthemodernEnglishtranslationofCanterburyTalesaswell

YoutubevideooftheCanterburyTalesraploadedandready(thisvideo)

TEKS/SEs Addressed in the Lesson:

(1)Reading/VocabularyDevelopment.Studentsunderstandnewvocabularyanduse
itwhenreadingandwriting.Studentsareexpectedto:
o (B)analyzetextualcontext(withinasentenceandinlargersectionsoftext)
todrawconclusionsaboutthenuanceinwordmeanings;
o (D)analyzeandexplainhowtheEnglishlanguagehasdevelopedandbeen
influencedbyotherlanguages;
(2)Reading/ComprehensionofLiteraryText/ThemeandGenre.Studentsanalyze,
makeinferencesanddrawconclusionsaboutthemeandgenreindifferentcultural,
historical,andcontemporarycontextsandprovideevidencefromthetexttosupport
theirunderstanding.Studentsareexpectedto:
o (C)relatethecharacters,setting,andthemeofaliteraryworktothe
historical,social,andeconomicideasofitstime.
(5)Reading/ComprehensionofLiteraryText/Fiction.Studentsunderstand,make
inferencesanddrawconclusionsaboutthestructureandelementsoffictionand
provideevidencefromtexttosupporttheirunderstanding.Studentsareexpectedto:
o (D)demonstratefamiliaritywithworksoffictionbyBritishauthorsfrom
eachmajorliteraryperiod.

Steps in Lesson:
*Remembertoincludeanestimatedtimeforeachstep/actioninthelessoncycle.

ENGAGEMENT (3 minutes)
Thelessonwillbeginwiththisvideo,whichwillintroducethemtotheoriginal
MiddleEnglishversionofthetextforthefirsttime.
Iwillasktheclassifanyonecangivethegeneralgistofwhattherapwasabout.
Mostofthestudentsprobablywontunderstandanyofit,butIhopetoalleviate
someoftheiruneasebytalkingwiththemaboutlanguagechangeabit.
o Theirgenerationusesmanywordsthattheirgrandparentsneverusedorheardof
before.
o Iwillaskthemiftheycanthinkofanyofthesewords.(AfewIhaveasbackups
are:literally,bet,basic,andbae).
o Evenwiththesedifferentwordsthough,studentscanstillcarryonaconversation
withtheirgrandparentsbecausethecorestructureofthelanguageisstillthesame
andmostofthewordsarestillsimilar.
Themaindifferencebetweenstudentsandtheirgrandparents,andModernand
MiddleEnglish,issimplythetimegapbetweenthem.However,itisstillessentially
thesamelanguage.

STATED OBJECTIVE (1 minute) Todaywearegoingtoreadtheprologueto


CanterburyTales,translatesomeofitfrommiddletomodernEnglish,andnaildownan
understandingofthegeneralsettingofthestory.

ACTIVE LEARNING (43 46 minutes)


Introduce(5minutes)

Wewilllooktogetheratthefirstfewlinesoftheprologueintheoriginaltext.Iwill
readitaloudsincetheproperpronunciationisimportantforunderstandingthefirst
coupleoflines.
Whatwordsdoyourecognize?

Explain(3minutes)

Youcanusethecontextofpartsofthetextthatyoudounderstandinorderto
makeeducatedguessesaboutthingsthatyoudontunderstand.
o Forexample,ifyouknowthatAprilbringsshowers,whatmightdroghte
inreferencetoMarchbe?

Sonowthatwehavetranslatedacouplelinestogetherasaclass,youguysare
goingtousethesamestrategiesingroupstotrytotranslatethenext40lines.
o Eachgroupisgoingtoworktotranslate10assignedlines.
o Youguyswillhave10minutestotrytotranslateyoursectionbeforewe
comebacktogetherasaclass.
o Whatquestionsdoyouhaveaboutwhatweareabouttodo?

Apply&Evaluate(1215minutes)
Atthispoint,Iwillsplitthemupintotheirgroupsbasedonwhoissittingnextto
them,andIwilltelleachgroupwhichlinestheywillbecovering
(forexample:fromAndbathedinline3topilgrimagesinline12.)
Astheywork,Iwillcirculatetheroomtomonitorprogressandanswerquestions.
Oncethetimeisup,wewillcomebacktogether,andIwillaskforapersonfrom
eachgrouptoreadwhattheythinktheirsectionsays,startingwiththefirst10lines
andmovingprogressivelytoline42.

Explore(8minutes)

Afterwefinishthisclassattemptatunderstandingthefirst42lines,Iwillaskthe
classwhattheythinktheimportantinformationfromthissectionis.
Specifically,Iplantofocusonwheretheyaregoingandwhy.
Oncewedeterminethattheyareallonapilgrimage,Iwillaskthemaboutwhatkinds
ofpilgrimagespeoplestillgoontoday.
Thepurposeofthisdiscussionwillbetomakethetextfeelmorerelevantto
thempersonally,insteadofsomeoldstorythattheyhavetoreadforschool.
Afewexamplesofmoderndaypilgrimages:mecca,BurningMan,ACL,
SXSW,sportsevents,college(findingyourcareer(andpotentiallychanging
majors))

Explain&Apply(15minutes)
Afterwefinishourdiscussionofthefirst42lines,Iwilltellthemaboutwhathappens
next(thecharactersarealldescribed),andthenwewillpickupreadingagainonce
thelastcharacterdescriptionisdoneatline715.
Fromthispointon,wewillreadthetextoutloudasaclasswithamodernEnglish
translationonthescreen.
IwillhavestudentseithervolunteerorIwillcallonthemtoreadafewlines
uptoalogicalstoppingpoint,andthenwewilldiscusswhatwehavereadso
far.
o Oncethestudentsseemtohaveahandleontheimportantinformation
fromthesection,wewillcontinuereading.
Wewillcontinuethiscycleofreadingsomeandthendiscussinguntilweget
totheendoftheprologueatline858(rightbeforetheKnightsTalebegins).
IncasethelessongoesmorequicklythanIanticipate,wecandiscussthedescription
oftheKnighttogivethestudentsafeelforhowcharacterdescriptionsgo.
Iwouldprefacethissectionbymentioningthatstoriestellyoumorethanjust
thecontentofthestoryitself.Theyalsogiveyouanideaofwhatisimportant
tothepeopleintheculturefromwhichthestorycomes.
WewillthentalkaboutwhatkindofinformationChaucerprovidesinhisdescription
oftheKnight(values,history,howotherpeopleseehim).
WhatdoesthistellusaboutwhatconstitutesagoodknightinChaucerstime?

CLOSURE (3-5 minutes)


Possibility1:Asaclass,askstudentsquestionsregardingtheimportantsettingelements
intheprologueofCanterburyTales.
Whyisthisgroupofpeopletogetherinthefirstplaceandhowmanypeoplearethere?
Wherearetheygoingandwhy?
Whatisthecontesttheyareabouttohave?
Whyaretheyhavingthiscontest,andwhatistheprizeforwinning?

Possibility2:Dothesamethingaspossibility1,butinsteadputthequestionsonthe
projector,havethemgetsomepaperout,andanswerthequestionsintheirgroupsasan
exitticket.

Modifications/Differentiation Strategies:
FollowingtheIEPs.
Studentswillworkingroupsforcooperativelearning
Withclosurepossibility2,studentswouldhavetheopportunitytowritedownin
concreteformtheimportantpiecesofthelesson
Classdiscussionwillbeemployedinordertoengagethelearnerswholearnbetterby
discussionratherthanworksheets

Evaluation Strategies:
ThequestionsIaskforclosurethatrecaptheimportantsettinginformationwillprovide
someevaluationoftheirunderstandingofwhatwetalkedabout.
Attheendoftheunit,studentswilltakeasummativetestoverCanterburyTales.

Notes/Recommendations for next time:


Whatkindsofpilgrimagesdowegoontoday?
goingsomewhereandseekingsomethingimportantinyourlife
gettingsixdifferentjobslookingforyourprofession
switchingyourmajoruntilyoufindtheoneyoulike
lourdes,mecca,burningman,acl,SXSW,sportsevents,

Spendmoretimeexplainingthetranslationactivity.Specifically,whatweare
goingtodoaftertheyfinishtranslating(sharewiththeclass).