Name(s): Salina Salway
Lesson Title: The Pardoner’s Tale
Date/Duration: 12th March, 2010/ 150 minutes (three 50 minute periods)
Lesson Overview: Students will be introduced to Geoffrey Chaucer’s, the Pardoner’s
Tale and will study the elements of a short story. They will practice writing short stories
by beginning work on their short stories.
Lesson Rationale: The students will review the elements of a short story in preparation
for writing their own. The students will need to know the elements that have to be
included in their short story and this lesson will provide them with that knowledge. They
will receive scaffolding activities to help develop their stories. Working on the theory of
Vygotsky’s scaffolding, the students are receiving help to reach their zone of proximal
development.
Lesson Objectives:
Students will be able to:
 identify the elements of a short story
 study the Pardoner’s tale
 begin construction of their short story
Sunshine State Standards:
LA.910.4.1.1: The student will write a variety of expressive and reflective forms that use
a range of appropriate strategies and specific narrative techniques, employ literary
devices, and sensory description.
LA.910.4.1.2: The student will incorporate figurative language, emotions, gestures,
rhythm, dialogue, characterization, plot and appropriate format.
Instructional Resources and Lesson Materials Needed:
 a copy of Geoffrey Chaucer’s, the Pardoner’s Tale
 youtube clip of the Canterbury Tales Rap
www.youtube.com/watch?v=Fc8XPv_qstA
 excerpt of the introduction of the Canterbury Tales
 copies of a history story frame
 copies of the Short Story and Novel Comparison/Contrast Guide
 copies of the short story, For Kosovo
Lesson Sequence (include approximate times for each segment):
Introduction/Lead-in/ Focus:
Day 1
7 minutes
 Let students know that you are going to study the Pardoner’s Tale from Geoffrey
Chaucer’s, the Canterbury Tales. Introduce, the Canterbury Tales briefly.
Handout the excerpt of the introduction of the Canterbury Tales to the students.
Have a student read the excerpt. Then show the youtube clip, the Canterbury
Tales Rap.
Name(s): Salina Salway
 After watching the clip, open the floor to comments.
Explicit Instruction:
23 minutes
 Pass out copies of the history story frame. As a class read the Pardoner’s Tale.
You may have the students take turns to read the story. This is good practice for
their oral presentations. As you read the story together have the students fill out
the history story frame.
20 minutes
 Now discuss the elements of the short story and identify those elements in the
Pardoner’s Tale. What are the elements of a short story?
 Tell students to get out the history story frame they completed for the Pale
Horseman. Handout the Short Story and Novel Comparison/Contrast Guide to the
students. Discuss the novel and the short story.
o How does the structure of the short story compare to the novel?
o Compare the history story frame of the novel to the short story.
o Both texts describe a time in medieval period. How does the style and tone
of writing found in the Pardoner’s Tale compare to the Pale Horseman?
What is similar? What is different?
 Then explain how to use the Short Story and Novel Comparison/Contrast Guide.
Remember to explain what each category is for. Now have the student fill out the
guide using the information you have just discussed.
 Monitor the students and assess their guides as they work. Use a simple checklist
to assess the guide.
Day 2
15 minutes
 Students will begin working in their alternative book reports. Now that they have
been introduced to both texts for this unit students can decide on which text their
alternative book report will be based on. First have students decide on a text.
 Now explain the alternative book report project to the students. Have an example
of each format (game, drawing, TV show) prepared for the students to see (They
do not have to pertain to the two specific texts for this unit). Go over the three
examples, using them to explain the key components needed in each format.
 Next use the story, For Kosovo from the lesson Story Mapping as an example,
since the students are already familiar with it. You may need to handout new
copies of it.
 Now create drawings of the short story. First pick out two (because it is such a
short story) major events in the plot. Remind students that they are supposed to
portray five major events but you are only doing two because it is a very short
story with less major events.
 Next draw pictures to illustrate the two events. Then write captions for each
illustration. Find out if the students understand the project. If necessary repeat the
example or give another example.
35 minutes
 Now have the students begin working on their projects by deciding on a format
for their alternative book reports and selecting the major events from the chosen
text. Group the students into groups of four. They must all work on their
Name(s): Salina Salway
individual projects independently but this way will allow you to engage all the
students in a shorter time. Visit each table to observe what they are doing and
assist them. Check to see that each student is working on their project. This will
serve as an assessment for this segment of the lesson.
Day 3
15 minutes
 Today the students will begin writing their short story. A different method of
writing the short story will be discussed on different days. This segment of the
lesson will be focused on the development of the setting but the students are not
limited to working on the setting only.
 If you are working on your own historical fiction use the development of the
setting as an example for the students or have a local author come in to talk about
the process they went through developing their setting.
 Do a think-aloud. Talk about the setting you used, the kinds of information you
had to research, the information and ideas you have so far. Then read a part of
your story that includes a description of the setting.
15 minutes
 Now have students think about the setting for their short stories. Have them write
down what kind of setting they want to use, the kinds of information they will
need to research and what ideas they have so far. Ask for volunteers to share their
ideas. Before moving along to the next step, have students indicate how much
they have understood by holding up their fingers (use a scale of one to five. one
means they’re confused and 5 means they understand clearly).
20 minutes
 Allow students time to work on the setting of their short stories or they may
choose to work on something else (the characters, the plot etc).
 Use the following prompt to help students get started on their settings.
Know the Land. Geography shapes a culture more strongly than any other
influence. Imagine yourself standing on the land where your story place. Look
around you. What do you see? What is the weather like? What animals and plants
are available in this area? Are there lakes? Rivers? An ocean?
Write or draw a description of the land to have this as a reference throughout the
writing process.
 Assess the students work done on their setting or other chosen element.
Assessment and Assessment Criteria:
Each day will be assessed from the tasks that they have completed. Day 1 students will be
assessed on their Short Story and Novel Comparison/Contrast Guide. They will need to
show clarity of thought in their answers and an understanding of the lesson particularly
the discussion about the novel and the short story. Day 2, the students will be assessed on
their participation in the task. An honest effort to engage in the task will be sufficient.
Day 3, students’ work on their setting or other chosen element will be collected and
assessed. Students will need to demonstrate an understanding of the lesson and a cohesive
flow of ideas.
Short Story and Novel Comparison/Contrast Guide Checklist
Name(s): Salina Salway


understands the difference in structure between a short story and a novel
completes a comparison of the history story frame for the Pardoner’s Tale and the
Pale Horseman
 identifies the differences and similarities between the style and tone of the
Pardoner’s Tale and the Pale Horseman
Alternative Book Report Checklist
 includes five major scenes from the text
 genuine effort to engage in the task
Setting Prompt Checklist
 has a description of the intended setting for the short story
 the description includes one or more of the following: the five senses smell,
touch, taste etc; a name or location.
 demonstrates creativity of thought/ideas and includes a varied use of descriptive
methods (adjectives, figurative language etc.)
Lesson Plan Extensions and Modification Ideas
Day 2 of the lesson plan can be eliminated. To make up for this deletion this can a
shorter, less detailed explanation can be included in one of the other two segments of the
lesson plan. The explanation of the project can also be divided into two parts. On day 1
introduce the alternative book project and give out a handout that contains information
about the project. Then on day 2 check up on the students’ progress and have them fill
out a form which lets you know what text and format of presentation each student is
using. Have a set schedule to keep checking on students’ progress so that they don’t fall
behind.
Lesson Plan Forms/Handouts
Name(s): Salina Salway
Short Story and Novel Comparison/Contrast Guide
Setting:
Setting:
Characters:
Characters:
Plot Events:
Plot Events:
Structure of the short story
Structure of the novel
Style of writing
Style of writing
Resolution:
Resolution: