ENGLISH DEPARTMENT
MEDIUM TERM PLAN
YEAR 7
An Introduction to Chaucer
AIMS:
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This scheme of work aims to develop students' knowledge, understanding and enjoyment of Chaucer
using extracts from ‘The Canterbury Tales’ as stimulus material.
It is designed to make them enthusiastic about reading pre-1900 texts, to analyse them, and then
recreate the effects in their own writing.
The scheme requires students to undertake a variety of written outcomes, including instructions,
information and analytical non-fiction writing.
It is intended that students are given the opportunity for extended drama and storytelling inspired
by ‘The Canterbury Tales’ and related texts.
There is also the opportunity for study of the history of the English language and research into
Chaucer and the medieval period.
Duration: 6 weeks
Resources:
‘The Road to Canterbury’ by Ian Serralier, Heinemann New Windmill, ISBN: 0435122592
‘The Canterbury Tales’, Oxford Playscripts, ISBN: 0198312938
The BBC Animated Tales (video 1 & 2), ISBN: 5023794008453
‘Teach It’ resources ‘Descriptive Poetry Work’
Cassette of ‘The Canterbury Tales’, B&D Publishing, Tel: 01422 352852.
Information on Chaucer and his time from the library and internet
Resources gathered from various schools
Extracts from the Canterbury Tales studied in detail:
Description of The Miller
Description of The Squire
Description of The Pardoner
The Nun’s Priest’s Tale
The Pardoner’s Tale
Most students will: read extracts both as shared text and within groups. They will write creatively
showing understanding of both the narrative devices used to portray character, and the themes within the
tales. They will produce pieces of analytical and information writing and also engage in storytelling and
Drama activities.
Some student will not have progressed so far and will: read the extracts and enjoy and engage with
most of the material and related drama activities. They will write about, and in response to, the extracts
and undertake research with support frameworks.
Some students will have progressed further and will: respond to the extracts as pieces of well crafted
writing and then attempt to replicate these devices in their own work. They will read and discuss extracts
in middle English. Analytical work and information writing will show some evidence of independent study.
KEY TEACHING AND LEARNING OBJECTIVES
Pupils should be taught to:
WORD LEVEL
Vocabulary:
 Define and deploy words with precision, including their exact implication in context (Wd14)
 Work out the meaning of unknown words using context, etymology, compound patterns and other
qualities such as onomatopoeia (Wd16)
SENTENCE LEVEL
Stylistic Conventions of non-fiction:
 Information, which maintains the use of the present tense and the third person, organises and links
information clearly; incorporates examples (S13a)
 Instructions, which are helpfully sequenced and signposted, deploy imperative verbs and provide clear
guidance (S13d)
TEXT LEVEL – READING
Research and study skills
 Know how to locate information for a given task, and find relevant information in them, e.g. skimming,
use of index, glossary, key words, hotlinks (R1)
Understand the author's craft
 Comment, using appropriate terminology on how writers convey setting, character and mood
through word choice and structure (R12)
Study of literary texts
 Explore the notion of literary heritage and understand why some texts have been particularly
influential or significant (R20)
TEXT LEVEL – WRITING
Plan, draft and present
 Plan, draft, edit, revise, proof-read and present a text with readers and purpose in mind (Wr1)
Write to imagine, explore, entertain
 Portray character, directly and indirectly, through description, dialogue and action (Wr6)
Write to inform, explain, describe
 Select and present information using detail, example, diagram and illustration as appropriate (Wr11)
Write to analyse, review, comment
 Write reflectively about a text, taking account of the needs of others who might read it
(Wr19)
TEXT LEVEL – SPEAKING AND LISTENING
Speaking:
 Recount a story, anecdote or experience, and consider how this differs from written narrative (S/L2)
Listening:
 Listen for and recall the main points of a talk, reading or television programme, reflecting on
what has been heard to ask searching questions, make comments or challenge views expressed
(S/L6)
Drama:
 Develop drama techniques to explore in role a variety of situations and texts or respond to
stimuli (S/L 15)
POSSIBLE TEACHING SEQUENCE
Week 1: Introducing Chaucer and historical context
Objectives:
Vocabulary:
 Work out the meaning of unknown words using context, etymology, compound patterns and other
qualities such as onomatopoeia (Wd16)
Stylistic Conventions of non-fiction:
 Instructions, which are helpfully sequenced and signposted, deploy imperative verbs and provide clear
guidance (S13d)
Drama:
 Develop drama techniques to explore in role a variety of situations and texts or respond to
stimuli (S/L 15)
COVERAGE (Resources)
Access to Drama studio for at least one lesson (or a cleared classroom)
Jobs flipchart/OHT (2 sheets of A3)
2 A3 maps – one modern, one middle England, showing routes to Canterbury from London
Language change matching exercise OHT
Language change sheet/extract from ‘The Knight’
2 or 4 large ‘colouring in’ images
HW sheet
FOCUS
 Drama lesson (use as prescribed or otherwise – need to get across idea of journey)
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Starter: Students to walk around room showing high status, low status, importance, pride, cheek
(swagger), bossiness, grovelling.
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Discuss jobs list and give modern equivalents
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Groups of 3-4 take on individual characters and create a frozen picture showing their relative status
(2 mins). Use height, space, gesture etc.
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All the characters are going on the group journey – why? Discuss and guide. Allocate individual
characters. Each student to mime the packing, getting ready. As a whole class meet in the market
place (or pub). Show your status through your actions. Group yourself towards others you feel you
will get on with.
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Plenary: Link explicitly to Chaucer and explain next ½ term’s work.
 Language change: students to brainstorm words that have come into our language recently, both
spoken and written. Use the matching OHT. Translation exercise – give students the choice of either
‘Language change’ sheet or extract from ‘The Knight’ (differentiation). Write modern versions.
Illustrate and label.
 Historical changes. Use the old and modern maps to produce an instructional text on how to get from
Canterbury to London. Prepare pupils for the task by showing model(s) of instruction writing, picking
out word, sentence and text level conventions and creating a list and modelling (making explicit the
thought processes behind writing.)
OUTCOMES
 Drama – freeze, group work
 Reading – illustrated modern version of extract
 Writing – instructional text
Week 2: Characters on the pilgrimage
Objectives:
Vocabulary:
 Define and deploy words with precision, including their exact implication in context (Wd14)
Understand the author's craft
 Comment, using appropriate terminology on how writers convey setting, character and mood
through word choice and structure (R12)
Write to imagine, explore, entertain
 Portray character, directly and indirectly, through description, dialogue and action (Wr6)
Write to analyse, review, comment
 Write reflectively about a text, taking account of the needs of others who might read it
(Wr19)
COVERAGE (Resources) –
Pilgrim wordsearch
Modern prose descriptions of 5 pilgrims
Cassette tape – extract describing Miller/Squire
Wordmatch sheet on Miller
A3 blown up modern version of Miller
‘Teach It’ sheets on Squire
Model of analytical writing
Scaffolds for analytical writing (key words, sentence starters, connectives etc.)
FOCUS  OVERVIEW
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Starter: wordsearch of 20 pilgrims ( could be finished for HW or in subsequent lesson)
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Read modern prose descriptions of 5 of the characters (Nun, Monk, Merchant, Wife, Summoner).
Pupils could create a medieval passport for the journey using details from the passages.
 THE MILLER
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Listening exercise: play cassette tape of description of Miller or read extract aloud in middle English.
Ask pupils to make a note on any ideas they can glean about his appearance or actions. Glossary
available.
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Starter or plenary: wordmatch sheet on the Miller.
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Blow up Miller description on A3 (modern English). Pairs annotate for narrative devices used to
portray character: adjectives, similes, colour, animal imagery, size and shape, clothes, likes and
dislikes, hobbies, actions etc.
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Students write own descriptions of an immoral person whose physical features reflect their
character. Use narrative devices listed. More able could write in poetic form and less able use ‘teach
it’ help sheets. Stimulus could be provided by visual images of people with strong physical features.
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ICT suggestion – scan in a cloze passage describing a person, which can be filled in to create an
attractive, or an unattractive personality. Pupils try both and compare.
 THE SQUIRE. Using ‘Teach It’ sheets, read description of Squire in middle English. Could play
cassette tape. Do word matching sheet and cloze summary.
 ANALYTICAL WRITING
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Provide a model of this kind of writing, pull out features and model how to plan and begin.
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More able write a comparison of the two portraits. Give connectives used for comparison and simple
structure for answer.
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Middle ability explore devices used in either Squire or Miller. Give sentence starters for analytical
writing and key points for each paragraph.
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Lower ability could complete a table of comparison or a writing frame on one character. Give key
words and sentence starters.
OUTCOMES
 Reading of middle English text
 Listening exercise
 Character description
 Analytical writing (differentiated)
Week 3: A story with a moral: The Nun’s Priest’s Tale
Objectives:
Study of literary texts
 Explore the notion of literary heritage and understand why some texts have been particularly
influential or significant (R20)
Write to imagine, explore, entertain
 Portray character, directly and indirectly, through description, dialogue and action (Wr6)
Listening:
 Listen for and recall the main points of a talk, reading or television programme, reflecting on
what has been heard to ask searching questions, make comments or challenge views expressed
(S/L6)
COVERAGE (Resources) –
Copies of ‘The Nun’s Priest’s Tale’ (with questions) in two parts
Animated video
Example(s) of script-writing
FOCUS
 NUN’S PRIEST’S TALE
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Read the Nun’s Priest’s Tale to ‘…his manly face as grim as a lion’s’ (part 1). Discuss language,
characters etc
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Prediction - Students to work individually on an ending to the story. What evidence will they need to
draw on?
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Finish reading the text (part2)
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Discuss what truth, moral or message is found in the story
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Brainstorm definitions of old wives tales, superstitions, fables and fairytales – give modern examples
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Focus on characters of Chanticleer. Pertelote, The Widow. Individuals answer the questions below
the story.
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Move onto animated video. Watch it (twice may be necessary). In it Chanticleer and Pertelote blame
each other. Who is to blame? Discuss in pairs and then write a paragraph together on who is to
blame and why.
 SCRIPT WRITING. Divide into groups to write a script of the tale, which groups may rehearse and
perform if time allows. Teach script-writing conventions by looking at a model and drawing out
features. Prescribe length of script and negotiate with class number and contents of scenes. Focus
should be on good quality dramatic writing which use the original text, rather than performance.
 STARTER ACTIVITIES FOR THE WEEK
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Dictionary work: widow, fate, harmony, distress, portents
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Text revision (without text): Who was Molly? What animals did the widow have? What was
Pertelote’s cure made of? Where did the two men stay the night? Where was the man’s body found?
What happened to the innkeeper?
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List all the verbs you can find on the last page of the text.
OUTCOMES
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Written story ending.
Script of story (group work)
Week 4: Research life of Chaucer for Year 6 text book
Objectives:
Stylistic Conventions of non-fiction:
 Information, which maintains the use of the present tense and the third person, organises and links
information clearly; incorporates examples (S13a)
Research and study skills
 Know how to locate information for a given task, and find relevant information in them, e.g. skimming,
use of index, glossary, key words, hotlinks (R1)
Plan, draft and present
 Plan, draft, edit, revise, proof-read and present a text with readers and purpose in mind (Wr1)
Write to inform, explain, describe
 Select and present information using detail, example, diagram and illustration as appropriate (Wr11)
COVERAGE (Resources)
Library resources/internet/library box
A3 sheet: What do I want? How? Notes. Rough Draft.
Example of Yr6 (or Yr7) history text book
Scaffolds to support research and writing as appropriate.
FOCUS
 Students to write an extract from a Year 6 history text book about Geoffrey Chaucer, 100-300
words.
 Students each given an A3 sheet for planning and research. To differentiate, more detail written in
for lower ability students. More able can work without.
 Using ICT and library resources, students research Chaucer. Give pupils guidance as to where to look
and what to look for.
 Prepare pupils for writing by showing model of an actual Year 6 textbook. Discuss word, sentence and
text level features. List criteria and keep up during subsequent lessons. Model how to begin,
demonstrating how important it is to focus on content rather than just presentation. Model how to
interpret research and put it into own words. Give key words, writing frame, and sentence starters as
appropriate.
 Students produce a draft copy of their extract and check each other’s according to the criteria
listed.
 Neat copy can be by hand or ICT. Could include illustrations, activity box, timeline etc. To be used in
display.
OUTCOMES to be selected from –
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Extract for Year 6 History textbook on Chaucer.
Week 5: The Pardoner’s Tale
Objectives:
Understand the author's craft
 Comment, using appropriate terminology on how writers convey setting, character and mood
through word choice and structure (R12)
Listening:
 Listen for and recall the main points of a talk, reading or television programme, reflecting on
what has been heard to ask searching questions, make comments or challenge views expressed
(S/L6)
COVERAGE (Resources)
Copy of ‘The Pardoner’s Tale’ and description of The Pardoner (attached)
Blank flowchart or storyboard
Animated video
Scripts of ‘The Pardoners Tale’
FOCUS
 Starter: The moral of this tale is ‘Money is the root of all evil’. Write a brief plot outline in pairs,
predicting what this tale could be about.
 Read character description of Pardoner as shared text on OHP. What does a pardoner do and what
does this one look like. Draw what you see in your mind. Revise list of narrative devices used by
Chaucer studied in Week 2.
 Read tale, stopping at regular intervals to fill in a blank flowchart or storyboard of events in the
story.
 Afterwards consider: Where does ‘death’ appear? Do the men deserve what they get? Is money this
powerful? Why would a Pardoner tell this tale? What do we learn about life in medieval England?
 Watch animated video (10 mins). If time, show an extract from the middle English version to allow
students to comment on how language has changed.
 Mixed ability groups created. Groups read scripts after allocating parts.
 Compare all 3 versions of the tale – prose, cartoon, and script. What are the strengths and
weaknesses of each? Could compare in a table format.
OUTCOMES
 Flowchart or storyboard
 Group reading of script of ‘The Pardoner’s Tale’
Week 6: Storytelling Competition
Objectives:
Speaking:
 Recount a story, anecdote or experience, and consider how this differs from written narrative (S/L2)
Drama:
 Develop drama techniques to explore in role a variety of situations and texts or respond to
stimuli (S/L 15)
COVERAGE (Resources)
‘Strewel Peter’ Tales or similar
Access to Drama studio, props, OHP, card, making equipment
Prize for best story
FOCUS
 Remind class the tales were told as a competition with a free supper as a prize.
 As a model, tell class a cautionary tale – could use ‘Strewel Peter’ or anything else you prefer. Draw
out features of oral recount text and list. Draw out features of stories with a moral. List.
 Plan as a class or studio-based activity. Working in mixed ability groups, create, narrate and perform
a moral tale. The emphasis is on telling a story – not a performing a play.
 Encourage creative use of mime, freeze-frame, narrator etc.
 Facilitate group work, providing access to rehearsal space, OHP, making equipment (e.g. masks)
 Show stories, voting for the most successful which wins a reward. (Edible – as in ‘The Canterbury
Tales’?) This will probably take a whole lesson.
 HW: Preparation.
OUTCOMES
 Group work planning and presenting story for competition