Summary
To activate prior knowledge and introduce two tales from "The Canterbury Tales," students complete an Anticipation Guide before discussing theme statements from the tales. Then, students work collaboratively to read the tales and compile two-column notes during reading. Students revisit their Anticipation Guides and two-column notes, deciding if and how their opinions have changed and why or why not. Finally, students reformulate the text by creating a video retelling the tale and adapting it to modern times. At the end of the lesson, students metacognitively reflect on their learning. While this lesson is currently aligned only to 12th grade standards, it would be appropriate to teach in grades 11 through 12, adjusting standards as needed.
Essential Question(s)
How are ideas from our past still relevant today? How can our opinions change as a result of investigation and conversation?
Snapshot
Engage
Students complete and discuss an Anticipation Guide for two tales.
Explore
Students read one of two Canterbury Tales using a two-column hand-out to take notes as they read with a partner.
Explain
Students revisit their Anticipation Guides and two-column notes as they discuss plot and theme with a partner or in groups.
Extend
Students create a video reformulating the tale as a modern adaptation in an attempt to make it relevant in today's society.
Evaluate
Students write about the theme of the tale and their video, connecting the past to the present.
Materials
Two-Column Notes (attached and linked; one per student)
Lesson slides (attached)
Anticipation Guide (attached and linked; one per student)
The Wife of Bath’s Tale (attached and linked; one per student in this group)
The Pardoner, his Prologue, and his Tale (attached and linked; one per student in this group)
Writing materials: pens, pencils, paper, etc.
Computers, tablets, and/or video cameras (if available)
Props: Middle Ages styled clothing
Engage
You can introduce the essential questions and lesson objectives by displaying slides 3-4. For this lesson, students begin by filling out the attached Anticipation Guide for the two tales they will study. Display slide 5 and have students complete the guide. While each student will only read one tale, all students should work through each opinion statement. For each statement, have students should decide if it is Always, Sometimes, or Never True.
Once students have individually completed the Anticipation Guide, display slide 6 and have them Think-Pair-Share with a partner, then with the whole class. A class discussion on these themes should lead into the reading of the two tales. Allow ample time for substantive conversation before diving into the readings.
Here's how Think-Pair-Share works in this lesson:
After completing the Anticipation Guide individually, have each student pair with a partner.
Each student should share their responses.
They can either choose the best response or collaborate together to create a shared response.
Optional: Partners can then be paired with another set of partners (a group of four) to further collaborate and choose the best response or create a new shared response.
Explore
Display slide 7. Have students work in two separate groups by dividing the class in half. Pass out the attached Two-Column Notes handout, or have students use a digital version or their own notebook paper. If they are using their own paper, ask students to divide a piece of notebook paper in half lengthwise. The left column should be labeled "In the text it says" and the right column should be labeled "My reaction to the text." Students should keep a running list of Two-Column notes, focusing especially on the theme statements from the Anticipation Guide. It might be helpful to model the two-column note taking strategy for the class initially.
Display slide 8. Instruct one group to read "The Wife of Bath’s Tale" and the other group to read "The Pardoner, his Prologue, and his Tale." Students can read individually, with a partner, or with a small group. Be sure to edit the slide to fit the instructions you’ve given the class if they are not reflected accurately.
Explain
Display slide 9-10. Once students have read the tale, they should revisit both the Anticipation Guide and their Two-Column notes. Students should go back to the theme statements and decide whether their opinion has changed or not. Students should provide a written justification for why their opinion has or has not changed after reading the tale.
Display slide 11. At this point, it is important that students use evidence from the text (which can be found in their two-column notes) to support their opinions and justifications, whereas previously they relied solely on prior knowledge.
Students should compare responses with a classmate who read the same tale.
Display slide 12. Remix groups and have students team up with a classmate who read the other tale. This new partner should have more detailed information about theme statements that didn't necessarily apply to both tales. In essence, students can teach one another about the plot and themes from each tale without having to read both. Encourage students to use their Anticipation Guide and Two-Column notes throughout their discussions.
After students have a chance to discuss with partners who read the same tale and partners who read the other tale, a whole-class discussion should center on the plot and themes from the tales. Be sure students have a solid understanding of the plot and themes from both tales so they are able to successfully complete the next activity. Encourage students to ask clarifying questions, and allow for substantive conversation to occur during the whole-class discussion.
Extend
Display slide 13. Students should form small groups (3-4 students per group) with students who read the same tale and create a video or live performance to retell and reformulate the tale. The goal is for students to make the tale relevant in today's society, so they must bridge the gap from the Middle Ages to now. Tell students to use the theme statements as a guide, but encourage autonomy and creativity. Collaboration is encouraged as students work to create a script, assign roles, film the video and/or perform the scene, etc.
Students should stick to the general plot of the original tale their group read, but they should make the tale current and applicable to today's society. Due to time constraints, students should focus on important events from the story and not feel obligated to include every line or scene. Students should be encouraged to adapt aspects of the tale to modern times, especially including the language/dialect of the characters. However, it is important that themes from the original tales are also present in the reimagining.
Evaluate
Have groups show their video or perform their script live to the class. Display slide 14 as necessary. While groups show their performances, non-performing students should write down themes they notice that are carrying over from the original tale to this modern-day retelling. After each group performs, lead a discussion that focuses on how that group integrated the themes into their retelling.
Display slide 15. Have students complete an open-ended freewrite Exit Ticket in which they write about how themes from the tales they read could still be applicable today. Have students reflect on if and how their opinions changed throughout the lesson's activities. This reflective writing allows students to consider both the "what" and "how" of their learning processes.
Resources
Beers, K. (2003). "When Kids Can't Read: What Teachers Do." Portsmouth, NH: Heinemann.
Chaucer, G. (1966, January 1). "The Pardoner, his Prologue, and his Tale." The Canterbury Tales.
Chaucer, G. (1966, January 1). "The Wife of Bath’s Tale." The Canterbury Tales.
K20 Center. (n.d.). Always, Sometimes, Never True. Strategies. https://learn.k20center.ou.edu/strategy/145
K20 Center. (n.d.). Exit Ticket. Strategies. https://learn.k20center.ou.edu/strategy/125
K20 Center. (n.d.). Think-Pair-Share. Strategies. https://learn.k20center.ou.edu/strategy/139