ELA UNIT PLANNING

UNIT: __The Canterbury Tales/Chaucer ______TIME FRAME: ___3 Weeks__ TEACHER/GR:Jarrell/Honors English IV______

Unit Summary and Rationale: This unit centers around medieval Britain; the history, the people and the culture that influenced Geoffrey Chaucer’s “The Canterbury Tales.” The students will obtain base knowledge on the Middle Ages and then will apply that knowledge to why and how Chaucer wrote about the different people on their Canterbury Pilgrimage.

UnitConnection/College and Career Ready Descriptions: Teachers will select at least one of the following lenses to act as the overlay for the unit. These are the descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student. Students will demonstrate independence. X Students will value evidence. X Students will build strong content knowledge.  Students will respond to the varying demands of audience, task, and discipline.  Students will critique as well as comprehend.  Students will use technology and digital media strategically and capably. X Students will develop an understanding of other perspectives and cultures.

Unit Standards: Teachers should list the standards to be addressed within the unit.

Reading Writing Speaking and Listening Language Literature _X_ Informational Text___ W.11-12.2 Write SL.11-12.1 Initiate and participate L.11-12.1 Demonstrate command of informative/explanatory texts to effectively in a range of collaborative the conventions of standard English RL.11-12.1 Cite strong and thorough examine and convey complex discussions (one-on-one, in groups, and grammar and usage when writing or textual evidence to support analysis ideas, concepts, and information teacher-led) with diverse partners on speaking. of what the text says explicitly as well clearly and accurately through the grades 11–12 topics, texts, and issues, as inferences drawn from the text, effective selection, organization, building on others’ ideas and expressing L.11-12.2 Demonstrate command of including determining where the text and analysis of content. their own clearly and persuasively. the conventions of standard English leaves matters uncertain. capitalization, punctuation, and W.11-12.3 Write narratives to SL.11-12.2 Integrate multiple sources of spelling when writing. RL.11-12.2 Determine two or more develop real or imagined information presented in diverse formats themes or central ideas of a text and experiences or events using and media (e.g., visually, quantitatively, L.11-12.3 Apply knowledge of analyze their development over the effective technique, well-chosen orally) in order to make informed language to understand how course of the text, including how they details, and well-structured event decisions and solve problems, evaluating language functions in different interact and build on one another to sequences. the credibility and accuracy of each contexts, to make effective choices produce a complex account; provide source and noting any discrepancies for meaning or style, and to an objective summary of the text. W.11-12.4 Produce clear and among the data. comprehend more fully when reading coherent writing in which the or listening. RL.11-12.3 Analyze the impact of the development, organization, and SL.11-12.3 Evaluate a speaker’s point of author’s choices regarding how to style are appropriate to task, view, reasoning, and use of evidence and L.11-12.4 Determine or clarify the develop and relate elements of a purpose, and audience. rhetoric, assessing the stance, premises, meaning of unknown and multiple- story or drama (e.g., where a story is links among ideas, word choice, points of meaning words and phrases based on set, how the action is ordered, how W.11-12.5 Develop and strengthen emphasis, and tone used. grades 11–12 reading and content, the characters are introduced and writing as needed by planning, choosing flexibly from a range of developed). revising, editing, rewriting, or SL.11-12.5 Make strategic use of digital strategies. trying a new approach, focusing on media (e.g., textual, graphical, audio, RL.11-12.4 Determine the meaning of addressing what is most significant visual, and interactive elements) in L.11-12.5 Demonstrate understanding words and phrases as they are used in for a specific purpose and presentations to enhance understanding of figurative language, word the text, including figurative and audience. of findings, reasoning, and evidence and relationships, and nuances in word connotative meanings; analyze the to add interest. meanings. impact of specific word choices on W.11-12.6 Use technology, meaning and tone, including words including the Internet, to produce, SL.11-12.6 Adapt speech to a variety of L.11-12.6 Acquire and use accurately with multiple meanings or language publish, and update individual or contexts and tasks, demonstrating a general academic and domain- that is particularly fresh, engaging, or shared writing products in command of formal English when specific words and phrases, sufficient beautiful response to ongoing feedback, indicated or appropriate. for reading, writing, speaking, and including new arguments or listening at the college and career RL.11-12.5 Analyze how an author’s information. readiness level; demonstrate choices concerning how to structure independence in gathering specific parts of a text contribute to W.11-12.8 Gather relevant vocabulary knowledge when its overall structure and meaning as information from multiple considering a word or phrase well as its aesthetic impact. authoritative print and digital important to comprehension or sources, using advanced searches expression. RL.11-12.6 Analyze a case in which effectively; assess the strengths grasping a point of view requires and limitations of each source in distinguishing what is directly stated terms of the task, purpose, and in a text from what is really meant. audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Essential Questions: Big Ideas:

Why was Religion such an important part of the Middle Ages? Due to dire situations people found themselves in (hunger, disease, etc), religion became a driving force of Britain’s medieval era.

Who was Geoffrey Chaucer and what drew him to the pilgrimage? The Estate system/Class system of these times created very intriguing types of people; some of whom went on the Canterbury pilgrimage.

What caused the different pilgrims to go on their pilgrimage? Chaucer introduced a type of satire, comedy, bias and innuendo that was not often found in 1300 literature/writing. How did their social status/estate level impact who they were?

Why does Chaucer use poetry and rhyme instead of prose to write the Canterbury Tales?

Learning Targets:  Students will become familiarized with Britain’s Medieval times  Students will learn the basic history of Geoffrey Chaucer  Students will study the popularity of pilgrimages and the significance of the Canterbury pilgrimage  Students will deduce meaning and draw inferences from Chaucer’s writing Learning Tasks: Teachers list the various tasks students will engage in throughout the unit, include use of media/other forms of information.

Reading Tasks Writing Tasks Discussion Tasks Language/Vocabulary Tasks • Summarize • Create and complete study • Work/present in pairs and • Perform close reading guides small groups to identify key • Employ conventions of • Infer • Develop a clear visual aid ideas modern English in all • Analyze story/literary (power points/prezis, cartoons, • Predict, infer, explain writing/reading/speaking elements and text fakebook pages, etc) with use Chaucer’s choices in words activities structures Standard English and stories (or the omission • Create vocabulary lists • Identify and interpret • Use text to support arguments of stories) directly from their texts figurative language • Write reflective responses • Discuss allegory/frame • Consistent and literary devices • Compose compare/contrast narrative reading/growing • Analyze author’s responses • Prepare and participate in a understanding of Middle purpose • Write letters as different Socratic seminar English characters in the story • Complete a final project with the following options: Soundtrack with written explanation, Fakebook page, Menu set- up, Scrapbook, Children’s book

Assessments: List types of assessments that will be used throughout the course of the unit. DIAGNOSTIC FORMATIVE SUMMATIVE • Canterbury Tales final project: • Pre-reading discussion of the • Medieval/Chaucer WebQuest Students will choose one of the formation of the English Language • Study guide review following options: Soundtrack for from Beowulf (Old English) to • Tickets in the door/Tickets out the characters(with written Chaucer (Middle English) door explanation), Menu for the Pilgrims, • Socratic Seminar character Fakebook, Scrapbook, or a • Pardoner’s Tale allegory cartoon Children’s book. Each items has • Wife of Bath Letter to the queen creative writing/visual and presentation element. Text(s) Selections/Resources(generated by both teacher and student) Teachers will list the genres/titles/resources for study and indicate text complexity:

• The Canterbury Tales: In Senior English Textbook or at http://www.enotes.com/canterbury-tales-text/when-april-with • Canterbury Webquest available at http://mjarrellenglish.wikispaces.com/English+IV then download WebQuest document • Study guides (available upon request) • Microsoft word • Microsoft Power Point • Soundtrack can be produced on youtube.com by creating a channel • Fakebook can be produced by visiting http://www.classtools.net/fb/home/page • Scrapbook can be produced by visiting mixbook.com • Prezi.com