Myra Horstman
Unit Plan
Vital Information
Subject: English
Grade: 12
Course Description
English IV is a required course for seniors. English IV focuses on British
Literature, which is the genre of literature set forth by the district. The anticipated
areas of study will be Anglo Saxon/Medieval Period, English Renaissance,
Restoration and Enlightenment, Romanticism and Victorian, Modernism and
Contemporary. This unit is the continuation of writing during the Medieval
Period. It is meant to introduce the work Canterbury Tales by Geoffrey Chaucer
and the concept of story telling.
The class meets five days a week in 90 minute period.
Description of Learners
General Class Population
The class contains a total of thirty-five students. The class is made up of mainly
males with only eight females. The class includes various students from different
backgrounds. The class is not only diverse but includes individuals with various
learning styles. Some individuals prefer to work alone, while others tend to like to
converse and work in groups with their friends on assignments.
In this class, students are allowed to choose where they want to sit. Most students
sit in the same seat everyday nearby people they know or wherever they feel
comfortable. The learners in this class do exceptional work. However, at times
they lack motivation to complete assignments and stay on task.
Special Needs Population
There are about three ELL students. There is one student who has a physical
disability. He has a nerve problem in his right arm that causes him to have
difficulty when writing.
Time Required: approximately two-three weeks
Topic: Canterbury Tales by Geoffrey Chaucer.
Summary & Rationale
Students have just finished reading Beowulf from the Anglo-Saxon literature unit.
This is the introductory unit on literary works from the Medieval Period. The
purpose of this unit is to develop students’ reading, writing, thinking and language
skills through incorporating various activities and assignments with Canterbury
Tales by Geoffrey Chaucer.
To begin the unit, the teacher will introduce students to story telling. In doing this,
they will have to write about there favorite childhood memory. The class will
discuss what constitutes a good story and this will then help lead into the story
of Canterbury Tales. Students will be given background information on both
the author and the work. In addition, they will also be introduced to new
vocabulary words from the text. While reading, students will analyze Chaucer’s
main theme of “seven deadly sins.” They will have to write a literary analysis at
the end of the unit on how Chaucer applies this theme in the story. Also,
students will be required to complete a culminating activity of a story
competition. Each student will be responsible for writing a creative narrative
that displays how one of the seven deadly sins applies in today’s society. Students
will present their narratives to the class. To end the unit, students will take a unit
exam.
Students use language skills to understand academic subject matter and to enrich
their lives. Interdependent language art skills and processes should be taught in a
variety of learning situations.
Learning Targets
Unit Objectives
TSW evaluate the author’s use of literary elements (i.e., theme, point of
view, characterization, setting, plot)
TSW write a literary analyses that evaluates the author’s use of literary elements
(i.e., theme, point of view, characterization, setting, plot)
TSW write a personal narrative that that uses voice and style appropriate to
audience and purpose, organizes ideas in writing to ensure coherence,
logical progression, and support employ literary devices (e.g., irony, conceit,
flashback, foreshadowing, symbolism, allusion) to enhance style and voice.
Unit Outcomes (Enduring Understandings)
1. Individuals will examine how characterization and satire can be used to
enhance storytelling.
2. Individuals will examine the theme of the “seven deadly sins” in Canterbury
Tales and explain how the concept still applies today.
3. Individuals will see the art of storytelling and its role in the past and present.
Essential Question
How was Chaucer’s theme “seven deadly sins” applied during the Medieval
Period and how is this theme relevant in today’s society?
Key Terms
1. Frame story: as a narrative setting or frame for one or more other stories.
2. Pilgrimage: a long journey of moral significance
3. Accrue: to come as gain; accumulate
4. Agility: an ability to move quickly and easily; Nimbleness
5. Courtliness: refined behavior; elegance
6. Defer: to postpone
7. Diligent: painstaking, hard-working
8. Disdain: a show of contempt; scorn
9. Dispatch: promptness, efficiency
10. Eminent: standing out above others; high ranking; prominent
11. Mode: a current fashion or style
12. Personable: pleasing in behavior and appearance
13. Frugal: careful with money; thrifty
14. Malady: a disease or disorder; ailment
15. Wield: to handle skillfully
16. Repine: to complain; fret
17. Sedately: in a composed, dignified manner, calmly
Contextual Redefinition Vocabulary Strategy
Students will be become familiar with the terms from Canterbury Tales by
practicing using contextual redefinition. Contextual redefinition is a vocabulary strategy
that requires students to make an educated guess about an unfamiliar vocabulary term and
then learners check their understanding through identifying context clues within a
sentence.
The students will be given a worksheet with two parts. Part I focuses on students'
use of general knowledge and contextual clues by giving the sentence in which the word
appears in the text. Students are then to write down what they think the words mean
based on the words' usage. Part II then gives students dictionary definitions of the words
where students must match the words to the correct definitions based on the words'
contextual usage. After completing this worksheet, students should then have an
understanding of the words of the vocabulary words from Canterbury tales.
Arizona Aligned Standards
Writing Standards
Grade 12
Strand 2: Writing Elements
Concept 3: Voice
Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or
personal, depending on the audience and purpose.
PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to topic and type
of writing.
PO 5. Use language appropriate to purpose, topic, and audience.
Strand 3: Writing Applications
Concept 1: Expressive
Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing
may be based on real or imagined events.
PO 1. Write in a variety of expressive forms (e.g., poetry, fiction, autobiography, narrative, and/or drama) that:
a. use voice and style appropriate to audience and purpose
b. organize ideas in writing to ensure coherence, logical progression, and support
c. employ literary devices (e.g., irony, conceit, flashback, foreshadowing, symbolism, allusion) to
enhance style and voice
Concept 5: Literary Response
Literary response is the writer’s reaction to a literary selection. The response includes the writer’s
interpretation, analysis, opinion, and/or feelings about the piece of literature.
PO 1. Write literary analyses that:
a. evaluates the author’s use of literary elements (i.e., theme, point of view, characterization, setting, plot)
b. compares literary texts that express a universal theme, providing textual evidence (e.g., examples, details,
quotations) as support for the identified theme
Reading Standards
Strand 2: Comprehending Literary Text
Concept 1: Elements of Literature
Identify, analyze, and apply knowledge of the structures and elements of literature.
PO 1. Evaluate the author’s use of literary elements:
 theme (moral, lesson, meaning, message, view or comment on life),
 point of view (e.g., first vs. third, limited vs. omniscient),
 characterization (qualities, motives, actions, thoughts, dialogue, development, interactions),
 setting (time of day or year, historical period, place, situation), and
 plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution).
Assessments (formative/summative)
Day 1: Bell work, note check
Day 2: Journal entry, note check
Day 3: Note checks, Signed Rubric for Culminating Activity Assignment
Day 4: Journal Entry, Contextual Redefinition Vocabulary Worksheet, Quiz on
Background Information
Day 5: Journal Entry, note check,
Day 6: Journal entry, Pardoner Worksheet, note check
Day 7: Journal Entry
Day 8: Journal Entry, note check
Day 9: Wife of Bath Worksheet, Journal entry
Day 10: Narrative Presentations
Day 11: Note check, walking around to make sure students are drafting narrative
Day 12: Note check, walking around to make sure students are drafting narrative
Day 13: Literary Analysis Essay Assignment
-Formative
All formative assessments will take place in the form of daily bell work, journal entries,
note handouts, vocabulary worksheets, and quizzes. For these assessments, participation
points will be given to students for completion. In addition, the teacher will give
participation for student’s involvement in class readings and activities. Lastly, the teacher
will walk around the room to make sure students are staying on task and formally assess
them this way as well.
-Summative
The summative assessment will include a literary response on the theme of the “seven
deadly sins” in Canterbury Tales. This will be their unit exam. In addition, student’s
personal narrative papers and presentations also will be collected and given a grade.
Learning Experiences and Resources
Unit Opening (Set)
I will begin my unit with the following writing prompt:
Write a paragraph describing your favorite childhood memory. Students will be
instructed that they have 5 minutes to reflect and respond to the writing prompt.
As students work, I will give a personal example I have created for the class.
After bell work, we will share our thoughts in a class discussion of what makes a
good story. The following questions will be asked: What situations inspire people
to tell stories? What role does an audience play in making the telling of a story
more interesting?
Culminating Activities
a. Story Telling Competition Prompt:
Imagine that you are to tell a tale, in order to receive a prize, just like the
characters in Canterbury Tales. You have entered into a story competition with
your classmates and are to create a narrative incorporating one of the seven
deadly sins from Canterbury Tales listed below. Your goal is to tell the best
tale that incorporates how the theme the “seven deadly sins” is present in today’s
society. You have the choice of writing a personal narrative or you can develop
an imaginative narrative. Also, you may incorporate more than one of the seven
deadly sins if you desire. Remember what makes a good story. Humor and
creativity are encouraged! After you write your narrative, you will be given the
opportunity to present your tale with the class. Let the competition begin!
 Pride
 Lust
 Gluttony  Greed
 Anger
 Envy
 Sloth
b. Essay Prompt Test Item:
The “seven deadly sins” are a main theme used in the tales. Identify one or more
of the sins used in the tales and discuss its use. You can choose to discuss and
how the sin is used. You can discuss why the sin is used. You can discuss the
significance of the sin during the time period. You could also identify the sin and
discuss how Chaucer uses that sin to develop the characters in or moral of the tale.
c. Enrichment
Every Friday, students will take turns presenting their narratives with the class. At
the end of the period, students can vote for their favorite. The student that receives
the most votes gets a candy reward.
Coherence
The culminating activity of the Story Telling Competition aligns to Arizona
State Standards as it requires students to write a narrative. It is also is directly
related to answering the essential question. Students are to think of Chaucer’s
seven deadly sins and construct a narrative of how one of the themes is used in
today’s society. In addition, the Essay Prompt Test Item aligns to Arizona State
Standards as it requires students to write a literary analysis. It also works to have
students answer the unit’s objectives of evaluating the characterization and theme
of Canterbury Tales. Lastly, the Enrichment aligns with Arizona State Standards
as it requires students to develop the concept of voice in presenting their
narratives to the class. It also adds to answering the essential question because
students are sharing how the theme of the “seven deadly sins” is present in
today’s society.
Learning Activities
Day 1
Activity Details:
Students will write a short story for bell work and will be introduced to the
purpose of story telling. Then, students will be shown a PowerPoint
presentation on the background information on Geoffrey Chaucer and brief
information of Canterbury Tales. Students are responsible to take notes on the
background information.
Objectives:
TSW write a short story
TSW read background information of Canterbury Tales and Chaucer
TSW will take notes about the author and the introduction of his work
Standard: W12-C1-P1
Assessment:
Bell work, note check,
Day 2
Activity Details:
Students will continue to listen and take notes on Geoffrey Chaucer from the
PowerPoint. Also, the class will read pages 107-110 from The Language of
Literature textbooks on Geoffrey Chaucer. Then, students will look more closely
at the pilgrims in Chaucer’s Tales.
Objectives:
TSW read background information about Geoffrey Chaucer
TSW take notes on the author and characters
Standard: W12-C2-P1
Assessment:
Journal entry, note check
Day 3
Activity Details:
Student will be given additional background information on selections of
the reading, the Prologue, the Pardoner’s Tale, and the Wife of Bath’s Tale. Then,
the class will discuss the theme of “seven deadly sins” in Chaucer’s Tale. Lastly,
students will be given a rubric for the Story Telling Competition. They will
discuss it and sign the worksheet to show that they understand the assignment.
Objectives:
TSW take notes on background information of the prologue, the
Pardoner’s Tale and Wife of Bath’s Tale
TSW discuss theme of “seven deadly sins” in Chaucer’s tale
TSW read and discuss Culminating Activity Assignment on the “seven
deadly sins”
Assessment:
Note checks, Signed Rubric for Culminating Activity Assignment
Day 4
Activity Details:
Students will read from their The Language of Literature textbooks page 111
where it prepares them to read the Prologue from the Canterbury Tales. Then,
students will read the background information and review the term of
characterization. Then, they will complete a Contextual Redefinition Vocabulary
Worksheet.
Objectives:
TSW read background information on the Prologue
TSW define key literary terms
TSW read the Prologue
Standard: W12-S3-C1-P1
Assessment:
Journal Entry, Contextual Redefinition Vocabulary Worksheet, Quiz on
Background Information
Day 5
Activity Details:
Students will continue to read the Prologue of Canterbury Tales. As they read,
they will take notes in their writing journals of characterization and the use of the
theme “seven deadly sins.” After class had read and discussed Prologue, students
will be given time in class to begin writing their narrative for their story telling
competition.
Objectives:
TSW read the Prologue
TSW take notes on the characterization used by Chaucer
TSW take notes on the theme of “seven deadly sins” used in the Prologue
TSW begin to write narrative incorporating “seven deadly sins”
Standard: W12-S3-C1-P1
Assessment:
Journal Entry, note check,
Day 6
Activity Details:
The class will begin reading the Pardoner’s Tale on page 142 of the Language of
Literature textbook. They will take notes on the characterization of the Pardoner.
They will then have to complete a worksheet answering some questions about the
Pardoner.
Objectives:
TSW read the Pardoner’s Tale
TSW take notes on characterization of Pardoner
TSW read and discuss Pardoner’s deadly sin of greed
TSW complete worksheet on Pardoner
Standard:
Assessment:
Journal entry, Pardoner Worksheet, note check
Day 7:
Activity Details:
Students will continue to read the Pardoner’s Tale. First, class will read sections
together, and then students will be required to read individually or in groups. The
remaining the students will spend writing their narratives.
Objectives:
TSW read the Pardoner’s Tale
TSW write narrative in class
Standard: W12-S3-C1-P1, R12-S2-C1-P1
Assessment:
Journal Entry, Pardoner Worksheet, note check
Day 8:
Activity Details:
Students will be introduced to the theme of what women truly desire from the
Wife of Bath. Students will do an activity where both men and women will list
qualities they think women want and a class discussion will take place. Then, the
class will begin reading the Wife of Bath.
Objectives:
TSW read Wife of Bath
TSW discuss theme from Canterbury tales
Standard: R12-S2-C1-P1
Assessment:
Journal Entry, note check
Day 9:
Activity Details:
Students will continue to read the Wife of Bath. They will also be given a
worksheet to fill out based off some of the day’s reading. The rest of the class
period will be left for the students to finish their narratives.
Objectives:
TSW read the Wife of Bath Tale
TSW take notes on the characterization of the Wife of Bath
TSW write personal narrative
Standard: W12-S3-C1-P1
Assessment:
Wife of Bath Worksheet, Journal entry
Day 10:
Activity Details:
The class will review the past weeks readings and how they are related to the
theme of the “seven deadly sins.” Then students will present their narratives in
class. After presentations, the class will vote for the best narrative. Then they will
be given their rubric for their literary analysis assignment for their final exam.
Objectives:
TSW read their personal narrative to the class
TSW read and discuss literary analysis assignment on seven deadly sins
Standard: W12-S3-C1-Pl, R12-S2-C1-P1
Assessment:
Narrative Presentation
Day 11:
Activity Details:
In this class, students will review notes and readings of Canterbury Tales. They
will be given time in class to work on their literary analysis. The teacher will walk
around to answer any questions or concerns student may have.
Objectives:
TSW write literary analysis of the theme “seven deadly sins” in
Canterbury Tales.
Standard: W12-S3-C1-Pl
Assessment:
Note check, walking around to make sure students are drafting narrative
Day 12:
Activity Details:
In this class, students will continue to review notes and readings of Canterbury
Tales. They will be given time in class to work on their literary analysis. The
teacher will walk around to answer any questions or concerns student may have.
Objectives:
TSW write literary analysis of the theme “seven deadly sins” in
Canterbury Tales.
Standard: W12-S3-C1-Pl
Assessment:
Note check, walking around to make sure students are drafting narrative
Day 13:
Activity Details:
In this class, students will continue to review notes and readings of Canterbury
Tales. They will be given time in class to work on their literary analysis. The
teacher will walk around to answer any questions or concerns student may have.
Students will turn in paper at the end of the class period
Objectives:
TSW write literary analysis of the theme “seven deadly sins” in
Canterbury Tales.
Standard: W12-S3-C1-Pl
Assessment:
Literary analysis assignment
Resources
1. The Language of Literature by Doug Littell
2. Chaucer’s Canterbury Tale’s PowerPoint
3. Background Information Quiz
4. Pardoner and Wife of Bath Worksheet
5. Active reading notes assignment
6. Writing assignment rubric
7. Culminating activity rubric
8. Overhead
9. Markers
Differentiation
Student with Physical Disability
For the student who has nerve damage in his right are, several accommodations
must be made. For example, instead of having the learner take copious class notes, the
instructor can provide the student with printouts. Also, the teacher can retrieve the
student’s responses orally rather than in writing to make it easier for the student.
ELL Students
For ELL students, additional handouts can be given. For example, when
discussing the theme of “seven deadly sins”, a handout with definitions and picture can
be distributed to help them fully understand the terms. Also, when completing the
vocabulary worksheet, student can be allowed to work in groups for additional assistance.
Structured Freedom
All students in class will be aloud to work with there classmates to help complete
personal narratives and other class assignments.
Rubrics
Culminating Activity: Narrative of Deadly Sins
CATEGORY
3
2
1
0
Format
Student presents
story in the
expressive narrative
form
Student fails to
present story in the
expressive narrative
form
Content
Student clearly
incorporates one of
the seven deadly sins
and their tale clearly
demonstrates how
Chaucer's theme is
applied in today's
society.
Student fails to
incorporate one of
the seven deadly sins
from the theme of
Chaucer's Tale and
demonstrate how the
theme is applied in
today's society.
Voice
Student conveys a
sense of identity
through originality,
sincerity, liveliness or
humor appropriate to
type of writing
Student fails to
convey a sense of
identity through
originality, sincerity,
liveliness or humor
appropriate to type of
writing
Organization
Student presents
organized ideas to
ensure coherence,
logical progression,
and support
Student fails to
present organized
ideas to ensure
coherence, logical
progression, and
support
Audience
Student is clearly
aware of their
audience and uses
appropriate language
for audience.
Student shows no
awareness of
audience and does
not use appropriate
language for
audience.
Literary Analysis Extended Response Rubric
CATEGORY
3
2
1
0
Response to
Prompt
(Content)
Student identified
one or more of the
sins used in the tales
and discussed the
author's use, its
significance or how it
was used to
developed
characterization in
the tale
Aprreciation of
Literary
Features
Writer uses vivid
words and phrases
that linger or draw
pictures in the
reader's mind, and
the choice and
placement of the
words seems
accurate, natural and
not forced.
Writer uses vivid
words and phrases
that linger or draw
pictures in the
reader's mind, but
occasionally the
words are used
inaccurately or
seem overdone.
Writer uses words
that communicate
clearly, but the
writing lacks variety,
punch or flair.
Writer uses a limited
vocabulary that does
not communicate
strongly or capture
the reader's interest.
Jargon or cliches
may be present and
detract from the
meaning.
Penmanship
(Conventions)
Paper is neatly
written: blue or black
ink, one side of
paper, doublespaced (skip a line)
Paper is neatly
written with 1 or 2
distracting
corrections
(e.g.,dark crossouts; bumpy whiteout, words written
over).
The writing is
generally readable,
but the reader has to
exert quite a bit of
effort to figure out
some of the words.
Many words are
unreadable OR there
are several
distracting
corrections.
Introduction
(Organization)
The introduction is
inviting, states the
main topic and
previews the
structure of the
paper.
The introduction
clearly states the
main topic and
previews the
structure of the
paper, but is not
particularly inviting
to the reader.
The introduction
states the main
topic, but does not
adequately preview
the structure of the
paper nor is it
particularly inviting
to the reader.
There is no clear
introduction of the
main topic or
structure of the
paper.
Recognition of
Reader (Voice)
The reader's
questions are
anticipated and
answered thoroughly
and completely.
The reader's
questions are
anticipated and
answered to some
extent.
The reader is left
with one or two
questions. More
information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Almost all
paragraphs have
sentences that vary
in length.
Some sentences
vary in length.
Sentences rarely
vary in length.
Sentence Length Every paragraph has
sentences that vary
(Sentence
in length.
Fluency)
Student failed to
identify one the sins
used in the tales and
failed to discuss the
author's use, its
significance or how it
was used to
developed
characterization in
the tale