C. 1343-1400 London, England
Son of a wine-merchant.
Began his career as a page in the household of
Elizabeth.
Worked as international negotiator for diplomatic missions, then Controller of Customs, for the Port of
London.

Chaucer began composing after his wife, Philippa, died, apx.
1386.
This project was never completed, as he died in 1400.
Chaucer is buried in Westminster Abbey, the first to be buried in “Poet’s Corner”.
Our translation: David Wright, Oxford University Press
The Canterbury Tales is a collection of stories written in Middle English by
Geoffrey Chaucer at the end of the 14th century. The tales (mostly in verse, although some are in prose) are told as part of a story-telling contest by a group of pilgrims as they travel together on a journey from Southwark to the shrine of Saint
Thomas Becket at Canterbury Cathedral. In a long list of works, including Troilus and Criseyde, House of Fame, and Parliament of Fowls, The Canterbury Tales was
Chaucer's magnum opus. He uses the tales and the descriptions of the characters to paint an ironic and critical portrait of English society at the time, and particularly of the Church.

Medieval story
Fiction
Narrative: Why do you think this is in narrative form?

Middle English

England: Journey from Southwark ----------Canterbury
Spring (April)

Apx. 30-40

Think: Kings & Queens, Knights & Swords, and Castles…
In your table groups: Create a KWL Chart, citing what you know, want to know, and later we will add what to learned about the
Medieval times.
Know Want to know Learned

Task: Students are asked to think critically about their own culture and society. What are some character types they observe? Put another way, if Chaucer was writing The
Canterbury Tales now, what is one “character type” he’d be sure to include?
Students must choose one such character type and write at least two paragraphs describing him or her. Consider what this character type looks like as well as his/her positive and negative personality traits.
Just as Chaucer was known for his use of indirect characterization, students should be sure to utilize both direct and indirect characterization in their character sketch.

Read the prologue to The Canterbury Tales, as a class.
Your job: act as squire and write down all character names we come across during our reading…
The more characters you come up with, the better chance you will have at winning Canterbury Tales
Bingo!

The Canterbury Tales “General Prologue” Lesson Plan
This lesson plan is appropriate after students have read Chaucer’s “General Prologue.” For this activity, students will work in groups and will need their textbook, markers or colored pencils, and large sheet of paper.
Each group will draw one of the characters from the “General Prologue” out of a hat. It will be that team’s responsibility to conduct an in-depth character analysis of their respective character.
Students must use the text of the “General Prologue” to complete each step of this activity.
Task:
Use textual clues to draw an accurate portrayal of the character.
Select two quotations from the text that indirectly characterize the character. Write these on the paper and cite appropriately. (p.) For example:
Select two quotations from the text that directly characterize the character. Write these on the paper and cite appropriately. Pick any three adjectives that are associated with the character.
Write these on the paper. For example:
After students have completed the task, each team briefly shares its work

* summarizes text with clear identification of the main idea(s) and most significant details in the student’s own words, and clearly reflects underlying meaning.
1.
Read your tale as a group.
2.
Group Task: After reading your tale, your group must compose a list of the main ideas of the tale, as well as most significant details. Then chart them in timeline fashion, citing details chronologically. (10 pts)
Individual Task: Individual students must take their group notes and compose a summary of their chosen tale. This must be 5 paragraphs long, written in each student’s own words, and must not only reflect the main ideas and details, but also the underlying meaning. (20 pts)

* authoritatively defends a position with precise and relevant evidence and convincingly addresses the reader’s concerns, biases, and expectations.
Group Task: As a group you must list the reasons why your tale is the best. You must also cite 3 reasons a reader may not think your tale is the best, and provide a counter-arguement.

* provides a thoroughly developed plot line, including major and minor characters and a definite setting.
* includes appropriate strategies (e.g., dialogue, suspense, narrative action).
Part One: Group Task: 1. Groups will list all major characters in their tale. 2.
Groups will list all minor characters in their tale. 3. Group members will list all major settings and minor settings. 4. Students will write out plot line of tale including:
Part Two: Group Task: Groups will rewrite their tale to male a “modern-day” version of the tale. This tale must mirror their tale in all elements of part one, beginning with a list of the new major characters, etc. Once 1-4 are complete, student groups will compose a manuscript for a play to showcase their modern-
.
day Canterbury Tale.

* develops interpretations that demonstrate a thoughtful, comprehensive grasp of the text.
* organizes accurate and coherent interpretations around clear ideas, premises, or images from the literary work.
* provides specific textual examples and details to support the interpretations.