British Literature
Anglo-Saxon Period / Beowulf
Time: 3 Weeks
Subject: British Literature
Goals
- Read and respond to a variety of texts from the Anglo-Saxon time period.
- Develop knowledge of the Anglo-Saxon people and culture
- Create written and visual projects evaluating the Anglo-Saxon period and Beowulf
- Think critically about important literary terms and concepts
- Evaluate peer’s written and visual projects for content and performance skills
Assessment
Epic Boasting
Anglo-Saxon / Beowulf Project
Materials
1. Anglo-Saxon period background notes
2. Handouts:
a. Themes in Beowulf
b. Alliteration, Kennings, and Epithets
c. Epic Boasting
d. Anglo-Saxon / Beowulf Project
3. Rubrics:
a. Epic Boasting Rubric
b. Anglo-Saxon / Beowulf Project Rubric
Day 1
Subject:
English IV – British Literature
Time:
90 minutes
NCSCOS:
4.02 Develop critiques that give an audience an appreciation of how themes relate among texts
5.02 Extend engagement with selected works of British literature by relating style, meaning, and genre (including fiction, non-fiction, drama, and poetry); applying literary, grammatical, and rhetorical terms of literature; demonstrating in various print and non-print media the significance of works.
5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus
Materials:
Daybook
Pen/Pencil
Double-entry journal handouts
Character Lists
Themes handout
Beowulf
Lesson:
10 minutes – Housekeeping and Writing into the day
Topic: How would you define epic? List some examples from television, movies, books, etc. and from past English classes.
40 minutes - Anglo-Saxon Period notes
30 minutes –
1. Discussion of epic. Ask students to respond orally to the journal topic. Begin
listing characteristics of epics, epic poetry, and epic heroes for students to write in their daybook. Discuss background information on Beowulf (oral traditions and history of manuscript/character list). Listen to a reading of Beowulf by Benjamin Bagby, a musician and medieval scholar (61). http://www.bagbybeowulf.com/video/index.html.
2. Key ideas for focus: epic, epic poetry, epic hero, caesura, alliteration, kenning, epithet, and In Medias Res. Students will begin double entry journal for Beowulf and record examples of the key ideas from the text.
3. Give students handout of key themes. We will discuss the themes as we read the text.
10 minutes – Give students Alliteration, Kennings, and Epithets handout. For the remainder of class, we will work on alliteration; we will complete the activity on Day 3.
Themes in Beowulf
Good versus Evil
Courage
Revenge
Loyalty
Christianity
Paganism
Day 2
Subject:
English IV – British Literature
Time:
90 minutes
NCSCOS:
1.02 Respond to texts so that the audience will make connections between the learner's life and the text reflect on how cultural or historical perspectives may have influenced these responses.
4.02 Develop critiques that give an audience an appreciation of how themes relate among texts and an understanding of how authors' assumptions, cultural backgrounds, and social values affect texts.
5.01 Explore British literature by recognizing common themes that run through works, using evidence from the texts to substantiate ideas and making associations between historical and current viewpoints.
5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus
Materials:
Daybook
Pen/Pencil
Journal Topic
Beowulf
Lesson:
5 minutes – Writing into the day
Topic: Look back at your notes from the previous day and review the characteristics of an epic hero. Discuss your views on what it means to be a “hero” in society today.
5 minutes – Collect permission forms and address any questions from students. Remind students
about the Personal Narrative Writing Assignment!
5-10 minutes – Review key ideas: epic, epic poetry, epic hero, caesura, alliteration, kenning,
epithet, and In Medias Res.
60 minutes – Continue reading Beowulf. Ask students to form a circle for the reading and
discussion of the text. Students will add to their double-entry journal notes as we read during class, and we will discuss specific passages that emphasize the key ideas and themes
Finish “Grendel” lines 1-103
“Beowulf” lines 104-232
Begin “The Battle with Grendel” lines 233-296 if we have time.
5-10 minutes – Summarize the reading and address any questions students may have about the
sections we have read during class.
Day 3
Subject:
English IV – British Literature
Time:
90 minutes
NCSCOS:
1.02 Respond to texts so that the audience will make connections between the learner's life and the text reflect on how cultural or historical perspectives may have influenced these responses.
2.03 Compose texts (in print and non-print media) that help the audience understand a principle or theory by researching experience for relevant principles that relate to themes in literature and life.
4.02 Develop critiques that give an audience an appreciation of how themes relate among texts
5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus
Materials:
Daybook
Pen/Pencil
Journal Topics Handout
Beowulf
Lesson:
10 minutes – Writing into the day: “Getting Even”
One of the themes found in Beowulf is revenge. Write about a time when you sought revenge or talk about an example from a TV show, movie, book, magazine article, etc. As you finish writing, place a check on your handout beside Journal Topic #58 and label this WID entry #58.
65 minutes - Continue reading Beowulf. Students will form a circle for the reading and
discussion of the text. Remind students about keeping up with their double-entry journal notes and the themes handout as we read.
“The Battle with Grendel” lines 233-296
“Grendel’s Mother” lines 397-449
10 minutes –
1. Reflect on the idea of revenge in Beowulf compared to the ideas you have of revenge.
2. Assignment: Choose another topic from the “Journal Topics” handout and write 2 pages in your daybook for tomorrow.
5 minutes – Return desks to original position
Day 4
Subject:
English IV – British Literature
Time:
90 minutes
NCSCOS:
2.01 Locate, process, and comprehend texts that explain principles, issues, and concepts at work in the world in order to relate complex issues from a variety of critical stances and discern significant differences and similarities among texts that propose different ideas related to similar concepts.
5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus
6.01 Apply knowledge of literary terms, grammar, and rhetoric in order to write clearly, succinctly, and accurately
Materials:
Daybook
Pen/Pencil
Beowulf
Lesson:
5 minutes – Writing into the day
Topic: Think about the differences between oral and written stories. What happens when you retell an event orally versus retelling the story in writing.
40 minutes – Continue Beowulf. Depending upon the pace of the reading of Beowulf,
“Grendel’s Mother” lines 397-449 should be completed today. I will be prepared for the following sections in case we are ahead in the reading.
“The Death of Beowulf” lines 736-870
“Mourning Beowulf” lines 871-897
45 minutes – Personal Narratives. Students share one of their narratives with the class.
Assignment is due today at the end of class! If we do not get to every student, we will finish on Monday but they must turn in their writing.
Day 5
Subject:
English IV – British Literature
Time:
90 minutes
NCSCOS:
2.01 Locate, process, and comprehend texts that explain principles, issues, and concepts at work in the world in order to relate complex issues from a variety of critical stances and discern significant differences and similarities among texts that propose different ideas related to similar concepts.
5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus
6.01 Apply knowledge of literary terms, grammar, and rhetoric in order to write clearly, succinctly, and accurately
Materials:
Daybook
Pen/Pencil
Beowulf
Lesson:
5 minutes – Writing into the day – Freewrite. Today is Friday!
10 minutes – Daybook Check! In this first check, I will only walk around the room to see if
students are writing in their daybook. Students will receive a completion grade for double-entry journals.
30 (+) minutes – I will allow time for reading depending upon the pace of the lesson and the reading.
Week 2
If we did not finish the reading last week, we will continue reading the text on Monday. Hopefully we will finish Beowulf by Wednesday at the latest and begin a review of the text.
Review Beowulf. Questions for focus:
1. Do you view Beowulf as a Christian or Pagan text?
2. How is Beowulf an epic hero?
3. What is valued in Anglo-Saxon society? What is valued in American society in the 21st century?
4. What role do women play in Anglo-Saxon society?
5. Who are the “monsters” in the 21st century?
6. Discuss the idea of a universal theme. What are a few universal themes in Beowulf?
7. …Other questions?
On Monday I will give students the handout for the Epic Boasting assignment. We will have a writing workshop on Friday for the assignment. Each student must bring a draft of the boast for peer review. Also, this week students will be in the library working on the Anglo-Saxon/Beowulf Project. Students will have until Monday of Week 3 to complete the project; they must use the time in the library wisely. I will extend the library time if I believe an extension is necessary for the students.
Week 3
Presentations for Anglo-Saxon/Beowulf Project. I will use a rubric to assess student products for this project and I expect all students to participate throughout the entire process. Also, the Epic Boasting assignment is due on Friday. Students will present the boasts the following week before we move on to the next unit.
Subject: British Literature
Goals
- Read and respond to a variety of texts from the Anglo-Saxon time period.
- Develop knowledge of the Anglo-Saxon people and culture
- Create written and visual projects evaluating the Anglo-Saxon period and Beowulf
- Think critically about important literary terms and concepts
- Evaluate peer’s written and visual projects for content and performance skills
Assessment
Epic Boasting
Anglo-Saxon / Beowulf Project
Materials
1. Anglo-Saxon period background notes
2. Handouts:
a. Themes in Beowulf
b. Alliteration, Kennings, and Epithets
c. Epic Boasting
d. Anglo-Saxon / Beowulf Project
3. Rubrics:
a. Epic Boasting Rubric
b. Anglo-Saxon / Beowulf Project Rubric
Day 1
Subject:
English IV – British Literature
Time:
90 minutes
NCSCOS:
4.02 Develop critiques that give an audience an appreciation of how themes relate among texts
5.02 Extend engagement with selected works of British literature by relating style, meaning, and genre (including fiction, non-fiction, drama, and poetry); applying literary, grammatical, and rhetorical terms of literature; demonstrating in various print and non-print media the significance of works.
5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus
Materials:
Daybook
Pen/Pencil
Double-entry journal handouts
Character Lists
Themes handout
Beowulf
Lesson:
10 minutes – Housekeeping and Writing into the day
Topic: How would you define epic? List some examples from television, movies, books, etc. and from past English classes.
40 minutes - Anglo-Saxon Period notes
30 minutes –
1. Discussion of epic. Ask students to respond orally to the journal topic. Begin
listing characteristics of epics, epic poetry, and epic heroes for students to write in their daybook. Discuss background information on Beowulf (oral traditions and history of manuscript/character list). Listen to a reading of Beowulf by Benjamin Bagby, a musician and medieval scholar (61). http://www.bagbybeowulf.com/video/index.html.
2. Key ideas for focus: epic, epic poetry, epic hero, caesura, alliteration, kenning, epithet, and In Medias Res. Students will begin double entry journal for Beowulf and record examples of the key ideas from the text.
3. Give students handout of key themes. We will discuss the themes as we read the text.
10 minutes – Give students Alliteration, Kennings, and Epithets handout. For the remainder of class, we will work on alliteration; we will complete the activity on Day 3.
Themes in Beowulf
Good versus Evil
Courage
Revenge
Loyalty
Christianity
Paganism
Day 2
Subject:
English IV – British Literature
Time:
90 minutes
NCSCOS:
1.02 Respond to texts so that the audience will make connections between the learner's life and the text reflect on how cultural or historical perspectives may have influenced these responses.
4.02 Develop critiques that give an audience an appreciation of how themes relate among texts and an understanding of how authors' assumptions, cultural backgrounds, and social values affect texts.
5.01 Explore British literature by recognizing common themes that run through works, using evidence from the texts to substantiate ideas and making associations between historical and current viewpoints.
5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus
Materials:
Daybook
Pen/Pencil
Journal Topic
Beowulf
Lesson:
5 minutes – Writing into the day
Topic: Look back at your notes from the previous day and review the characteristics of an epic hero. Discuss your views on what it means to be a “hero” in society today.
5 minutes – Collect permission forms and address any questions from students. Remind students
about the Personal Narrative Writing Assignment!
5-10 minutes – Review key ideas: epic, epic poetry, epic hero, caesura, alliteration, kenning,
epithet, and In Medias Res.
60 minutes – Continue reading Beowulf. Ask students to form a circle for the reading and
discussion of the text. Students will add to their double-entry journal notes as we read during class, and we will discuss specific passages that emphasize the key ideas and themes
Finish “Grendel” lines 1-103
“Beowulf” lines 104-232
Begin “The Battle with Grendel” lines 233-296 if we have time.
5-10 minutes – Summarize the reading and address any questions students may have about the
sections we have read during class.
Day 3
Subject:
English IV – British Literature
Time:
90 minutes
NCSCOS:
1.02 Respond to texts so that the audience will make connections between the learner's life and the text reflect on how cultural or historical perspectives may have influenced these responses.
2.03 Compose texts (in print and non-print media) that help the audience understand a principle or theory by researching experience for relevant principles that relate to themes in literature and life.
4.02 Develop critiques that give an audience an appreciation of how themes relate among texts
5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus
Materials:
Daybook
Pen/Pencil
Journal Topics Handout
Beowulf
Lesson:
10 minutes – Writing into the day: “Getting Even”
One of the themes found in Beowulf is revenge. Write about a time when you sought revenge or talk about an example from a TV show, movie, book, magazine article, etc. As you finish writing, place a check on your handout beside Journal Topic #58 and label this WID entry #58.
65 minutes - Continue reading Beowulf. Students will form a circle for the reading and
discussion of the text. Remind students about keeping up with their double-entry journal notes and the themes handout as we read.
“The Battle with Grendel” lines 233-296
“Grendel’s Mother” lines 397-449
10 minutes –
1. Reflect on the idea of revenge in Beowulf compared to the ideas you have of revenge.
2. Assignment: Choose another topic from the “Journal Topics” handout and write 2 pages in your daybook for tomorrow.
5 minutes – Return desks to original position
Day 4
Subject:
English IV – British Literature
Time:
90 minutes
NCSCOS:
2.01 Locate, process, and comprehend texts that explain principles, issues, and concepts at work in the world in order to relate complex issues from a variety of critical stances and discern significant differences and similarities among texts that propose different ideas related to similar concepts.
5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus
6.01 Apply knowledge of literary terms, grammar, and rhetoric in order to write clearly, succinctly, and accurately
Materials:
Daybook
Pen/Pencil
Beowulf
Lesson:
5 minutes – Writing into the day
Topic: Think about the differences between oral and written stories. What happens when you retell an event orally versus retelling the story in writing.
40 minutes – Continue Beowulf. Depending upon the pace of the reading of Beowulf,
“Grendel’s Mother” lines 397-449 should be completed today. I will be prepared for the following sections in case we are ahead in the reading.
“The Death of Beowulf” lines 736-870
“Mourning Beowulf” lines 871-897
45 minutes – Personal Narratives. Students share one of their narratives with the class.
Assignment is due today at the end of class! If we do not get to every student, we will finish on Monday but they must turn in their writing.
Day 5
Subject:
English IV – British Literature
Time:
90 minutes
NCSCOS:
2.01 Locate, process, and comprehend texts that explain principles, issues, and concepts at work in the world in order to relate complex issues from a variety of critical stances and discern significant differences and similarities among texts that propose different ideas related to similar concepts.
5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus
6.01 Apply knowledge of literary terms, grammar, and rhetoric in order to write clearly, succinctly, and accurately
Materials:
Daybook
Pen/Pencil
Beowulf
Lesson:
5 minutes – Writing into the day – Freewrite. Today is Friday!
10 minutes – Daybook Check! In this first check, I will only walk around the room to see if
students are writing in their daybook. Students will receive a completion grade for double-entry journals.
30 (+) minutes – I will allow time for reading depending upon the pace of the lesson and the reading.
Week 2
If we did not finish the reading last week, we will continue reading the text on Monday. Hopefully we will finish Beowulf by Wednesday at the latest and begin a review of the text.
Review Beowulf. Questions for focus:
1. Do you view Beowulf as a Christian or Pagan text?
2. How is Beowulf an epic hero?
3. What is valued in Anglo-Saxon society? What is valued in American society in the 21st century?
4. What role do women play in Anglo-Saxon society?
5. Who are the “monsters” in the 21st century?
6. Discuss the idea of a universal theme. What are a few universal themes in Beowulf?
7. …Other questions?
On Monday I will give students the handout for the Epic Boasting assignment. We will have a writing workshop on Friday for the assignment. Each student must bring a draft of the boast for peer review. Also, this week students will be in the library working on the Anglo-Saxon/Beowulf Project. Students will have until Monday of Week 3 to complete the project; they must use the time in the library wisely. I will extend the library time if I believe an extension is necessary for the students.
Week 3
Presentations for Anglo-Saxon/Beowulf Project. I will use a rubric to assess student products for this project and I expect all students to participate throughout the entire process. Also, the Epic Boasting assignment is due on Friday. Students will present the boasts the following week before we move on to the next unit.
Please refer to the Anglo-Saxon/Beowulf Project page for all documents associated with this unit.
Medieval Period / The Canterbury Tales
Unit: Medieval Period
Time: 4-5 weeks
Subject: British Literature
Goals
· Analyze themes and concepts of the Medieval period.
· Read and analyze The Canterbury Tales.
· Create and evaluate a variety of visual and written products
· Evaluate student writing applying specific literary techniques.
· Organize and develop thoughts through written and visual expression.
Assessment
The Canterbury Tales: Pilgrims Project
The Canterbury Tales: Tales Project
Definition Essay
Materials
1. Medieval Period background notes: http://prezi.com/iozzhfexuz5z/medieval-period/
2. Language Activity
3. The Canterbury Tales: General Prologue, The Pardoner’s Prologue, The Pardoner’s Tale, The Wife of Bath’s
Prologue, and The Wife of Bath’s Tale
4. Initial Judgments and Observations: Image Document
5. Handouts:
a. The Canterbury Tales: Pilgrims Project
b. The Canterbury Tales: Tales Project
c. Definition Essay
6. Miscellaneous project materials (construction paper, poster board, scissors, glue, etc.)
Weekly Lessons
Week 1:
On Monday, students will evaluate and respond to the background notes on the Medieval Period to gain an understanding of the people and culture we will be studying over the four to five weeks. I will focus specifically on the section about the language shifts during this time period because the first activity students will participate in illustrates the power of language and communication. The language activity will be completed on Tuesday and students will receive a handout for The Canterbury Tales: Pilgrims Project. As a class, we will begin Part 1 on Tuesday after discussing the project and continue the activity on Wednesday.
Next, students will move to Part 2 of the project by forming groups of 3-4 students. I will assign each group a list of pilgrims from The Canterbury Tales to analyze for the project. If we have time on Wednesday, students should begin working on the Pilgrims Project in class. On Thursday and Friday, we will continue working on the project in the library where students will have full access to the computers. The final products are due the following Monday.
Week 2:
Students should be prepared to present all products for the Pilgrims Project beginning on Monday. As we read the general prologue for The Canterbury Tales, each group will be responsible for explaining the passages for the pilgrims assigned. As students read the original text and present all products for the project, I will assess students using the Pilgrims Project Rubric. I expect the class to finish the reading by the end of class on Thursday. The project will help students develop an understanding of Geoffrey Chaucer’s writing style and use of satire; this knowledge will be used during a future project.
On Friday, I will begin class by asking students questions about morals. As we read the next two pieces from The Canterbury Tales, students should identify the moral(s) of the story and analyze Chaucer’s effectiveness in conveying the moral to the audience. Students will discuss a variety of morals presented through the pilgrims.
I will give students the handout for the Definition Essay on Wednesday. (Note: All dates on handouts should be adjusted according to your schedule). We will discuss the assignment and requirements before we continue reading the text. All students should submit term and working definition by Friday. Students will be divided into groups for a writing workshop; each student will discuss his/her term and working definition to facilitate a discussion on said term.
Week 3:
Continuing the focus on morals, we will begin reading “The Pardoner’s Prologue” and “The Pardoner’s Tale” in class on Monday. As we read, students should make note of Chaucer’s techniques in writing the tale and analyze the story using critical thinking skills. We should finish this selection by the end of class on Tuesday. Students will read “The Wife of Bath’s Prologue” and “The Wife of Bath’s Tale” for homework and be prepared to discuss the selection in class on Wednesday.
During the second half of class on Wednesday, students should bring a rough draft of the definition essay to class for another writing workshop. Students will return to the writing groups created the previous week and discuss the rough drafts. Each student will read his/her draft to the other members of the group and students will be expected to provide constructive feedback for each draft. A revised draft is due to the teacher on Friday. I will provide students will comments and guidance to help students move into the final drafting stage of the assignment.
On Thursday, I will introduce the next project for The Canterbury Tales. The Tales Project requires students to mimic the writing style of Chaucer to create a modern day tale that a.) entertains and b.) tells a moral. Once again, students will work in groups to complete this assignment. I will reserve the library computers and/or laptops from Thursday through Wednesday.
Week 4:
We will return to the library on Monday; students will have three days this week to finalize the project and prepare for presentations. I will return the revised rough draft of the definition essay to the students on Tuesday. Instead of starting Tales Project presentations on Thursday or Friday, I will allow students to work on the definition essay during class while I provide one-on-one conferences for each student. All of the process work for the essay and the participation in writing workshops will be part of the final assessment of this piece of writing. The final draft of the essay is due on Monday of Week 5.
Week 5:
Students will present Tales Project to the class. Depending upon the class size, presentations could last anywhere between 3-4 days. As students present, I will use the Tales Project Rubric to assess the group products. Also, the final draft of the definition essay is due on Monday. I will subtract ten points for every day the essay is not submitted. At the end of presentations, we will have a final discussion on The Canterbury Tales and the major concepts discussed over the last four weeks.
Time: 4-5 weeks
Subject: British Literature
Goals
· Analyze themes and concepts of the Medieval period.
· Read and analyze The Canterbury Tales.
· Create and evaluate a variety of visual and written products
· Evaluate student writing applying specific literary techniques.
· Organize and develop thoughts through written and visual expression.
Assessment
The Canterbury Tales: Pilgrims Project
The Canterbury Tales: Tales Project
Definition Essay
Materials
1. Medieval Period background notes: http://prezi.com/iozzhfexuz5z/medieval-period/
2. Language Activity
3. The Canterbury Tales: General Prologue, The Pardoner’s Prologue, The Pardoner’s Tale, The Wife of Bath’s
Prologue, and The Wife of Bath’s Tale
4. Initial Judgments and Observations: Image Document
5. Handouts:
a. The Canterbury Tales: Pilgrims Project
b. The Canterbury Tales: Tales Project
c. Definition Essay
6. Miscellaneous project materials (construction paper, poster board, scissors, glue, etc.)
Weekly Lessons
Week 1:
On Monday, students will evaluate and respond to the background notes on the Medieval Period to gain an understanding of the people and culture we will be studying over the four to five weeks. I will focus specifically on the section about the language shifts during this time period because the first activity students will participate in illustrates the power of language and communication. The language activity will be completed on Tuesday and students will receive a handout for The Canterbury Tales: Pilgrims Project. As a class, we will begin Part 1 on Tuesday after discussing the project and continue the activity on Wednesday.
Next, students will move to Part 2 of the project by forming groups of 3-4 students. I will assign each group a list of pilgrims from The Canterbury Tales to analyze for the project. If we have time on Wednesday, students should begin working on the Pilgrims Project in class. On Thursday and Friday, we will continue working on the project in the library where students will have full access to the computers. The final products are due the following Monday.
Week 2:
Students should be prepared to present all products for the Pilgrims Project beginning on Monday. As we read the general prologue for The Canterbury Tales, each group will be responsible for explaining the passages for the pilgrims assigned. As students read the original text and present all products for the project, I will assess students using the Pilgrims Project Rubric. I expect the class to finish the reading by the end of class on Thursday. The project will help students develop an understanding of Geoffrey Chaucer’s writing style and use of satire; this knowledge will be used during a future project.
On Friday, I will begin class by asking students questions about morals. As we read the next two pieces from The Canterbury Tales, students should identify the moral(s) of the story and analyze Chaucer’s effectiveness in conveying the moral to the audience. Students will discuss a variety of morals presented through the pilgrims.
I will give students the handout for the Definition Essay on Wednesday. (Note: All dates on handouts should be adjusted according to your schedule). We will discuss the assignment and requirements before we continue reading the text. All students should submit term and working definition by Friday. Students will be divided into groups for a writing workshop; each student will discuss his/her term and working definition to facilitate a discussion on said term.
Week 3:
Continuing the focus on morals, we will begin reading “The Pardoner’s Prologue” and “The Pardoner’s Tale” in class on Monday. As we read, students should make note of Chaucer’s techniques in writing the tale and analyze the story using critical thinking skills. We should finish this selection by the end of class on Tuesday. Students will read “The Wife of Bath’s Prologue” and “The Wife of Bath’s Tale” for homework and be prepared to discuss the selection in class on Wednesday.
During the second half of class on Wednesday, students should bring a rough draft of the definition essay to class for another writing workshop. Students will return to the writing groups created the previous week and discuss the rough drafts. Each student will read his/her draft to the other members of the group and students will be expected to provide constructive feedback for each draft. A revised draft is due to the teacher on Friday. I will provide students will comments and guidance to help students move into the final drafting stage of the assignment.
On Thursday, I will introduce the next project for The Canterbury Tales. The Tales Project requires students to mimic the writing style of Chaucer to create a modern day tale that a.) entertains and b.) tells a moral. Once again, students will work in groups to complete this assignment. I will reserve the library computers and/or laptops from Thursday through Wednesday.
Week 4:
We will return to the library on Monday; students will have three days this week to finalize the project and prepare for presentations. I will return the revised rough draft of the definition essay to the students on Tuesday. Instead of starting Tales Project presentations on Thursday or Friday, I will allow students to work on the definition essay during class while I provide one-on-one conferences for each student. All of the process work for the essay and the participation in writing workshops will be part of the final assessment of this piece of writing. The final draft of the essay is due on Monday of Week 5.
Week 5:
Students will present Tales Project to the class. Depending upon the class size, presentations could last anywhere between 3-4 days. As students present, I will use the Tales Project Rubric to assess the group products. Also, the final draft of the definition essay is due on Monday. I will subtract ten points for every day the essay is not submitted. At the end of presentations, we will have a final discussion on The Canterbury Tales and the major concepts discussed over the last four weeks.
CT Pilgrims Project - 1st | |
File Size: | 18 kb |
File Type: | docx |
CT Pilgrims Project - 2nd/4th | |
File Size: | 19 kb |
File Type: | docx |
CT Images | |
File Size: | 1122 kb |
File Type: | doc |
Pilgrims Project Rubric | |
File Size: | 14 kb |
File Type: | docx |
CT Tales Project - 1st | |
File Size: | 27 kb |
File Type: | doc |
CT Tales Project - 2nd/4th | |
File Size: | 16 kb |
File Type: | docx |
Tales Project Rubric | |
File Size: | 13 kb |
File Type: | docx |
I will also post my weekly lesson plans if you are interested in seeing the format I use to plan classroom instruction. Please note: There are lessons posted below that overlap due to errors in pacing or redesign of lessons after submission.
jan_25-jan28.docx | |
File Size: | 20 kb |
File Type: | docx |
jan_26_daybook_intro.docx | |
File Size: | 18 kb |
File Type: | docx |
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march_14_-_march_18.docx | |
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march_21_-_march_25.docx | |
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