Teacher: Nave/Brown

Date: Feb 14, 2012

Class: English 12 COS Standards:

__x___Standard 12.1 Compare organizational structure, figurative language, and literary devices, including use of paradox, among predominantly British short stories, drama, poetry, essays, and other nonfiction literature. __x___Standard 12.2 Read with comprehension a variety of informational and functional reading materials, including comparing bias and persuasive techniques in passages. __x___Standard 12.3 Analyze British literature for style, audience appeal, cultural significance, and plot structure. _____Standard 12.4 Identify literary elements in British literary selections from various genres. _____Standard 12.5 Determine word meaning in British literature using word structure and context clues. _____Standard 12.6 Compare the writing styles of two or more British authors. _____Standard 12.7 Write for a variety of purposes including critical essays on literary topics, college application essays, resume cover letters, and resumes. _____Standard 12.8 Demonstrate appropriate use of ellipses, parentheses, hyphens and suspended hyphens, hyphenation of number-and-noun modifiers, slashes, and use of commas with subordinate clauses and nominative absolutes. _____Standard 12.9 Revise drafts to increase sentence complexity. _____Standard 12.10 Use the research process to manage, document, organize, and present information to support a thesis on a teacher approved topic of student interest. _____Standard 12.11 Critique visual communication for effectiveness. _____Standard 12.12 Evaluate oral presentation skills of self and others for effectiveness. _____Standard 12.13 Analyze nonprint media for use of propaganda.

Unit: Middle Ages

Materials/Resources:
__x___Whiteboard __x___LCD Projector __x___Computer _____Mobi/Smartboard _____PowerPoint/Prezi _____Websites _____Library __x___Textbook _____Audio/Visual Clips _____Worksheet _____Graphic Organizer _____Art Supplies _____Novel/Play __x___Articles _____MLA Handbook _____Other: __________________________

Student-Friendly Learning Outcome: I will.discuss the punishment of the Knight and the idea of what women want, as laid out in WoB. I will talk about rules of love.

Activities:
BellringerQuick WriteWrite five rules for love. (as always, be appropriate)Share with class, possibly on post it sheet everyone writes one rule on sheet (or on little post its) Review/Reteachlook at feminism again to address any questions; review/summarize what was read in WoB. Textbookwrap up WoB. Discuss Knights punishment and the idea of what women want. Depending on the eagerness of the class to discuss these points will determine how in depth we will pursue the topics. Work with students to summarize the story. (if the students want to, we will type it again and post it on FB. Will not be done if there is a lack of student cooperation) rd Canterbury Tales Projectintroduce project, give 10-15 minutes to work on it in class. (in 3 , do this after bell ringer, before WoB) instructions attached Art of Courtly Love(time permitting) in prep for Arthur tales, talk about the 31 rules Capellanus laid out. Project rules onto wall; have students write down two they like, two they dont like, and two they dont understand. This will be a class discussion. Students will have the chance to compare the 31 rules to the 5 they wrote for the Bellringer and amend, if they choose to. (see attachment) Exit SlipYou have the last word on the lessonwhat is it?

Content Literacy Strategies: Before:

__x___Quick Write _____5-word Prediction _____Table Talk _____Pre-reading Plan _____List-Group-Label _____KWL Chart _____RAFT _____Think-Pair Share _____Preview and Predict _____Preview Chart _____Anticipation Guide _____Knowledge Rating _____Other: ________________________

During:
_____ABC Brainstorm _____Say Something _____Semantic Map _____Coding the Text _____INSERT _____Magnet Summary _____Discussion Web _____Journal Response ____Graphic Organizer _____Paired Summarizing _____Quadrant Cards _____Think Aloud _____JIGSAW _____Cubing _____GIST _____Carousel Brainstorm _____QAR _____Think-Pair-Share _____Reciprocal Teaching _____Three-Minute Pause _____Margin Notes _____Venn Diagram _____T-chart __x___Other: ___Chunking/Summarizing____ ___________________

After:
_____3-2-1 _____Save the Last Word for Me __x___Exit Slips _____Summarizing _____Other __________________________

Rigor and Relevance: As students study historical romance, they will derive an understanding of the past and see how love has grown. Learning about this will help expand their minds as well as teach tolerance for others attitudes for love and marriage.

Assessments: Summative: Formative: No daily grade to be given unless a lack of cooperation is noticed. I will look for students understanding of the material by listen to them, asking them questions, and allow questions to be asked. Project in class time10 pts on task daily grade

Homework: Writing Project week 5 Naves Tales

Accommodations:
_____Extended time _____Accommodated test _____Provide copy of notes __x___Preferential seating _____Reduced number of questions _____Shortened writing assignment _____Hands-on project in lieu of research paper

Literacy Skills Highlighted: __x___ Reading __x___ Writing __x___ Listening __x___ Speaking __x___ Viewing __x___Visually Representing

__x___Break materials into chunks __x___Provide written and oral directions __x___Hands-on learning _____Study guide _____Small group learning _____Test read aloud _____Test in small group _____Alternate location __x___Reteach _____Retest _____Other: ___________________________________

Nave Tales In the Canterbury Tales, we see a group of characters who join together on a journey. They create a story-telling competition for fun! Its a great way for them to pass the time and entertain themselves. The Host judges all of the stories and determines a winner who gets a free meal at the expense of the other travelers. We will now create our own journey and our own set of stories, and to add to the fun, we will also take up a collection to buy the winner a meal. Our Destination: Mitch and Judys Wedding at the Corn Palace in Mitchell, South Dakota Mode of Transportation: Chartered bus from Sparkman High School to Mitchell, South Dakota Narrator: Mrs. Brown, bus driver Story Telling: While we are on the ridiculously long ride to South Dakota and back, we will each tell the story. (By the journey is about 1100 miles, which will take no less than 20 hours on a bus. That doesnt include any stops!) Your Assignment: 1st period: If your last name begins with A-L, you will tell a story on the way there. If your last name begins with M-Z, you will tell a story on the way back. 2nd period: If your last name begins with A-H, you will tell a story on the way there. If your last name begins with I-Z, you will tell a story on the way back. 3rd period: If your last name begins with A-L, you will tell a story on the way there. If your last name begins with M-Z, you will tell a story on the way back. For those of you telling a story on the way there, you should tell a story that involves your relationship with Mitch and/or Judy. For those of you telling a story on the way back, you should tell a story about something that happened while we were in South Dakota for the wedding. Creating a Character: You can choose to play a role; that is, you do not have to be yourself. You may make up a persona. However, you must dress to fit the part on the day we present our stories. This may include the use of not only clothing, but also the use of props. For example, if you were Mitchs nerdy economics tutor from college, then you will dress in a way that portrays you as a nerd and/or a misfit. OR maybe you were one of the bridesmaids in the wedding. Dress to fit the part. Length: You must present your story, so the length is determined by the length of the presentation. Your presentation must be 2-5 minutes. Make sure you practice timing. Remember, you are presenting a story NOT reading a story. You may not read from a piece of paper!!! Be theatrical! Taste and Appropriateness: This is a school project. While humor and satire are welcome, we must keep in mind that we seek to entertain our classmates with our stories; we do not seek to isolate or offend our peers. Be delicate; it is okay to illuminate a human flaw or quality (jus t as Chaucer does), but it is NOT acceptable to degrade to be insensitive. Not appropriate: Profanity Excessive alcohol and/or drug references Explicit sexual content Vulgar gestures Ridiculing a religion, culture, gender, sexual orientation, or race Ostracizing/criticizing one particular classmates (or a group of classmates)

Guiding Questions: You may use some or all of the following questions to help you brainstorm for your story. Do you know the bride? Groom? Both? How do you know him/her/them? How long have you known him/her/them? How would you describe Mitch? Judy? Did you know them separately or only as a couple? What does your character look like? What props/costume pieces might you need to bring this character to life? What is the goal of your story? What emotions do you want the audience to feel? Whats the moral of your story? Would you go on this trip again? How has knowing Mitch and/or Judy changed you? Grading: Not only will you receive a grade (using a rubric) on your final presentation, but you will also be graded on your use of class time while we plan our stories. The Prize: Just as the pilgrims in Canterbury Tales chose to provide the winner with a dinner, we will do the same. We will take up a collection ($0.50-1.00or whatever change you have). We will apply this money for a gift card to an eating establishment. Sounds fun, huh? However, you have an extra incentive! Ms. Nave will give a reward to the person that scores highest using the rubric. Judging: Ms. Nave will serve as the judge of the stories. You will be graded using a rubric. She will award the winner a free pass on a writing project assignment. The class will also serve as judges of the stories. Each student will have a piece of paper. He/she will write the name of each student, the students character, a brief note about the story, and a rating on a scale of 1-10. Each student will cast a vote for whomever he/she scored the highest. After the votes are tallied, the gift card will be awarded. In the Event of a Tie If there is a tie, be prepared with an additional story. You can use whichever topic you have not already covered.

Nave Tales Final Rubric Student Name: ____________________________________________ Characters Name: _________________________________________ Brief summary of story: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________

Follows instructions (regarding topic and appropriateness) ______/15 Creative storytelling ______/25 Story has a clear beginning, middle, and end ______/15 Meets length requirements ______/10 Brings character to life (with theatrics, props, costumes, body language, make up, etc.) ______/25 Volume ______/10 Rate ______/5 Enunciation ______/5 Pitch ______/5 Eye contact ______/5 Grammar ______/10 TOTAL: _____/130

The Art of Courtly Love 1. Marriage should not be a deterrent to love. 2. Love cannot exist in the individual who cannot be jealous. 3. A double love cannot obligate an individual. 4. Love constantly waxes and wanes. 5. That which is not given freely by the object of one's love loses its savor. 6. It is necessary for a male to reach the age of maturity in order to love. 7. A lover must observe a two-year widowhood after his beloved's death. 8. Only the most urgent circumstances should deprive one of love. 9. Only the insistence of love can motivate one to love. 10. Love cannot coexist with avarice. 11. A lover should not love anyone who would be an embarrassing marriage choice. 12. True love excludes all from its embrace but the beloved. 13. Public revelation of love is deadly to love in most instances. 14. The value of love is commensurate with its difficulty of attainment. 15. The presence of one's beloved causes palpitation of the heart. 16. The sight of one's beloved causes palpitations of the heart. 17. A new love brings an old one to a finish. 18. Good character is the one real requirement for worthiness of love. 19. When love grows faint its demise is usually certain. 20. Apprehension is the constant companion of true love. 21. Love is reinforced by jealousy. 22. Suspicion of the beloved generates jealousy and therefore intensifies love. 23. Eating and sleeping diminish greatly when one is aggravated by love. 24. The lover's every deed is performed with the thought of his beloved in mind. 25. Unless it please his beloved, no act or thought is worthy to the lover. 26. Love is powerless to hold anything from love. 27. There is no such thing as too much of the pleasure of one's beloved.

28. Presumption on the part of the beloved causes suspicion in the lover. 29. Aggravation of excessive passion does not usually afflict the true lover. 30. Thought of the beloved never leaves the true lover. 31. Two men may love one woman or two women one man.