I. Curricular Framework

Concept:

Satire

Essential Question:

How true of a representation of the Middle Ages is Chaucer’s “Canterbury Tales”?

Bridge:

Insignias

Content:

Chaucer's "Canterbury Tales"

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To initiate student interest in Middle Ages.

Activity: 1) Show filmclips from a variety of Medieval romance tales on film--Robin Hood, Ivanhoe, Lion in Winter, etc. 2) Ask students to list everything they associate with the Middle Ages.

Assessment: Level of participation/involvement.

2. Attend: Attending to the Connection

Objective: To ascertain preconceptions of Middle Ages; to compare preconceptions.

Activity: 1) Using individual lists, prepare small group clusters of the Middle Ages. 2) Prepare a class cluster of the Middle Ages.

Assessment: Individual participation/involvement, complexity of clusters.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To connect own characteristics to a custom of the Middle Ages.

Activity: 1) Discuss example coats-of-arms on Medieval shields. 2) With colored pens, white paper, and other ornamented items, students design own shield insignia and write explanation.

Assessment: Individual involvement/originality and complexity of shield.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To learn about Medieval culture, and Chaucer’s satire of that culture.

Activity: 1.) Guest lecturer-historian to lecture on life in teh Middle Ages. 2.) Read prologue and selected tales from The Canterbury Tales. 3.) Review literary methods of characterization. 4.) Discuss characteristics of satire.

Assessment: Attentiveness, notetaking.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To demonstrate acquired knowledge about Middle Ages, Canterbury Tales, and satire.

Activity: 1) Reading quizzes after each tale. 2) Character charts reflecting Medieval class structure. 3) Collaborative essays--character sketches of travelers.

Assessment: 1) Quiz scores. 2) Accuracy of character charts. 3) Insight demonstrated by character sketches.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To apply Chaucer's method and style to own culture.

Activity: Pairs of students write prologue for mock pilgrimage to a "shrine" of our society. Travelers should include family, friends, famous persons, etc. (at least 50 lines).

Assessment: 1) Individual involvement. 2) Closeness to Chaucer style. 3) Insight shown into modern society, people.

7. Refine: Refining the Extension

Objective: To check progress.

Activity: 1) Turn in first 20 lines of prologue for teacher perusal. When the lines are returned, appropriate revision/editing should occur. 2) Complete prologue.

Assessment: 1) Individual involvement. 2) Incorporation of noted editing, revisions.

8. Perform: Creative Manifestation of Material Learned

Objective: To allow publication/celebration of new understanding/accomplishment.

Activity: Share prologues with class in a story telling contest. Winner?--free lunch in cafeteria.

Assessment: 1) Oral communicative effectiveness. 2) Cleverness and satiric quality.

Assessment, Phase Five,Performance, Creative Use of Material Learned: