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Objectives To familiarize students with the milieu of Medieval England from which Chaucer created his masterpiece through group research projects and reports To have students read the Prologue and selected Tales To familiarize students with the author and characters of The Canterbury Tales by having them assume a role To have students learn and recite the Middle English of the Prologue To write a Compare/Contrast essay using two pilgrims
Preparation
Some preparation is necessary before assigning readings from the Tales, such as scheduling due dates on a calendar, running off directions, work sheets, additional tales, and other materials. Ideally, the unit should last at least 2 weeks. This gives students enough time to do the required readings, do the research, work and report in groups, report individually and write their essays. Also during this time the teacher should present background information about the Tales, including organization, style, the cross section of Medieval society represented, etc. Readings Most high school literature books include the Prologue and selected tales, often the less controversial. This project is geared to the reading of the entire Prologue by all class members. Individual reports by each class member will provide support for the students as they read through the prologue. If the literature book does not offer parts of the Prologue in Middle English, the teacher must provide students with copies of at least the first part. I have had success in assigning the students to read additionally The Reeves Tale and The Millers Tale (not often found in literature texts) which they enjoy, but each teacher must judge the effects of assigning these racy stories (which are no more racy than some of the movies on TV). Components This unit is comprised of several activities besides reading: research, group work, memorization and recitation, individual reporting, art work, writing essays. The attempt is to immerse the students in Chaucers England to better understand and appreciate the
Tales. It also allows students to use their own strengths: speaking, artistry, memorizing, etc. Because the number of pilgrims will exceed the number of students in a class, students may be assigned more than one Pilgrim (perhaps for extra credit). Chaucer and the Host, Harry Bailly were included. Essay The Monk and the Parson were chosen for the compare/contrast essay because of the great number points in each category. Other pilgrims may just as easily bechosen for this essay, such as the Friar and Pardoner, Prioress and Wife of Bath. Evaluation Quizzes on each tale and a test on the entire unit are options, but students work in groups and their individual performance should also be evaluated. A sample Project Evaluation Form is offered. Resources *A Chaucer Coloring Book. Bellerophon Books, 1997. ISBN 0883880172 (Contains reproductions of wood cuts by William Caxton, Wyken de Worde and Richard Pynson in the earliest publications of the Tales) Chaucer, Geoffrey. Selected Canterbury Tales. New York: Dover Publications, Inc. (ISBN 0-486-28241-4) Dudeney, H. E. The Canterbury Puzzles. New York: Dover Publications, Inc. (ISBN 0-486-42558-4) Kokeritz, Helge. A Guide to Chaucers Pronunciation. Toronto: University of Toronto Press, 1978. (ISBN 0-8020-6370-5) *Morris, William. Ornamentation and Illustrations from the Kelmscott Chaucer. New York: Dover Publications, Inc. (ISBN 0-486-22970-X) 100 copy-right free pages
Handouts and Evaluations Forms Below 1 for each student: Project Description; Pilgrims on the Way to Canterburythis becomes a study aid; Project Grade Sheet 1 for each group: Group assignment (or 1 for each student); Group
Evaluation Form
Writing Component
At the conclusion of this project, students must turn in an essay of no less than five paragraphs compareing and contrasting the Monk and the Parson. This essay must be typed. More instructions along with the due date will be provided in class. The worth 40 points.
essay is
Oral Component
from The
Students will be asked to read a selection Prologue in Middle English. Instruction in the pronunciation will be given in class in addition to the aids given in your text. Students will also be required to read aloud from The Prologue those sections which concern their character.
Visual Component
The
Each student will be assigned a Pilgrim. student must become familiar with this character from a number of aspects, such as personality, motivation, and physical description. Students must be able to describe their characters to their classmates. Students must also do an illustration of their character, and they must color this drawing
according to Chaucers description. These colored illustrations are worth 15 points and are due at the time of the students individual report.
Students will be assigned to work in groups to prepare and present to the class
related topics from Medieval England. These topics will be assigned at a later date. The Group Presentations are worth 20 points, and every member of the group will receive the same score. Groups will be graded on thoroughness, creativity, total involvement of group members, clarity, audio and visual aids. Some class time will be given for research and coordination of the presentation.
Teacher Input
During the course of this unit, I will give additional information concerning The Canterbury Tales. Students are responsible for this information for the test on the Tales.
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Group Assignments
Group Name The Gargoyles
Your topic is the Medieval Cathedral Focus primarily on the English Medieval Cathedrals. Look at the way they were built, the time and money needed to construct these structures. Why were they built? What role did the guilds have? What characterizes an English Gothic Cathedral? What role did the Church members have in their planning, etc.?
_____out of 5 points
Creativity: Comments:
_____out of 5 points
_____out of 5 points
_____out of 5 points
Total points
out of 75