Melissa Maynard TLT 440-10 Columba, Fall 2010 Interdisciplinary Unit: Lesson 6 Interdisciplinary Unit: The Middle Ages

Lesson 6: The Millers Scavenger Hunt: A rowdy romp. Topic: The Canterbury Tales: The Millers Tale Grade level: 11th grade CP British Literature Instructional Objectives: The 11th grade student will demonstrate understanding by completing a scavenger hunt that asks them to find details and facts in Chaucers Millers Tale. The 11th grade student will demonstrate analysis by completing a scavenger hunt that asks them varied questions of analysis about the characters, narrator, and themes from The Millers Tale. Concepts Addressed/Proposed Pennsylvania Department of Education academic standards: State Standards: 1.1.11.G.: Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents. 1.3.11.A.: Read and understand works of literature. 1.6.11.E.: Participate in small and large group discussions. National Standards: Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Craft and Structure 6. Assess how point of view or purpose shapes the content and style of a text. Materials required: The Millers Tale Introduction sheet The Millers Tale Scavenger Hunt (Worth 10pt. participation grade) A copy of The Canterbury Tales Prize: Candy Engagement (motivator or anticipatory set): Have students work in groups of two to answer three questions that you have written on the board: 1. Describe the Miller in two words 2. Describe The Millers Tale in two words 3. Is there anything you dont understand about the tale?

Melissa Maynard TLT 440-10 Columba, Fall 2010 Interdisciplinary Unit: Lesson 6 Tell students that they have five minutes to answer the three questions with their partners on a half sheet of paper that you will hand out (I may give each person a half sheet, but still have them work in partners). After five minutes have the students share their responses with the rest of the class. Finish the anticipatory set by telling students that we are going to go over the plot of the tale and then they are going to work in groups of four to complete a scavenger hunt. Procedure: Hand out The Millers Tale introduction worksheet. Go over the worksheet with students, making sure to focus on the plot and synopsis of the tale. You need to have student understand what is going on in the tale in order for them to complete the scavenger hunt. Make sure to ask if there are any lingering questions and then put students into groups. I was going to have students count off by four, but I decided to put them into their groups for their Canterbury Tales assignment, which will be introduced on Monday (This way I can see the way they interact with their teams and see if I need to make any adjustments to the groups for Monday). Then with large note cards with the group numbers written on them, place the groups throughout the room. Once students are in their groups, hand out the scavenger hunt worksheets. Explain to students that they are only to write on one packet per group. That only one packet will be collected, and that the rest are for them to use for research and so that way they all have one to read off of. You will be using the other packets for the next periodso do not let students write on more than one per group. ALSO!note that they will be handing these in at the end of the period so that they cannot work on them outside of class. This is a class assignment, and there is no cheating. Each person/group must hand their packets in at the end of the period. Once you have gone over these administrative matters, read over the directions with students and explain to them how the game works: The two teams with the most correct answer will win a prize on Monday morning. The rules are: o All fill in the blank questions must be the exact word used in the text. o Questions must be answered correctly to receive a point o Each question is worth 1 point, except the starred questionsthey are worth 3 points. o You cannot get points marked off for not completing a 1 point question, but if you do not complete a 3 point questionyou will be deducted 3 points. It is in your best interest to answer EVERY 3 point question. o Each group will receive 5 points for participation each day of the activity, totaling 10 participation points. They will be added to the groups total points at the end. These are teacher given participation pointsso I will decide at the end of each day, based on your group work, the number of points each team receives. Tell students that they are to work together and cooperate with each other. And they are to work quietly. If I find they are not working together or are not quiet they will not receive the full amount of participation points for that day. AND if there is a student who is not working well in the group, he/she will be removed and given an alternative assignment to work through on their own. Next discuss how much the assignment is actually worth outside of the game. Students will receive 10 individual participation points per day20 points in total. Again, this is at my discretion. I will be circulating around the room and taking notes, if I find that someone is not participating or is hindering the group work, they will be deducted points and if their behavior continues to worsen they will be given the alternative assignment.

Melissa Maynard TLT 440-10 Columba, Fall 2010 Interdisciplinary Unit: Lesson 6 Once students understand what is going on, have them begin the hunt. Circulate throughout the room, making sure groups are on task and answer any questions the teams may have. Key discussion questions: Anticipatory set: o Describe the Miller in two words o Describe The Millers Tale in two words o Is there anything you dont understand about the tale? The questions from the scavenger hunt can be found on the scavenger hunt packet (I decided not to transfer them in order to save paper). Closure: When there are two minutes left in the period, collect all the scavenger hunt packets. Make sure students write their group number and the names of every group member on their packet. While you are doing this also ask students again if there are any problems of if they need any clarification. Assessment: The scavenger hunt will act as an informal assessment of student understanding. The scavenger hunt will also act as an informal assessment of student analysis. Extension Activities: As a homework assignmenthave students make a journal entry: Why do you think The Millers Tale is the most famous tale? Do you enjoy it yourself? Were you at all surprised by the themes? Have them write at least two paragraphs to hand in the next day. **This assignment will be assigned the second day of the lesson.*** Reflection: