Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Contextual Statement/Rationale
When I entered my student teaching placement, I knew that I would be working
with British Literature for my unit plan. Though I was not able to pick the exact
literature, Geoffrey Chaucer’s The Canterbury Tales ended up fitting the time frame
for my unit work within the placement. Thus, I was faced with the task of creating a
unit that utilized my creativity and voice as a teacher, as well as one that very
closely mirrored the content of my cooperating teacher (CT) so that information
would stay consistent particularly in regards to the midterm and final examinations.
I think Chaucer’s tale is very rich and engaging; however, most of my students could
really careless. For this reason, I found it beneficial to include a wide variety of
“texts,” ranging from the actual literature textbook to supplementary materials
offline, visuals, and videos. I truly believe that providing a wide range of texts helps
create a successful learning environment because these texts provide various
mediums to reach a wide variety of very diverse learners.
For time purposes, I was only able to cover two tales: the Wife of Bath and the
Pardoner. These tales were in the literature book, so I am assuming they are the
standard tales, if you will. However, I can see great benefits in highlighting many of
the other characters’ tales, too, time permitting. Yet, this provided me with the
opportunity to show clips of Canterbury Tales via DVD through one of the movies
found in the library. Thus, the DVD proved to be a quick, effective alternative to
reading the actual tales.
Technology was really kept to a minimum in this unit because my CT was not
comfortable with its integration. However, students were in the computer labs
every Friday to complete some sort of portfolio based work, which I found to be
incredibly helpful even with the opportunity to get students familiar with wordprocessing programs. I would like to briefly note here (though more will follow in
my reflection) that I do think technology adds an extra form of engagement for
students, particularly when you are dealing with literature that only “English
teachers” truly enjoy, and this belief will definitely be something that guides my
pedagogical strategies in the future.
Two major things that my CT asked me to continue to focus on would be the
students’ portfolio work and grammar instruction. Though there are many things I
would do differently in my own classroom, I essentially tried to have students create
their “real world” portfolio work first so that they understood the “how-to” of the
assignment. Then, students would create the example from the literature. I found
this set-up to work well, and found that it emphasized students’ understanding of
the work involved on both ends (i.e. portfolio and literature work).
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Overall, as I hinted above, the point of my unit was to bridge literature content with
other portfolio based worked that connected students to the real world. Through
the various activities, students were able to show their content knowledge of both
literature and professional communication, as well as use these opportunities to
allow their creativity to shine through. Thus, I think that a variety of texts, a variety
of activities, and a variety of assessments ultimately help all students be successful
and allow students to become active, critical thinkers of the work they are doing in
class to the work they are doing outside of the classroom.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Overall Reflection
To begin, the most important part I took into consideration with my unit would be
that flexibility would be key. Whether the schedule was affected by the previous
Beowulf unit running over, snow days, school assemblies, or midterm exams, my
unit plan shifted multiple times during the actual implementation. However, I found
this to be a very good experience for me because it taught me that no matter how
much you plan your perfect unit, there will always be some type of “change” that
takes place as you go along.
With the above note on flexibility in mind, before I even began sitting down to plan
my unit, I made a list of important things to keep in mind. Some of these things
included my CTs goals, my goals, where my students were at that moment, and
where I wanted them to be at the end of the unit. Though my creativity was
encouraged, I was not always able to express this creativity as fully as I would have
liked because my CT had a very different teaching style than myself. However, this
experience was also a very good one for me because it taught me how to carefully
choose my wording when describing what I would like to do in the classroom to
help make others feel more comfortable when my style of teaching is outside of
their comfort zone.
In regards to my actual design, I tried my best to keep consistent with the content
my CT covered, as this was the information that students would need to know for
their midterm and final examinations. However, I added my twist on many contentdriven assignments that she previously incorporated with the Beowulf unit. For
example, I still kept the study guide idea, but had students build their study guides
as we went along. I felt this idea worked better then actually handing students a
packet at the beginning of the unit, and filling out worksheet by worksheet as we
went along with the story. Yet, in the future, I would also like students to actually
create the content that goes into the study guides. Though I handed students the
templates/note sheets, I see great potential for 1) more student engagement, 2)
more meaningful connections, and 3) more student accountability having students
build their own study guides. I understand this option would require more work on
my part to ensure that students all had the required content knowledge, but I think
it would be time/work spent wisely.
Also, I mentioned briefly in my rationale that I designed portfolio/literature
assignments to first set-up the “how-to” of the professional communication
assignment and then the opportunity for students to take that knowledge and apply
it to their literature content. I think this worked well because it still helped students
learn more about the professional communication they will be using in the future, as
well as a chance for them to be creative and apply today’s communication forms to
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
characters they were reading about, who were from the Middle English days in
which communication and language was completely different. I really enjoyed
watching students’ creativity throughout these assignments, as well as the growth in
their knowledge in both the portfolio/literature content I needed them to learn.
I was not able to incorporate as much technology as I would like throughout this
unit primarily because my CT did not see the point, nor did she feel comfortable
with its incorporation into her classroom. However, the few times I did incorporate
technology, I was impressed with the students’ work and reminded of why I believe
technology “works.” I think that especially with content that is not necessarily easy
for students to work with (because they do not invest in literary classics, for
example), technology provides a “hook” to help students invest in the content you
are trying to teach. Thus, I feel it is important to highlight one particular assignment
in which I had students using a ReadWriteThink website that allowed students’ to
create a social profile (i.e. MySpace, Facebook) for one of the characters they read
about during The Canterbury Tales. This online interface was one students were
completely “at home” with because many of them have their own social profiles. So,
here I had students use their character’s social profile as a pre-write to their
character’s letter of application (again, tying back into the portfolio work). I was
amazed at how students responded to this pre-writing assignment, and the transfer
of their work to their letter of application was right on point. I think this activity was
the first time I can actually say I really saw students having fun and thoroughly
engaged with the work at hand.
Another area that I was glad I had the opportunity to explore would be using the
visual in the classroom. As a strong visual literacy advocate myself, I was really
curious to see how the visual actually played a part in the classroom (versus having
only read about others’ experiences). For this reason, I decided incorporating a
mandala activity would be a good way to see how the visual “works.” I also had
students include a written response to their mandalas to basically state why they
did what they did and help them understand their conscious decisions for the
arrangement/choice of colors they used. Yet another activity that students were
completely engaged in and took very seriously, I was so surprised at the end results.
Their reflections proved to instrumental in helping me see their thought process
and content understanding of the character at hand. Also, I found one-on-one
conversations with students also supported my visual activity success, as putting
them on the spot and making them think critically about the character they were
working with showed that they were thinking critically and were engaging with the
content material.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Though I feel that my unit was successful, there are lots of things I will do differently
when I teach The Canterbury Tales again. I covered “The Prologue” and the Wife of
Bath/Pardoner tales in class. However, I felt disconnect between reading about all of
the characters and then reading the actual tale. So, I think in the future, to better
break up the characters, I would like to introduce characters, and then pick their
respective tales to do immediately after. Another way I would like to switch up some
of the reading/activities would be to focus more on why Chaucer emphasized
certain characteristics and the point behind his more political opinions weaved into
this story. For example, I would like to show how there are people today that still
use many similar techniques that Chaucer did to get their points/agendas across,
such as musical artists. Perhaps an activity would even be having students create
their own lyrical song/poem on an issue they feel strongly about (even as an activity
to transition into persuasive writing as well). No matter what the activities would
pan out to be, I feel that tweaking the unit to focus on Chaucer’s point would be a
powerful experience to help students better understand his language, as well as the
language in the world around them today.
Overall, creating a unit in a classroom that definitely was not mine was one of the
most challenging activities I have had to do. It is always hard to go into someone’s
classroom and assume authority once expectations and assignments have already
been delivered. Students become comfortable with the packet style of work, and are
hesitant to delve into “different” activities. However, I feel that my guidance and
work to show students how these “different” activities connected to the literature
and to their portfolio work really paid off. Furthermore, students realized perhaps
the most important part of the unit: I valued their voice/opinion. In fact, many of the
changes I will make when I teach this lesson came from conversations I had with my
students. And yes, I feel having students know I value their voice/opinion is perhaps
even more important than overall content knowledge because once students realize
you value what they think, lessons run much more smoothly. Work suddenly shifts
from simply busy work to work students actually want to do, which creates a
successful, challenging, and engaging learning environment.
Originality Statement
I would like to take this space to note that the work presented here in this unit is
original in creation based on the content my students needed to know for their
coursework.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.10.09
PERIOD: 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS WILL BE BEGINNING THEIR UNIT ON THE CANTERBURY TALES TODAY. HOWEVER,
BEFORE JUMPING RIGHT INTO THE TEXT, IT IS IMPORTANT FOR STUDENTS TO UNDERSTAND THE
TIME PERIOD AND A BIT OF THE BACKGROUND INFORMATION TAKING PLACE DURING THIS TIME. I
FEEL THAT HAVING A CLEAR UNDERSTANDING OF WHAT WAS GOING ON AROUND THIS TEXT WILL
GREATLY HELP STUDENTS UNDERSTAND MANY OF THE UNDERLYING THEMES PRESENT IN THE
STORY.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-MAKE A CRITICAL GUESS ABOUT THE STORY BASED ON A VISUAL ARRANGMENT OF WORDS
(SOL 12.7A,C)
-UTILIZE RESOURCES (BOTH PRINT AND ELECTRONIC) TO CREATE A POWERPOINT
(SOL 12.3, 12.4, 12.8 B)
-MAKE A CRITICAL RESPONSE BASED ON THEIR ORIGINAL GUESS (SOL 12.7 A,C,D)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS WILL BE WORKING ON A PRE-WRITE ACTIVITY THAT PULLS ONLY ON THEIR OWN
PERSONAL EXPERIENCES/KNOWLEDGE ON THE VISUAL ARRANGEMENT OF THE WORDS. THIS
ACTIVITY WILL LATER SERVE AS A PRE-WRITING ACTIVITY TO MORE READING AND WRITING
ACTIVITIES IN THE UNIT.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-WORDLE PRE-WRITE
-DISCUSS INITIAL THOUGHTS
-GROUP WORK/RESEARCH
-READ ALOUD DESCIRPTION OF WIFE OF BATH
-FREE WRITE ON “THEN VS. NOW” INFORMATION ON WIFE OF BATH
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
CLOSURE:
STUDENTS WILL PRESENT THEIR RESEARCH FINDINGS TOMORROW IN CLASS.
STUDENTS WERE REQUIRED TO DO TWO FREE WRITE ACTIVITIES – FIRST, STUDENTS HAD TO GUESS
ON WHAT THEY THOUGHT THE VISUAL ARRANGEMENT OF WORDS STOOD FOR. THEN, AFTER
HEARING THE ACTUAL DESCRIPTION OF THE WIFE OF BATH (WHICH HIGHLIGHTS MANY OF THE
WORDS THEY WERE ORIGINALLY SHOWN), STUDENTS HAD TO WRITE ANOTHER RESPONSE ON HOW
THEIR INITIAL THOUGHTS/IDEAS WERE ON POINT OR NOT…BASICALLY WHAT DO THEY NOW THINK
ABOUT THE WORDS THEY WERE ORIGINALLY SHOWN? (*NOTE: THIS ACTIVITY WILL SERVE AS A
MODEL FOR LATER READING/WRITING ACTIVITEIS TO HELP STUDENTS THINK “OUTSIDE THE BOX.”)
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-COPIES OF WORDLE ON WIFE OF BATH
-COPIES OF BACKGROUND INFORMATION HANDOUT
-PRINT DESCRIPTION OF WIFE OF BATH
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
TO DIFFERENTIATE FOR THIS LESSON, I INCLUDED PRINT RESOURCES AND WEB-BASED RESOURCES
FOR STUDENTS TO UTILIZE. THE WEB-BASED RESOURCES INCLUDED MANY OUTLETS FOR STUDENTS
TO DIG A BIT DEEPER THEN ONLY SKIMMING THEIR LITERATURE BOOKS. WITH THAT SAID, I TRIED
TO PROVIDE A WAY TO HAVE THE “OPTION” READY FOR ALL STUDENTS, AND YET SET UP
SPECIFICALLY FOR STUDENTS TO PUSH THEMSELVES IF THEY WANTED TO FIND MORE INFORMATION,
TOO.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
I FELT INCLUDING A VISUAL REPRESENTATION OF THE DESCIRPTION OF THE WIFE OF BATH WAS
IMPORTANT BECAUSE IT ALLOWED STUDENTS TO SEE HOW THEIR ASSOCIATIONS WITH THE WORDS
ARE SIMILAR/DIFFERENT THEN THE ACTUAL DEFINITION.
ALSO, BY ALLOWING STUDENTS TO ACCESS THE INTERNET AND GET ONLINE TO FIND MORE
INFORMATION, I WAS ALSO ABLE TO PROVIDE A DIFFERENTIATED TWIST TO THE ACTIVITY, AS WELL
AS A WAY TO HAVE STUDENTS EVALUATE INFORMATION ON THE WEB. HOWEVER, IT WAS
IMPORTANT TO PROVIDE STRUCTURE HERE AND GIVE STUDENTS SPECIFIC LINKS TO ACCESS, WHICH
AVOIDS OFF-TASK WEB SURFING.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL BE GRADED BASED ON THEIR PRESENTATIONS TO THE CLASS AND WILL
EVENTUALLY HAVE A QUIZ-LIKE ACTIVITY TO ENSURE THEY HAVE REVIEWED ALL OF THE
INFORMATION THEY NEED TO KNOW. FURTHERMORE, STUDENTS WERE INFORMALLY ASSESSED
BASED ON THEIR COMPLETION OF BOTH FREE WRITING ACTIVITES.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Background Information for Canterbury Tales
TASK:
Working in groups, you will gather information based on the topics listed below.
Then, your group will make a Powerpoint to present to the class the information you
have found. This information will go into your Canterbury Tales study guide.
GROUP 1
TOPIC: Medieval Period (1066-1485)
(think: what is life like during this period?)
Page 22
Website: http://www.learner.org/interactives/middleages/artsentr.html
GROUP 2
TOPIC: Henry II
(think: who is he and why does he matter?)
Page 23
Website:
http://www.britainexpress.com/History/Henry_II_and_Thomas_a_Becket.htm
GROUP 3
TOPIC: Thomas a Becket
(think: who is he and why does he matter?)
Website: http://www.middle-ages.org.uk/thomas-becket.htm
GROUP 4
TOPIC: Geoffrey Chaucer
(think: who is he and what did he do?)
Page 107
Website:
http://courses.fas.harvard.edu/~chaucer/special/varia/life_of_Ch/chrono.html
GROUP 5
TOPIC: Middle English Language
(think: how did it come about and what is it?)
Page 23
Website: http://www.courses.fas.harvard.edu/~chaucer/language.html
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.11.09
PERIOD: 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS WILL WORK WITH EACH OTHER TO PRESENT THEIR INFORMATION ON THE BACKGROUND
OF THE MEDIEVAL PERIOD IN WHICH CANTERBURY TALES IS BASED UPON. THUS, STUDENTS WILL BE
ABLE TO BETTER UNDERSTAND THE CHARACTERS AND THEIR PILGRIMAGE.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-PRESENT THEIR RESEARCH VIA POWERPOINT (SOL 12.1)
-UTILIZE TECHNOLOGY (I.E. POWERPOINT) (SOL 12.1, 12.8)
-BEGIN TO UNDERSTAND SOME OF THE KEY VOCABULARY TERMS IN CANTERBURY TALES
(SOL 12. 3)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS WILL BE READY TO PRESENT THEIR INFORMATION ON THE KNOWLEDGE THEY
DISCOVERED THE PREVIOUS DAY. THUS, THEY WILL BE GIVEN THE OPPORTUNITY TO BECOME THE
“SUBJECT MATTER EXPERTS” AND SHARE THEIR KNOWLEDGE WITH THEIR PEERS (AND ALSO WORK
TOWARDS BUILDING THEIR STUDY GUIDES).
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-PRESENT BACKGROUND INFORMATION ON CANTERBURY TALES (GROUPS)
-BEGIN TO WORK ON PART II (VOCABULARY) SECTION OF STUDY GUIDE
CLOSURE:
STUDENTS WILL BE REMINDED THAT IN ORDER TO BETTER UNDERSTAND THE AUTHOR AND HIS
STORY, IT IS NECESSARY TO MAKE CONNECTIONS TO THE ACTUAL TIME PERIOD. ALSO, IF THEY ARE
ABLE TO UNDERSTAND KEY TERMS NOW (THROUGH VISUALS), THEN THEY WILL BE BETTER ABLE TO
MAKE MEANINGFUL CONNECTIONS WHEN THEY ARE FACED WITH THE TERMS AGAIN.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-DISKS WITH STUDENTS’ POWERPOINTS SAVED ON THEM
-COMPUTER WITH A/V ACCESS
-COPIES OF CANTERBURY DICTIONARY TASK/EXAMPLE
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
STUDENTS WERE PLACED IN PARTERNS FOR THEIR DICTIONARY TASKS --- PARTNERS WERE PICKED
BY ME TO BEST ALIGN STUDENTS WITH A PARTNER WHO WOULD HELP/PUSH/MOTIVATE THE
OTHER.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
BY USING A POWERPOINT PRESENTATION, STUDENTS WERE ABLE TO NOT ONLY PRESENT THEIR
INFORMATION IN A LOGICAL MANNER, BUT WERE ABLE TO WORK ON COMPUTERS, INCORPORATE
VISUALS, AND ACTUALLY SEE HOW FONT/STYLE/ETC. ALL PLAY AN IMPORTANT ROLE IN EFFECITIVE
PRESENTATIONS.
ALSO, BY ALLOWING STUDENTS TO USE VISUALS TO HELP REPRESENT THEIR KNOWLEDGE OF THE
TERMS, THEY WERE BETTER ABLE TO MAKE MEANINGFUL CONNECTIONS AND APPLY THEIR
KNOWLEDGE IN A WAY THAT THEY CAN BETTER UNDERSTAND (SO WHEN THEY ARE REQUIRED TO
TAKE A MORE FORMAL TEST, THEY WILL BE ABLE TO DRAW UPON THE IMAGES).
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL BE GRADED BASED ON THEIR PRESENTATIONS TO THE CLASS AND HOW WELL THEY
UTILIZED THE RESOURCES THEY WERE GIVEN. ALSO, STUDENTS WILL EVENTUALLY BE GIVEN OTHER,
MORE FORMAL ASSIGNMENTS TO FURTHER ASSESS THEIR UNDERSTANDING. FURTHERMORE,
STUDENTS WILL HAVE A MORE FORMAL ASSESSMENT ON THEIR VOCABULARY TERMS AFTER THEY
HAVE PRACTICED USING THE IMAGES THEY CONSTRUCTED.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Background information
Medieval Period
Henry II
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Thomas a Becket
Geoffrey Chaucer/Middle English Language
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Dictionary for Canterbury Tales
TASK:
For this part of the study guide, we will work together to develop our own class
dictionary for The Canterbury Tales.
You will work with a partner on a group of words that I assign. You and your
partner will need to do the following:
-write a project meaning (using context clues from the example given)
-state the actual definition (using a dictionary) and write a sentence using the word
However, there is a twist…
To complete our class dictionary, you and your partner will also create an image
that you all think represents what your words mean. (Think: an image to help you
remember what the word means.) Then, you will share your image with your
classmates and see if they can “define” your words based on what you and your
partner came up with.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
WORD
CONTEXT
DICTIONARY
(projected meaning based on context clues)
(actual definition and sentence example)
IMAGE
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
WORD
CONTEXT
embark
(projected meaning based on context clues)
“For all along the Mediterranean coast/ He had embarked with many a noble host.”
DICTIONARY
(actual definition)
IMAGE
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
WORD
CONTEXT
modest
(projected meaning based on context clues)
“And though so much distinguished, he was wise/ And in his bearing modest as a
maid.”
DICTIONARY
(actual definition)
IMAGE
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
WORD
CONTEXT
agility
(projected meaning based on context clues)
“ In stature he was of a moderate length,/ With wonderful agility and strength."
DICTIONARY
(actual definition)
IMAGE
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
WORD
CONTEXT
coy
(projected meaning based on context clues)
“There also was a Nun, a Prioress,/ Her way of smiling very simple and coy.”
DICTIONARY
(actual definition)
IMAGE
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
WORD
CONTEXT
sedately
(projected meaning based on context clues)
“to eat, she reached sedately for the meat.”
DICTIONARY
(actual definition)
IMAGE
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
WORD
CONTEXT
personable
(projected meaning based on context clues)
“He was a fat and personable priest.”
DICTIONARY
(actual definition)
IMAGE
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
WORD
CONTEXT
wanton
(projected meaning based on context clues)
“There was a Friar, a wanton one and merry, A limiter, a very festive fellow.”
DICTIONARY
(actual definition)
IMAGE
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
WORD
CONTEXT
festive
(projected meaning based on context clues)
“There was a Friar, a wanton one and merry, A limiter, a very festive fellow.”
DICTIONARY
(actual definition)
IMAGE
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
WORD
CONTEXT
virtue
(projected meaning based on context clues)
“A tone of moral virtue filled his speech/ And gladly would he learn, and gladly
teach.”
DICTIONARY
(actual definition)
IMAGE
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
WORD
CONTEXT
discreet
(projected meaning based on context clues)
“Discreet he was, a man to reverence,/ Or so he seemed, his sayings were so wise.”
DICTIONARY
(actual definition)
IMAGE
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.12.09
PERIOD: 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS WILL CONTINUE WORKING ON THEIR CANTERBURY DICTIONARIES TO FURTHER TAP INTO
THEIR PRE-READING KNOWLEDGE. ALSO, SINCE THERE IS A STRONG EMPHASIS ON REAL WORLD
CONNECTIONS AND THEIR INDIVIDUAL PORTFOLIOS, IT IS NECESSARY TO GO OVER THE BUSINESS
LETTER FORMAT AND HOW THEY COULD IDEALLY UTILIZE THIS SKILL IN THEIR FUTURE ENDEAVORS.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-APPLY THEIR KNOWLEDGE IN REGARDS TO CANTERBURY VOCABULARY (SOL 12.2, 12.3)
-UNDERSTAND HOW AND WHEN ONE WOULD WRITE A BUSINESS LETTER (SOL 12.7)
-UNDERSTAND WHAT TO INCLUDE IN A BUSINESS LETTER (SOL 12.7)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS WILL BE READY TO PRESENT THEIR INFORMATION ON THE KNOWLEDGE THEY
DISCOVERED THE PREVIOUS DAY. THUS, THEY WILL BE GIVEN THE OPPORTUNITY TO BECOME THE
“SUBJECT MATTER EXPERTS” AND SHARE THEIR KNOWLEDGE WITH THEIR PEERS (AND ALSO WORK
TOWARDS BUILDING THEIR STUDY GUIDES).
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-FINISH PART II (VOCABULARY) WORK
-PRESENT PART II WORK
-COPY BUSINESS LETTER NOTES
-REVIEW RUN-ONS/PRACTICE RUN-ONS ACTIVITY
CLOSURE:
STUDENTS WILL BE REMINDED THAT TOMORROW WE WILL BE WORKING IN THE LAB ON AN ACTUAL
COVER LETTER TO AN IDEAL FUTURE EMPLOYEER. THUS, UNDERSTANDING HOW TO DO A
GOOD/QUICK EDIT (I.E. WHERE RUN-ONS PRACTCE COMES INTO PLAY) IS AN ESSENTIAL PART OF THE
BUSINESS LETTER PROCESS.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-EXTRA VOCABULARY WORD COPIES
-RUN-ONS WORKSHEET
-MISC. BUSINESS LETTER HANDOUTS
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
SPECIFICALLY FOR THIS ASSIGNMENT, DIFFERENTIATE WILL COME ON A ONE-ON-ONE BASIS IN
REGARDS TO THE CONTENT BEING PULLED INTO THEIR BUSINESS LETTERS. FOR EXAMPLE, INSTEAD
OF ONLY STICKING TO A FEW BROAD ADJECTIVES, STUDENTS WERE GIVEN A SHEET WITH A RANGE OF
WORDS THEY COULD CHOOSE FROM.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
BY USING A POWERPOINT PRESENTATION TO GIVE STUDENTS INFORMATION, IT IS MY HOPE TO NOT
ONLY MIMIC REAL WORLD, WORKPLACE PRESENTATIONS, BUT TO PROVIDE A MEDIUM IN WHICH
STUDENTS ARE ABLE TO QUICKLY JOT DOWN NEEDED INFORMATION.
ALSO, BY ALLOWING STUDENTS TO USE VISUALS TO HELP REPRESENT THEIR KNOWLEDGE OF THE
TERMS, THEY WERE BETTER ABLE TO MAKE MEANINGFUL CONNECTIONS AND APPLY THEIR
KNOWLEDGE IN A WAY THAT THEY CAN BETTER UNDERSTAND (SO WHEN THEY ARE REQUIRED TO
TAKE A MORE FORMAL TEST, THEY WILL BE ABLE TO DRAW UPON THE IMAGES).
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL BE GRADED BASED ON THEIR DAILY ON-TASK BEHAVIOR. IN ADDITION, THEY WILL
BE EVENTUALLY GRADED ON AN ACTUAL BUSINESS LETTER THEY WRITE, GRADED ON HOW WELL
THEY APPLIED THE CONTENT KNOWLEDGE DISCUSSED IN CLASS.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Because writing matters!
(All about FRAGMENTS.)
A fragment is an incomplete thought.
An incomplete thought is missing either a subject or a verb.
For example, look at the following fragment:
Because the recycling bins were in the hallway.
Do you know who is doing what? This example is a fragment because it is missing a
“complete” subject. (think: Take off because, and it makes sense. Leave it on, well,
we need to know a little bit more information so that the sentence makes sense!)
Now, look at another example:
A chance of showers today.
How can you correct this? This example is a fragment because it is missing a verb.
Though fragments are often punctuated like complete sentences, they are really
incomplete sentences.
Some key words to look out for:
because, if, when, since, after, although, unless
You can fix a fragment by 1) attaching the fragment to the independent clause or 2)
rewrite the fragment to form a complete sentence.
The real question is why do fragments matter, anyway?
Look around you. The magazines you read. The commercials you watch on t.v. Even
in your own writing. Fragments are everywhere!
Let’s see if you can recognize any of these examples, and then correct as needed.
Remember to ask yourself the following when looking for fragments:
-Does it have a verb?
-Does it have a subject?
-Can the phrase make sense standing alone?
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Some Common Advertisements
1. For all your 2000 parts.
2. Melts in your mouth, not in your hand.
3. The quilted, quicker picker upper.
4. Do the Dew.
5. Good to the last drop.
6. The sniffling, sneezing achy, stuffy-head fever so you can rest medicine.
7. Have a Coke and smile.
8. Rich color in ten minutes.
9. Protects against fine lines.
10. A kiss of moisture.
Part II
Now that you have had some practice working with fragments, come up with your
own advertising slogan for yourself. Be prepared to share your example with your
classmates!
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Because writing matters!
(All about FRAGMENTS.)
A ___________________________is an incomplete thought.
An incomplete thought is missing either a ____________________or a __________________.
For example, look at the following fragment:
Because the recycling bins were in the hallway.
Do you know who is doing what? This example is a fragment because it is missing a
__________________________.
Now, look at another example:
A chance of showers today.
How can you correct this? This example is a fragment because it is missing
a__________________________.
Though fragments are often punctuated like __________________________, they are really
__________________________ sentences.
Some key words to look out for:
_________________, _______________, _____________, _________________, _________________,
_________________, _________________
You can fix a fragment by 1) attaching the fragment to the _____________________ clause
or 2) _________________ the fragment to form a complete sentence.
The real question is why do fragments matter, anyway?
Look around you. The magazines you read. The commercials you watch on t.v. Even
in your own writing. Fragments are everywhere!
Remember to ask yourself the following when looking for fragments:
-Does it have a verb?
-Does it have a subject?
-Can the phrase make sense standing alone?
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Some Common Advertisements
(Let’s see if you can recognize any of these examples, and then correct as needed. )
1. For all your 2000 parts.
2. Melts in your mouth, not in your hand.
3. The quilted, quicker picker upper.
4. Do the Dew.
5. Good to the last drop.
6. The sniffling, sneezing achy, stuffy-head fever so you can rest medicine.
7. Have a Coke and smile.
8. Rich color in ten minutes.
9. Protects against fine lines.
10. A kiss of moisture.
Part II
Now that you have had some practice working with fragments, come up with your
own advertising slogan for yourself. Be prepared to share your example with your
classmates!
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
5 Hill Street
Madison, Wisconsin 53700
March 12, 2009
Ms. Helen Jones
President
Jones, Jones & Jones
123 International Lane
Boston, Massachusetts 01234
Dear Ms. Jones:
Here is an example of a business letter with a block format. When you use the block
form to write a business letter, all the information is typed flush left, with one-inch
margins all around. First provide your own address and the date, then provide the
inside address of the party to whom the letter is addressed. Skip 2 lines before the
salutation is added. Then write the body of your letter as illustrated here, with no
indentation at the beginning of paragraphs. Be sure to skip lines between
paragraphs.
When you use the block form to write a business letter, all the information
is typed flush left, with one-inch margins all around. First provide your
own address, then skip a line and provide the date, then skip one more line
and provide the inside address of the party to whom the letter is addressed.
If you are using letterhead that already provides your address, do not
retype that information; just begin with the date. For formal letters,
avoid abbreviations where possible.
After writing the body of the letter, type the closing, followed by a comma,
leave 3 blank lines, then type your name, all flush left. Sign the letter in the blank
space above your typed name. Now doesn't that look professional?
Sincerely,
John Doe
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
5 Hill Street
Madison, Wisconsin 53700
March 12, 2009
Ms. Helen Jones
President
Jones, Jones & Jones
123 International Lane
Boston, Massachusetts 01234
Dear Ms. Jones:
Here is an example of a business letter with an indented format.
The main difference is that your address and date will be centered (tab over about 5
spaces). Then keep the inside address and salutation flush left.
Indent the first line of each paragraph one-half inch (i.e. tab over).
Skip lines between paragraphs.
Instead of placing the closing and signature lines flush left, type them in the
center, even with the address and date above, as illustrated here. Now doesn't that
look professional?
Sincerely,
John Doe
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.13.09
PERIOD: 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS WILL WORK IN THE LAB TODAY TO PUT THEIR KNOWLEDGE INTO ACTION. IN OTHER
WORDS, THEY WILL BE ABLE TO USE COMPUTERS TO ACTUALLY CREATE A COVER LETTER THAT THEY
COULD IDEALLY TAKE INTO THE WORK PLACE WITH THEM.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-UNDERSTAND HOW AND WHEN ONE WOULD WRITE A BUSINESS LETTER (SOL 12.7)
-UNDERSTAND WHAT TO INCLUDE IN A BUSINESS LETTER (SOL 12.7)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS WILL HAVE A BRIEF REVIEW ACTIVITY ON WHAT IS INCLUDED IN AN ACTUAL BUSINESS
LETTER. THEY ARE GIVEN A HANDOUT WITH A SAMPLE LETTER THAT HAS MANY ERRORS. THIS
ACTIVITY WAS IMPLEMENTED TO CREATE CONSISTENCY WITH THEIR MIDTERM/FINAL
EXAMINATIONS THAT WILL OCCUR WHEN I HAVE FILTERED OUT OF MY STUDENT TEACHING TIME.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-WRITE BUSINESS LETTER
-BLOG POSTING (MOVIE VS. BOOK, JOB SEARCH)
CLOSURE:
STUDENTS WILL BE REMINDED THAT THESE LETTERS COULD IDEALLY BE USED IN THEIR REAL
WORLD EXPERIENCES. ALSO, THE BLOG POST WAS TO GET THEM THINKING ABOUT HOW THE
CONTENT OF THEIR LETTERS WOULD CHANGE IF THEY WERE TO APPLY FOR A SPECIFIC POSITION.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-MISC. BUSINESS LETTER HANDOUTS (EXTRA COPIES FROM PREVIOUS DAY)
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
DIFFERENTIATION WAS A ON A VERY ONE-ON-ONE BASIS FOR THIS LESSON. THIS MEANS THAT I
EVALUATED ON THE SPOT HOW TO BEST HELP STUDENTS WHO WERE STRUGGLING (I.E. BREAKING
DOWN INFORMATION) OR ALREADY AHEAD (I.E. EXTRA REFLECTIVE BLOG ON INFORMATION).
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
STUDENTS WERE ABLE TO UTILIZE COMPUTERS IN THE LAB TO PRINT UP THEIR LETTERS. THIS IS AN
IDEAL SET UP BECAUSE STUDENTS WERE ABLE TO ACCESS TECHNOLOGY THAT IS AN IMPERATIVE
PART OF THE BUSINESS LETTER PROCESS.
ALSO, STUDENTS WERE ABLE TO GET ONLINE AND WORK ON THE CLASS BLOG. THIS BLOG PROVIDES
A PLACE FOR STUDENTS TO THINK A BIT DEEPLY AND APPLY TO OTHERS’ THOUGHTS.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL BE GRADED BASED ON THEIR DAILY ON-TASK BEHAVIOR. IN ADDITION, THEY WILL
HAND IN A COPY OF THEIR BUSINESS LETTERS FOR FORMAL ASSESSMENT.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Job Search!
•March 13, 2009 •
Go online to the Roanoke Times (or any other local newspaper/news source) and
find a job that you would ideally like to apply for when you graduate.
Then, respond here about some of the content you would need to include in your
cover letter. Think about your audience…what do these people want to know?
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.16.09
PERIOD: BLOCKS 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS WILL CONTINUE TO UNDERSTAND THE HISTORICAL CONTEXT THAT CANTERBURY TALES
WAS WRITTEN IN; THUS, TRYING TO DEVELOP AN OVERALL APPRECIATION/BETTER
UNDERSTANDING OF THE TEXT.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-RECGONIZE A RUN-ON SENTENCE (SOL 12.7)
-KNOW HOW TO CORRECT A RUN-ON SENTENCE (SOL 12.7)
-UNDERSTAND SIMILARITIES/DIFFERENCES BETWEEN ANGLO SAXON/MEDIEVAL/ AND MODERN
DAY TIMES (SOL 12.3)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS SHOULD HAVE BEEN KEEPING NOTES ON THEIR CLASSMATES’ PRESENTATIONS. WITH
THAT SAID, THEY WILL FILL OUT PART III OF THEIR STUDY GUIDE, WHICH WILL BE TAKEN UP FOR A
QUIZ GRADE. THIS ACTIVITY IS DESIGNED TO SEE IF 1) THEY WERE REALLY DOING THEIR WORK
(CHECK SYSTEM) AND 2) TO HELP THEM PUT INFORMATION INTO A VISUAL MANNER SO THAT THEY
WILL REMEMBER IT.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-RUN-ON SENTENCE PRACTICE
-FILL OUT PART 3 OF STUDY GUIDE: VENN DIAGRAM
-BEGIN CANTERBURY TALES
-ANSWER OPENING QUESTIONS (PART IV OF STUDY GUIDE)
CLOSURE:
-STUDENTS WILL BE REMINDED ABOUT THEIR RUN-ON QUIZ TOWARDS THE END OF THE WEEK.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-RUN-ON WORKSHEET
-VENN DIAGRAMS
-OPENING QUESTIONS
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
-DIFFERENTIATION WILL BE PROVIDED INDIVIDUALLY FOR ANY STUDENT WHO NEEDS
ACCOMMODATIONS. FOR EXAMPLE, ONE STUDENT WHO HAS AUTISM SOMETIMES NEEDS VARIED
ASSIGNMENTS (DEPENDING ON THE DAY).
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
NO TECHNOLOGY INTEGRATION TODAY
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
-STUDENTS WILL BE ASSESSED (GIVEN A QUIZ GRADE) FOR THEIR VENN DIAGRAMS. STUDENTS WILL
ALSO HAVE A QUIZ ON RUN-ON SENTENCES LATER IN THE WEEK.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Run-on Practice
*Fix the following run-on sentences.
1. Our solar system has nine major planets only one is known to have intelligent life.
2. Most asteroids are small and far away therefore they are dim and hard to see.
3. Look through Angelo's telescope you can see Saturn's rings.
4. Please check the position of that star cluster I can't find it.
5. Marie is never interested in stargazing during the winter however on warm
summer nights she often goes to the college observatory.
6. The Milky Way looks like a dim cloud stretching across the night sky it is actually
a huge galaxy containing millions of stars.
7. Watch the sky closely for several minutes you are likely to see an artificial
satellite pass over.
8. Louisa pretended to be interested in her brother's hobby she secretly wished she
had stayed at home.
9. Some club members were late for the meeting for example, Tanya and Scott came
in at 9:30.
10. We've seen enough for one night pack up the equipment.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Battle of the Time Periods
TASK:
Use the Venn Diagram below to compare and contrast life during these three time
periods.
Anglo Saxon
vs.
Modern Day
Middle Ages
vs.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Opening Questions
1. In general, what impression do you get from the setting of the story?
2. What was the name of the inn?
3. Including the narrator, how many are in the group going to
Canterbury?
4. Why are they traveling to Canterbury?
5. What does the narrator say he is going to do?
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.17.09
PERIOD: BLOCKS 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS WILL BEGIN TO UNDERSTAND UNDERLYING THEMES PRESENT IN CHAUCER’S WORK
THROUGH HIS NARRATOR’S POINT OF VIEW AND THE CHARACTERS IN THE STORY.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-KNOW VOCABULARY TERMS/DEFINITIONS (SOL 12.3)
-UNDERSTAND THEMES IN CANTERBURY TALES (SOL 12.3)
-BREAK DOWN CHARACTERS IN CANTERBURY TALES (SOL 12.3)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS WILL REVIEW PART OF THEIR VOCABULARY WORK VIA THE IMAGES THEY HAVE DRAWN
TO ENSURE THEY HAVE SOME BASIC KNOWLEDGE OF THE WORDS THEY WILL BE INTRODUCED TO IN
THE NEXT FEW DAYS. INCLUDED HERE TO GET STUDENTS UP AND MOVING AND PRACTICING THEIR
VOCABULARY.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-REVIEW VOCABULARY TERMS
-WRITE VOCABULARY SENTENCES
-READ CANTERBURY TALES
-START CHARACTER CHARTS
CLOSURE:
-STUDENTS WILL BE REMINDED ABOUT QUIZZES COMING UP (VOCABULARY/RUN-ON), AND TOLD
THAT THEY WILL BE RECEIVING THEIR CANTERBURY DICTIONARIES TO HELP CLEAR UP CONFUSION
WITH THE HANDWRITING FROM THEIR CLASSMATES’ EXAMPLES.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
-CHARACTER CHARTS
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
-DIFFERENTIATION WILL BE PROVIDED INDIVIDUALLY FOR ANY STUDENT WHO NEEDS
ACCOMMODATIONS. ALSO, VOCABULARY SENTENCES WERE DONE INDIVIDUALLLY WHICH ALLOWS
STUDENTS TO PUSH PAST SURFACE LEVEL MEANINGS AND ASK FOR HELP IF NEEDED.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
A COMPUTER/PROJECTOR WAS USED TO WRITE THE ANSWERS FOR STUDENTS TO COPY DOWN
AFTER WE HAD DISCUSSES THE VARIOUS CORRESPONDING CHARACTER DESCRIPTION. THIS FORMAT
PROVIDES STUDENTS WITH A VISUAL TO ACCESS SINCE WRITING WORDS FROM PURE ORAL FORM IS
HARD FOR MANY.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
-STUDENTS WILL BE FORMALLY ASSESSED ON THEIR VOCABULARY SENTENCES AND INFORMALLY
ASSESSED ON THEIR DAILY ON-TASK BEHAVIOR.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Pardoner
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Host
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Monk
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Cook
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Oxford Cleric
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Wife of Bath
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Friar
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Skipper
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Squire
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Doctor
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Yeoman
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Sergeant of the law
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Knight
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Franklin
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Characters in The Canterbury Tales
Character
Physical
Description
Nun
General Impression:
Modern Day Likeness:
Relevant Quote:
Clothing
Personality
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.18.09
PERIOD: BLOCKS 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS WILL BEGIN TO UNDERSTAND UNDERLYING THEMES PRESENT IN CHAUCER’S WORK
THROUGH HIS NARRATOR’S POINT OF VIEW AND THE CHARACTERS IN THE STORY.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-KNOW VOCABULARY TERMS/DEFINITIONS (SOL 12.3)
-UNDERSTAND THEMES IN CANTERBURY TALES (SOL 12.3)
-BREAK DOWN CHARACTERS IN CANTERBURY TALES (SOL 12.3)
-RECGONIZE RUN-ONS (SOL 12.7)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS WILL REVIEW RUN-ONS TO HELP THEM PREPARE FOR THEIR QUIZ TOMORROW.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-PRACTICE RUN-ONS
-REVIEW RUN-ONS
-HANDOUT CANTERBURY DICTIONARIES
-REVIEW VOCABULARY
-READ CANTERBURY TALES
-START CHARACTER CHARTS
CLOSURE:
-STUDENTS WILL BE REMINDED ABOUT QUIZZES COMING UP (VOCABULARY/RUN-ON).
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-RUN-ON PRACTICE
-CANTERBURY DICTIONARIES
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
-DIFFERENTIATION WILL BE PROVIDED INDIVIDUALLY FOR ANY STUDENT WHO NEEDS
ACCOMMODATIONS. ALSO, STUDENTS WERE ENCOURAGED TO TAKE THE SPACE SET ASIDE IN THEIR
DICTIONARIES TO WRITE/DRAW OUT ANYTHING THAT HELPS THEM REMEMBER THE WORD.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
A COMPUTER/PROJECTOR WAS USED TO WRITE THE ANSWERS FOR STUDENTS TO COPY DOWN
AFTER WE HAD DISCUSSES THE VARIOUS CORRESPONDING CHARACTER DESCRIPTION. THIS FORMAT
PROVIDES STUDENTS WITH A VISUAL TO ACCESS SINCE WRITING WORDS FROM PURE ORAL FORM IS
HARD FOR MANY.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
-STUDENTS WILL BE ASSESSED ON THEIR DAILY ON-TASK BEHAVIOR.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Run-On Practice
*Correct any of the following sentences that are considered a run-on. If the sentence
is correct, you can just write “correct.”
1. Judy leads a charmed life she never seems to have a serious accident.
2. The airport is about to shut down because of the snow and if the plane
doesn't land soon it will have to go on to Boston.
3. The show begins at 7:30 make sure you're there before 7:15.
4. Marcellino always knew his way around the woods this is something he
could always depend on.
5. Having prepared himself well for the realtor exams and having exhausted
everyone in the family with his requests that someone help him with the
true-and-false drills, Jeffrey, who had never been a particularly good student
in high school, knew he was ready to take on the greatest challenge of his
life.
6. Throughout history money and religion were closely linked there was little
distinction between government and religion.
7. The head of state and the religious leader were often the same person all
power rested in one ruler.
8. These powerful leaders decided what objects would serve as money their
backing encouraged public faith in the money.
9. Coins were minted of precious metals the religious overtones of money
were then strengthened.
10. People already believed the precious metals to be divine so their use in
money intensified its allure.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
The Canterbury Tales Dictionary
1. embark
-to make a start; to go on board a vehicle for transportation
Context: “For all along the Mediterranean coast/ He had embarked with many a
noble host.”
Example: In Chaucer’s Canterbury Tales, the people from the inn embarked on a
journey.
Image:
2. modest
-neither bold nor self assertive; limited in size, amount or scope, not flashy or
extravagant
Context: And though so much distinguished, he was wise/ And in his bearing modest
as a maid.”
Example: The successful businessman was very modest; he didn’t brag about his
wealth.
Image:
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
3. agility
-quick and nimble
Context: “In stature he was of a moderate length,/ With wonderful agility and
strength.”
Example: Agility is an important quality in the martial arts. You must be able to
move quickly in order to avoid an attack.
Image:
4. coy
-quiet/shy; marked by cute or artful playfulness
Context: “There also was a Nun, a Prioress,/ Her way of smiling very simple and
coy.”
Example: Although Jane was a very outgoing person, she acted coy around men so
that they would think she was shy.
Image:
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
5. sedately
-keeping a quiet/steady attitude or pace
Context: “to eat, she reached sedately for the meat.”
Example: The pallbearers moved very sedately down the aisle.
Image:
6. personable
-pleasant or amiable in person
Context: “He was a fat and personable priest.”
Example: She always had a lot of dates because she was very personable.
Image:
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
7. wanton
-hard to control; reckless; unruly; wild
Context: “There was a Friar, a wanton one and merry, A limiter, a very festive
fellow.”
Example: Her behavior was wanton, showing no moral restraints.
Image:
8. festive
-joyful, gay; of, relating to, or suitable for a feast or festival
Context: see above
Example: The atmosphere in our house at Christmas time is very festive.
Image:
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
9. virtue
-a commendable quality or trait; a conformity to a standard of right; morality
Context: “A tone of moral virtue filled his speech/ And gladly would he learn, and
gladly teach.”
Example: Her virtue was quite a contrast to her friend’s wanton behavior.
Image:
10. discreet
-unnoticeable; showing good, careful judgment in conduct
Context: “Discreet he was, a man to reverence,/ Or so he seemed, his sayings were
so wise.”
Example: The family asked that the press be very discreet when discussing the
arrest of one of its members.
Image:
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.19.09
PERIOD: BLOCKS 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS WILL BEGIN TO UNDERSTAND UNDERLYING THEMES PRESENT IN CHAUCER’S WORK
THROUGH HIS NARRATOR’S POINT OF VIEW AND THE CHARACTERS IN THE STORY.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-RECOGNIZE RUN-ONS (SOL 12.7)
-FIX RUN-ONS (SOL 12.7)
-RECOGNIZE/UNDERSTAND VOCABULARY TERMS (SOL 12.3)
-UNDERSTAND THEMES IN CANTERBURY TALES (SOL 12.3)
-BREAK DOWN CHARACTERS IN CANTERBURY TALES (SOL 12.3)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS WILL START THE DAY OFF WITH THEIR RUN-ON QUIZ. HOWEVER, THEY WILL THEN BE
INTRODUCED TO THE “WHY ENGLISH MATTERS?” BULLETIN BOARD WHICH WILL ULTIMATELY HELP
THEM MAKE CONNECTIONS BETWEEN THE CLASSROOM AND THEIR OUT OF SCHOOL LITERACIES.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-QUIZ ON RUN-ONS
-INTRODUCE BULLETIN BOARD
-PRACTICE VOCABULARY
-REVIEW VOCABULARY
-FREE WRITE ON CHARACTER
-READ CANTERBURY TALES
-START CHARACTER CHARTS
CLOSURE:
-STUDENTS WILL BE REMINDED ABOUT QUIZ ON VOCABULARY TERMS. STUDENTS WILL ALSO BE
TOLD BRIEFLY ABOUT TOMORROW’S LAB ASSIGNMENT.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-RUN-ON QUIZ
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
-DIFFERENTIATION WILL BE PROVIDED INDIVIDUALLY FOR ANY STUDENT WHO NEEDS
ACCOMMODATIONS.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
A COMPUTER/PROJECTOR WAS USED TO WRITE THE ANSWERS FOR STUDENTS TO COPY DOWN
AFTER WE HAD DISCUSSES THE VARIOUS CORRESPONDING CHARACTER DESCRIPTION. THIS FORMAT
PROVIDES STUDENTS WITH A VISUAL TO ACCESS SINCE WRITING WORDS FROM PURE ORAL FORM IS
HARD FOR MANY.
ALSO, A BULLETIN BOARD WAS INTRODUCED THAT WILL HELP STUDENTS CONNECT IN CLASS
LITERACY PRACTICES TO THEIR OUT-OF-SCHOOL LITERACY PRACTICES.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
-STUDENTS WILL BE ASSESSED ON THEIR DAILY ON-TASK BEHAVIOR. STUDENTS WILL ALSO BE
GRADED BASED ON THEIR RUN-ON QUIZ.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Run-On Quiz
*Correct the following run-on sentences.
1. Today's teenagers spend billions of dollars on clothing, cosmetics, and other types
of products some reasons explain why these teens are so interested in buying
things.
2. One reason is that today's teens listen to radio and watch tv many hours each
week and they are then tempted by many advertisements.
3. The shape of a bird's beak is a major influence on what the bird eats one type of
hummingbird has a five-inch bill enabling it to sip nectar from deep flowers.
4. The cockatoo has a hooked beak and the flamingo has a comb-like edge to its
beak.
5. People in certain occupations are influenced by how their work is described,
private detectives often use the private eyes in novels as role models for how they
should behave.
6. Misinterpretations can be expected when translating from one language to
another but they are far too common when someone is speaking our own language.
7. However, there are ways to avoid misinterpreting what others are saying first
listen very closely and carefully to what a speaker is saying.
8. The subway is inexpensive, for about a dollar a person can travel all night long.
9. There are several types of crime the type people fear the most is crimes of
violence against people.
10. Some of the best material for your speech will come from what you read, you can
discover helpful articles by checking the index of magazine articles at the library.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.20.09
PERIOD: BLOCKS 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS WILL BEGIN TO UNDERSTAND UNDERLYING THEMES PRESENT IN CHAUCER’S WORK
THROUGH HIS NARRATOR’S POINT OF VIEW AND THE CHARACTERS IN THE STORY.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-RECOGNIZE/UNDERSTAND VOCABULARY TERMS (SOL 12.3)
-RECOGNIZE/UNDERSTAND CHARACTERS’ TRAITS IN THE STORY (SOL 12.3)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS WILL START THE DAY OFF WITH VOCABULARY QUIZ. THEN, TO LEAD INTO THE ACTIVITY,
STUDENTS WILL BE ASKED ABOUT THEIR OWN SOCIAL NETWORK PAGES.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-QUIZ ON VOCABULARY
-PREWRITE: SOCIAL PROFILE PAGE FOR CHARACTER WITH PARTNER
-CHARACTER LETTER OF APPLICATION WITH PARTNER
CLOSURE:
-STUDETNS WILL HAVE A “FREE” BLOG RESPONSE, MEANING THEY WILL WRAP UP CLASS WITH A
“WHAT’S ON YOUR MIND” PROMPT.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-VOCABULARY QUIZ
-LAB DAY INSTRUCTION SHEET
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
-DIFFERENTIATION WILL BE PROVIDED INDIVIDUALLY FOR ANY STUDENT WHO NEEDS
ACCOMMODATIONS.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
STUDENTS WERE IN THE LAB SO THAT THEY COULD TYPE UP THEIR LETTER OF APPLICATIONS WITH
THE COMPUTER.
ALSO, A “READWRITETHINK” TEMPLATE WAS USED TO HELP STUDENTS IN THEIR CHARACTER’S
SOCIAL PROFILE CREATION/PREWRITE. THIS PART OF THE DAILY ACTIVITY WAS DESIGNED TO MAKE
STUDENTS WRITE ALL OF THE CONTENT DOWN AND ALLOWED THEM TO BE CREATIVE BEFORE
WORKING ON THEIR LETTER OF APPLICATION.
STUDENTS ALSO HAD A BLOG RESPONSE TO RESPOND TO ONCE THEY FINISHED THEIR WORK; THE
BLOG SERVES AS A WAY TO GET STUDENTS DIALGUING WITH EACH OTHER AND JUST WRITING IN
GENERAL.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
-STUDENTS WILL BE ASSESSED ON THEIR DAILY ON-TASK BEHAVIOR. STUDENTS WILL ALSO BE
GRADED BASED ON THEIR VOCABULARY QUIZ AND THEIR PREWRITE/CHARACTER LETTER OF
APPLICATION.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Vocabulary Quiz #1
*Fill in the blank with one of the vocabulary words listed below.
coy
sedately
modest
agility
virtue
festive
discreet
personable
wanton
embark
1. In Chaucer’s Canterbury Tales, the people from the inn ----- on a journey.
2. The successful businessman was very -----; he didn’t brag about his wealth.
3. ----- is an important quality in the martial arts. You must be able to move quickly
in order to avoid an attack.
4. Although Jane was a very outgoing person, she acted ----- around men so that they
would think she was shy.
5. The pallbearers moved very ----- down the aisle.
6. She always had a lot of dates because she was very -----.
7. Her behavior was -----, showing no moral restraints.
8. The atmosphere in our house at Christmas time is very -----.
9. Her ----- was quite a contrast to her friend’s wanton behavior.
10. The family asked that the press be very ----- when discussing the arrest of one of
its members.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Vocabulary Quiz #1
*Fill in the blank with one of the vocabulary words listed below.
coy
modest
embark
sedately
agility
1. In Chaucer’s Canterbury Tales, the people from the inn ----- on a journey.
2. The successful businessman was very -----; he didn’t brag about his wealth.
3. ----- is an important quality in the martial arts. You must be able to move quickly
in order to avoid an attack.
4. Although Jane was a very outgoing person, she acted ----- around men so that they
would think she was shy.
5. The pallbearers moved very ----- down the aisle.
virtue
wanton
festive
discreet
personable
6. She always had a lot of dates because she was very -----.
7. Her behavior was -----, showing no moral restraints.
8. The atmosphere in our house at Christmas time is very -----.
9. Her ----- was quite a contrast to her friend’s wanton behavior.
10. The family asked that the press be very ----- when discussing the arrest of one of
its members.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Lab Day: Character Profile/Letter of Application
Today, you will work with a partner on creating a “real life” profile from one of the
characters we have covered so far in The Canterbury Tales. This activity (and the
others to come) is part of the reason why we have focused so much on breaking
down the characters into our character charts --- so feel free to refer to your chart if
you need help!
Part 1: Social Profile Pre-write
To help get your “creative” thoughts flowing, you will use the following website to
create a social profile for your character (think: MySpace or Facebook).
http://www.readwritethink.org/materials/profile/
When asked what type of profile you want to create, click “Fictional Character’s
Profile.” Now you will come to your profile page. Simply type in the information, and
click “Add Changes & Next” to move through your character’s social profile. Once
you have filled everything out, you will then click “Print” so you and your partner
can refer to your profile as you begin Part 2.
(NOTE: You will attach your social profile to your letter of application at the end of
class.)
Part 2: Character Letter of Application
Now that you know how to write a letter of application (or cover letter), you and
your partner will also write one for the character you worked with in Part 1.
Basically, you will want to look at the characteristics/traits that your character
portrays, and then write a letter of application for a specific job that you think your
character would be best suited for.
Refer back to your notes on business letters as needed if you run into any problems.
Remember, you will want to use BLOCK format (which is left justified). Also, you can
use your social profile to help gather any details/specifics for your character’s letter
of application.
Be creative with these and have fun! 
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
This week…
•March 20, 2009 •
What’s on your mind this week? What’s going on? This week’s topic is open to you
all to write about what you want…and be sure to check back and respond to your
peers, too!
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.23.09
PERIOD: 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS NEED TO UNDERSTAND THE CHARACTERS IN CHAUCER’S STORY BEFORE THEY CAN GET A
GOOD GRASP ON THE ACTUAL TALES AND THOROUGH UNDERSTANDING OF THE UNDERLYING THEMES
CHAUCER PRESENTS IN HIS TALE.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-UNDERSTAND CHAUCER’S CHARACTERS AND USE OF DESCRIPTIORS (SOL 12.3, 12.6)
-PRESENT INFORMATION TO PEERS IN A LOGICAL MANNER (SOL 12.1)
-RECOGNIZE VOCABULARY TERMS (SOL 12.3, 12.6)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
SINCE STUDENTS HAVE BEEN LISTENING TO THE TEACHER/PEER READ ALOUD AND THEN
ANSWERING QUESTIONS ON THE CHARACTERS, THE ROLL HAS NOW BEEN FLIPPED AND EVERYONE
BECOMES AN “EXPERT.” WITH THAT SAID, EACH GROUP OF PARTNERS WILL READ ABOUT A
CHARACTER AND PRESENT TO CLASS THE INFORMATION THEY DISCOVER.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-WORK WITH PARTNERS TO READ ABOUT CHARACTER AND FILL OUT CHARACTER CHARTS
-PRESENT INFORMATION TO CLASS
-START VOCABULARY WORDS #2 (SCROLL ACTIVITY)
CLOSURE:
STUDENTS ARE REMINDED THEY WILL HAVE A VOCABULARY QUIZ THURSDAY AND THAT WE WILL
FINISH CHARACTERS TOMORROW.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-VOCABULARY SCROLLS WORKSHEET
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
DIFFERENTIATION OCCURRED ON AN INDIVIDUAL BASIS. HOWEVER, PARTNERS WERE ASSIGNED FOR
THE INITIAL PART, WHICH MATCHED STUDENTS WITH SOMEONE WHO WOULD MAKE THEM WORK
“HARDER.”
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
TECHNOLOGY WAS NOT REALLY UTILIZED DURING THIS TIME, THOUGH THE ELMO WAS AVAILABLE
FOR STUDENTS WHO WANTED TO PUT THEIR CHRACTER NOTES UP ON THE SCREEN FOR CLASSMATES
TO SEE.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL HAVE A VOCABULARY QUIZ ON THURSDAY. ALSO, STUDENTS WILL EVENTUALLY
HAVE WRITTEN ASSIGNMENTS AND A FORMAL UNIT TEST ON ALL OF THE MATERIAL COVERED HERE.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.24.09
PERIOD: 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS NEED TO UNDERSTAND THE CHARACTERS IN CHAUCER’S STORY BEFORE THEY CAN GET A
GOOD GRASP ON THE ACTUAL TALES AND THE UNDERLYING THEMES PRESENT IN CHAUCER’S WORK.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-UNDERSTAND CHAUCER’S CHARACTERS AND USE OF DESCRIPTIORS (SOL 12.3, 12.6)
-PRESENT INFORMATION TO PEERS IN A LOGICAL MANNER (SOL 12.1)
-RECOGNIZE VOCABULARY TERMS (SOL 12.3, 12.6)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
SINCE STUDENTS HAVE BEEN LISTENING TO THE TEACHER/PEER READ ALOUD AND THEN
ANSWERING QUESTIONS ON THE CHARACTERS, THE ROLL HAS NOW BEEN FLIPPED AND EVERYONE
BECOMES AN “EXPERT.” WITH THAT SAID, EACH GROUP OF PARTNERS WILL READ ABOUT A
CHARACTER AND PRESENT TO CLASS THE INFORMATION THEY DISCOVER.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-WORK WITH PARTNERS TO READ ABOUT CHARACTER AND FILL OUT CHARACTER CHARTS
-PRESENT INFORMATION TO CLASS
-FINISH VOCABULARY WORDS #2 (SCROLL ACTIVITY)
CLOSURE:
STUDENTS ARE REMINDED THEY WILL HAVE A VOCABULARY QUIZ THURSDAY AND THAT WE WILL
FINALLY START INTO A TALE TOMORROW.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-EXTRA VOCABULARY SCROLLS WORKSHEET
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
DIFFERENTIATION OCCURRED ON AN INDIVIDUAL BASIS. HOWEVER, PARTNERS WERE ASSIGNED FOR
THE INITIAL PART, WHICH MATCHED STUDENTS WITH SOMEONE WHO WOULD MAKE THEM WORK
“HARDER.”
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
TECHNOLOGY WAS NOT REALLY UTILIZED DURING THIS TIME, THOUGH THE ELMO WAS AVAILABLE
FOR STUDENTS WHO WANTED TO PUT THEIR CHRACTER NOTES UP ON THE SCREEN FOR CLASSMATES
TO SEE.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL HAVE A VOCABULARY QUIZ ON THURSDAY. ALSO, STUDENTS WILL EVENTUALLY
HAVE WRITTEN ASSIGNMENTS AND A FORMAL UNIT TEST ON ALL OF THE MATERIAL COVERED HERE.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.25.09
PERIOD: 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
STUDENTS HAD TO DO A FREEWRITE AT THE START OF THE UNIT THAT INVOLVED THE WIFE OF
BATH. NOW STUDENTS WILL BEGIN TO SEE CONNECTIONS BETWEEN INTRODUCTORY ACTIVITIES
AND CURRENT ACTIVITIES AS WE BEGIN INTO THE ACTUAL TALES. ALSO, VOCABULARY WORDS WERE
ADDED TO HELP WITH SOME OF THE WORDS IN THE ACTUAL TALES (VERSUS OLY WORDS IN THE
PROLOGUE).
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-UNDERSTAND CHAUCER’S CHARACTERS AND USE OF DESCRIPTIORS (SOL 12.3, 12.6)
-UNDERSTAND THE WIFE OF BATH (SOL 12.3)
-RECOGNIZE VOCABULARY TERMS (SOL 12.3, 12.6)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
SINCE STUDENTS WILL BE GIVEN A TEST GRADE ON THEIR STUDY GUIDES, THEY WERE GIVEN A FEW
MINUTES TO GATHER THEIR MATERIALS AND MAKE SURE THEIR GUIDES WERE IN ORDER.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-FINISH VOCABULARY WORDS/SET-UP STUDY GUIDES
-FREEWRITE WITH WIFE OF BATH WORDLE
-FINISH READING PROLOGUE
-FREEWRITE ABOUT WHAT WOMEN DESIRE
-READ WIFE OF BATH TALE
CLOSURE:
STUDENTS ARE REMINDED THEY WILL HAVE A VOCABULARY QUIZ THURSDAY AND THAT WE WILL
FINISH THE WIFE OF BATH QUESTIONS TOMORROW
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-WIFE OF BATH WORDLE
-WIFE OF BATH QUESTIONS (PART 6 OF STUDY GUIDE)
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
DIFFERENTIATION OCCURRED ON AN INDIVIDUAL BASIS. HOWEVER, THE INTRODUCTORY ACTIVITY
WAS DESIGNED TO ALLOW STUDENTS WHO WERE HAVING A HARD TIME WITH THE VOCABULARY A
CHANCE TO CATCH UP AND ASK MORE QUESTIONS IF NEEDED.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
TECHNOLOGY WAS NOT REALLY UTILIZED DURING THIS TIME, THOUGH THE ELMO WAS USED TO
PROJECT THE WORDLE IMAGE.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL HAVE A VOCABULARY QUIZ ON THURSDAY. ALSO, STUDENTS WILL EVENTUALLY
HAVE WRITTEN ASSIGNMENTS AND A FORMAL UNIT TEST ON ALL OF THE MATERIAL COVERED HERE.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Wife of Bath’s Tale Questions
1. Who is the narrator of “The Wife of Bath’s Tale?”
2. Who begs the King to save the Knight’s life?
3. Which of the following is not a rebuttal offered by the Knight’s wife?
4. What did the Queen tell the Knight he had to find out?
5. What are some of the responses the Knight hears from the women he talks to?
6. Who answers the question for the Knight?
7. What is the answer to the question the Queen asked the Knight?
8. Who decides the “choice” between the Knight and the old woman?
9. What happens to the old woman?
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.26.09
PERIOD: 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
TO HELP STUDENTS RECOGNIZE VOCABULARY (AND GET A “GOOD” GRADE ASSUMING THEY DID ALL
OF THEIR WORK), THEY WILL RECEIVE A QUIZ GRADE FOR THEIR DAILY VOCABULARY ACTIVITIES.
THIS SERVES TWO-FOLD: 1) STUDENTS ARE ABLE TO APPLY THEIR VOCABULARY TERMS (THUS THEY
UNDERSTAND THE TERM) AND 2) REWARDS THOSE STUDENTS WHO HAVE WORKED HARD UP TO
THIS POINT (AND REMINDS OTHERS THEY NEED THIS MATERIAL FOR THEIR UPCOMING
MIDTERM/UNIT TEST).
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-UNDERSTAND THE WIFE OF BATH TALE (SOL 12.3)
-RECOGNIZE VOCABULARY TERMS (SOL 12.3, 12.6)
-BEGIN TO UNDERSTAND THE PARDONER’S TALE (SOL 12.3)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
SINCE STUDENTS SHOULD HAVE FINISHED THEIR VOCABULARY WORK, THEY ARE TOLD TO TAKE OUT
THEIR VOCABULARY SCROLLS AND PREPARE FOR THE VOCABULARY QUIZ.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-VOCAB. QUIZ: WRITE SENTENCES WITH VOCABULARY WORDS
-REVIEW WIFE OF BATH ANSWERS (TO PART 6 OF STUDY GUIDE)
-BEGIN READING THE PARDONER’S TALE
CLOSURE:
STUDENTS ARE REMINDED TO KEEP ALL OF THEIR STUDY GUIDE MATERIALS TOGETHER SINCE THEY
WILL NEED THIS INFORMATION FOR THEIR UPCOMING MIDTERM/UNIT TEST.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-WIFE OF BATH QUESTIONS (PART 6 OF STUDY GUIDE)
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
-PARDONER’S TALE QUESTIONS (PART 7 OF STUDY GUIDE)
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
DIFFERENTIATION OCCURRED ON AN INDIVIDUAL BASIS.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
TECHNOLOGY WAS NOT REALLY UTILIZED DURING THIS TIME, THOUGH THE ELMO/COMPUTER
HOOKUP WAS USED TO PROJECT THE ANSWERS OF THE STUDY QUESTIONS AS THEY WERE DISCUSSED
AS A CLASS.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL EVENTUALLY HAVE WRITTEN ASSIGNMENTS AND A FORMAL UNIT TEST ON ALL OF
THE MATERIAL COVERED HERE.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Pardoner’s Tale Questions
1. The plague is portrayed as an old man. What is this an example of?
2. Who do the three rioters set out to kill?
3. What do the men find under the tree?
4. Who ends up with the prize under the tree?
5. The moral of “The Pardoner’s Tale” is that greed is what?
6. Who is the narrator of “The Pardoner’s Tale?”
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.27.09
PERIOD: 1
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
TO HELP STUDENTS PREPARE FOR THEIR MIDTERMS, A REVIEW WAS HELD (USING A JEOPARDY
BOARD).
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-RECOGNIZE ALL MATERIAL COVERED THUS FAR IN TERM (SOL 12.3, 12.6, 12.7)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS ARE REMINDED OF THEIR MIDTERM (MONDAY) AND WERE GIVEN A MIDTERM REVIEW
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-JEOPARDY REVIEW
CLOSURE:
STUDENTS ARE REMINDED TO STUDY FOR THEIR MIDTERM.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-JEOPARDY POWERPOINT
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
DIFFERENTIATION OCCURRED ON AN INDIVIDUAL BASIS. ALSO, STUDENTS WERE DIVIDED UP INTO
GROUP OF STUDENTS TO CREATE A BALANCED GROUP SETTING OF “EQUAL” SKILLS IN ALL GROUPS
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
A JEOPARDY BOARD/POWERPOINT WAS USED TO CREATE A GAME-LIKE ATMOSPHERE FOR THE
REVIEW.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL RECEIVE EXTRA CREDIT ON THE MIDTERM BASED ON THEIR GROUP’S
PERFORMANCE.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.27.09
PERIOD: 4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
SINCE ALL OF THE CHARACTERS/TALES WILL BE WRAPPED UP THROUGH THIS LESSON, IT IS
NECESSARY TO TIE BACK KNOWLEDGE TO CHARACTER WORK. THUS, THE VISUAL/WRITTEN
ASSIGNMENT ALLOWS STUDENTS TO APPLY THIS KNOWLEDGE AND BE CREATIVE IN THE PROCESS.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-ANALYZE CHARACTERS IN CANTERBURY TALES (SOL 12.3)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS ARE REMINDED OF THEIR MIDTERM (TUESDAY) AND WERE GIVEN THEIR MIDTERM
REIVEW.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-FINISH PARDONER’S TALE
-ANSWER PARDONER’S TALE QUESTIONS (PART 7 OF STUDY GUIDE)
-CHARACTER MANDALAS
CLOSURE:
STUDENTS ARE REMINDED TO STUDY FOR THEIR MIDTERM AND FINISH THEIR MANDALS AT HOME.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-PARDONER’S TALE SHEETS (PART 7 OF STUDY GUIDE)
-CHARACTER MANDALA DIRECTIONS
-CONSTRUCTION PAPER/GLUE/SCISSORS/COLORED PENCILS/MARKERS
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
DIFFERENTIATION OCCURRED ON AN INDIVIDUAL BASIS. ALSO, THE COLOR SCHEME CHART HAD A
RANGE OF WORDS THAT ALLOWED STUDENTS TO INVESTIGATE WORDS THEY DIDN’T KNOW.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
THE COMPUTER/LCD HOOKUP WAS UTILIZED TO PROVIDE A VISUAL FOR STUDENTS TO WRITE
DOWN THEIR ANSWERS TO PART 7 OF THEIR STUDY GUIDES AS WE DISCUSSED AS CLASS.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL HAND IN THEIR CHARACTER MANDALAS (FORMAL ASSESSMENT ON
IMAGE/PARAGRAPH WRITE UP).
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
CHAracter mandala rubric
Mandala
Meets Expectation
Color
Selections
The colors selections
represent the
complexity of the
character. The most
important features of
the character are
incorporated into the
mandala. The best
mandalas, however,
will reflect features of
indirect
characterization that
require reader
interpretation.
Design
The design of the
(color
mandala is deliberately
placement
chosen to represent
choices)
the relationships that
exist between the color
selections. Placement
of colors adjacent to
one another as well as
from center to
circumference hold
interpretive meaning.
Accuracy /
The mandala is based
Written
on conclusions drawn
Explanation specifically from the
novel. All decisions
can be based on
textual evidence in the
novel, not on
speculations.
Creativity /
Mandala is an original
Presentation product. The
presentation shows
attention to detail and
time placed into
neatness of product.
Comments
Points
Earned
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Create a Character Mandala
Mandala is a Sanskrit word meaning center and circle. It conveys the notion that any center is tied to
its circumference and any circumference is always determined by its center. Together they represent
wholeness.
- Monique Mandali (artist and author)
Select a character from The Canterbury Tales and create a character mandala based
on the characteristics that character displays and the relationship those qualities
have to what happens to him/her in the work.
Using the color symbolism chart below, determine the characteristics that describe
the character. Circle any of the characteristics that fit the character you have
chosen. Make sure you have chosen characteristics from at least three different
colors.
Using the mandala outline, consider how to best represent your character through
color choice, placement and design. For example, if the predominant
characteristic of a character was confidence, then you may want to use more blue
in your mandala or use blue mainly at the center of the graphic.
Adhere your competed mandala to a piece of construction paper. The character
name should be at the top of the construction paper. Now, write a paragraph about
your character (which you will attach to the back of your construction paper.
a. Introduce the character represented by the graphic .
b. Explain what each color represents on your mandala and the significance
of its placement.
c. Conclude your paragraph.
Your completed project (both mandala and paragraph of explanation) will be
graded by the following criteria:
a. the characteristics chosen are appropriate for the character
b. the pattern of colors on the graphic is pleasing to the eye
c. paragraph organization
d. sentence fluency
e. word choice
f. grammar and spelling conventions
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Color Symbolism
Colors are often used symbolically by writers. If you study the list below, you
will see that the same color can symbolize both positives and negatives.
Red
excitement, energy, passion, speed, strength, power,
heat, love, aggression, danger, fire, blood, war, violence
Yellow
joy, happiness, optimism, idealism, imagination, hope,
sunshine, gold, philosophy, dishonesty, cowardice,
betrayal, jealousy, covetousness, deceit, illness, hazard
Blue
peace, tranquility, calm, stability, harmony, unity, trust,
truth, confidence, conservatism, security, cleanliness,
order, loyalty, cold, technology, depression
Orange
energy, balance, warmth, enthusiasm, vibrancy,
expansive, flamboyant, demanding of attention
Green
nature, environment, healthy, good luck, renewal, youth,
vigor, spring, generosity, jealousy, inexperience, envy
Purple
royalty, spirituality, nobility, spirituality, ceremony,
mysterious, transformation, wisdom, enlightenment,
cruelty, arrogance, mourning
Gray
security, reliability, intelligence, modesty, dignity,
maturity, solid, conservative, practical, old age, sadness,
boring
Brown
Earth, hearth, home, outdoors, reliability, comfort,
endurance, stability, simplicity
White
reverence, purity, simplicity, cleanliness, peace,
humility, precision, innocence, youth, birth, winter,
snow, good, marriage
Black
sophistication, formality, elegance, wealth, mystery, fear,
evil, anonymity, unhappiness, depth, style, evil, sadness,
remorse, anger, underground, mourning, death
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.30.09
PERIOD: 1
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
SINCE IT IS NOT THE MIDDLE OF THE SEMESTER, STUDENTS WILL BE FORMALLY ASSESSED ON THEIR
CONTENT KNOWLEDGE UP TO THIS POINT.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-RECOGNIZE LITERARY TERMS (SOL 12.3)
-UNDERSTAND ELEMENTS OF PROFESSIONAL COMMUNICATION (SOL 12.4, 12.7)
-RECOGNIZE VOCABULARY (SOL 12.3)
-APPLY CONTENT KNOWLEDGE ACROSS THE TERM (SOL 12.3, 12.6, 12.7)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS ALREADY KNEW THAT THEY WOULD BE TAKING THEIR MIDTERM TODAY. THEY WERE
TOLD TO SIT DOWN AND QUIETLY GET READY TO BEGIN THE TEST.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-MIDTERM EXAMINATION
CLOSURE:
STUDENTS ARE REMINDED OF THE UPCOMING PLAN FOR THE WEEK (FINISH CANTERBURY TALES,
CANTERBURY TEST, ETC.).
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-MIDTERM EXAMS
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
STUDENTS WITH TESTING ACCOMMODATIONS WERE HELPED WITH ON AN INDIVIDUAL BASIS.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
-NONE WERE USED
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS MIDTERMS WILL BE A FORMAL ASSESSMENT OF THEIR CONTENT KNOWLEDGE FROM THE
START OF THE SEMESTER.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.30.09
PERIOD: 4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
SINCE IT IS NOT THE MIDDLE OF THE SEMESTER, STUDENTS WILL HAVE THE OPPORTUNITY TO
REVIEW FOR THEIR MIDTERM EXAM.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-RECOGNIZE LITERARY TERMS (SOL 12.3)
-UNDERSTAND ELEMENTS OF PROFESSIONAL COMMUNICATION (SOL 12.4, 12.7)
-RECOGNIZE VOCABULARY (SOL 12.3)
-APPLY CONTENT KNOWLEDGE ACROSS THE TERM (SOL 12.3, 12.6, 12.7)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS WERE DIVIDED INTO GROUPS FOR THEIR MIDTERM REVIEW GAME.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-JEOPARDY REVIEW
CLOSURE:
STUDENTS ARE REMINDED OF THE UPCOMING PLAN FOR THE WEEK (TAKE MIDTERM, CANTERBURY
TEST, ETC.).
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-JEOPARDY PPT
-JEOPARY BUZZERS
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
STUDENTS WERE NUMBERED OFF INTO SPECIFIC GROUPS TO ENSURE THAT ALL GROUPS HAD A WIDE
RANGE OF LEARNING ABILITIES.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
-A JEOPARDY BOARD/PPT WAS USED TO MIMIC A REAL JEOPARDY GAME. THIS QUICK AND EASY
SETUP WORKS WELL TO QUICKLY COVER MATERIAL THAT STUDENTS NEED TO KNOW AND ENGAGES
THEM DURING THE PROCESS (VS. ONLY HANDING OUT A MIDTERM REVIEW SHEET).
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL BE FORMALLY ASSESSED ON THEIR MIDTERM EXAMS. HOWEVER, THEY RECEIVED
“EXTRA CREDIT” FOR THEIR PARTICIPATION IN THE REVIEW GAME.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.31.09
PERIOD: 1
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
SINCE ALL OF THE CHARACTERS/TALES WILL BE WRAPPED UP THROUGH THIS LESSON, IT IS
NECESSARY TO TIE BACK KNOWLEDGE TO CHARACTER WORK. THUS, THE VISUAL/WRITTEN
ASSIGNMENT ALLOWS STUDENTS TO APPLY THIS KNOWLEDGE AND BE CREATIVE IN THE PROCESS.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-ANALYZE CHARACTERS IN CANTERBURY TALES (SOL 12.1, 12.3)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS ARE REMINDED OF WHAT WE HAVE COVERED THUS FAR IN REGARDS TO THE STORIES.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-FINISH PARDONER’S TALE
-ANSWER PARDONER’S TALE QUESTIONS (PART 7 OF STUDY GUIDE)
-CHARACTER MANDALAS
CLOSURE:
STUDENTS ARE REMINDED TO FINISH THEIR MANDALS AT HOME AND TO PREPARE FOR THEIR
CANTERBURY REVIEW.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-CANTERBURY REVIEW SHEET
-PARDONER’S TALE SHEETS (PART 7 OF STUDY GUIDE)
-CHARACTER MANDALA DIRECTIONS
-CONSTRUCTION PAPER/GLUE/SCISSORS/COLORED PENCILS/MARKERS
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
DIFFERENTIATION OCCURRED ON AN INDIVIDUAL BASIS. ALSO, THE COLOR SCHEME CHART HAD A
RANGE OF WORDS THAT ALLOWED STUDENTS TO INVESTIGATE WORDS THEY DIDN’T KNOW.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
THE COMPUTER/LCD HOOKUP WAS UTILIZED TO PROVIDE A VISUAL FOR STUDENTS TO WRITE
DOWN THEIR ANSWERS TO PART 7 OF THEIR STUDY GUIDES AS WE DISCUSSED AS CLASS.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL HAND IN THEIR CHARACTER MANDALAS (FORMAL ASSESSMENT ON
IMAGE/PARAGRAPH WRITE UP).
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 3.31.09
PERIOD: 4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
SINCE IT IS NOT THE MIDDLE OF THE SEMESTER, STUDENTS WILL BE FORMALLY ASSESSED ON THEIR
CONTENT KNOWLEDGE UP TO THIS POINT.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-RECOGNIZE LITERARY TERMS (SOL 12.3)
-UNDERSTAND ELEMENTS OF PROFESSIONAL COMMUNICATION (SOL 12.4, 12.7)
-RECOGNIZE VOCABULARY (SOL 12.3)
-APPLY CONTENT KNOWLEDGE ACROSS THE TERM (SOL 12.3, 12.6, 12.7)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS ALREADY KNEW THAT THEY WOULD BE TAKING THEIR MIDTERM TODAY. THEY WERE
TOLD TO SIT DOWN AND QUIETLY GET READY TO BEGIN THE TEST.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-MIDTERM EXAMINATION
CLOSURE:
STUDENTS ARE REMINDED OF THE UPCOMING PLAN FOR THE WEEK (FINISH CANTERBURY TALES,
CANTERBURY TEST, ETC.) AND RECEIVED A REVIEW SHEET FOR CANTERBURY TALES.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-MIDTERM EXAMS
-CANTERBURY REVIEW SHEET
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
STUDENTS WITH TESTING ACCOMMODATIONS WERE HELPED WITH ON AN INDIVIDUAL BASIS.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
-NONE WERE USED
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS MIDTERMS WILL BE A FORMAL ASSESSMENT OF THEIR CONTENT KNOWLEDGE FROM THE
START OF THE SEMESTER.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
Review for The Canterbury Tales Unit Test
Vocabulary Words
embark
modest
agility
coy
sedately
personable
wanton
festive
virtue
discreet
Characters
Knight
Friar
Skipper
Squire
Oxford Cleric
Doctor
felicity
conscience
hardy
prudent
diligent
frugal
wield
mode
spry
disdain
Yeoman
Sergeant at Law
Woman from Bath
Nun
Franklin
Pardoner
Tales
The Pardoner’s Tale
The Wife of Bath’s Tale
*Remember:
-Look back over your character charts
-Look back over the quotes that describe the characters
-Look back over your notes on the narrator/point of view
Monk
Cook
Host
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 4.1.09
PERIOD: 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
TODAY’S CLASS WILL HELP STUDENTS REVIEW FOR THEIR CANTERBURY UNIT TEST.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-ANALYZE BRITISH LITERATURE – CANTERBURY TALES (SOL 12.3,12.6, 12.7)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS WERE DIVIDED INTO GROUPS FOR THEIR CANTERBURY REVIEW GAME.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-JEOPARDY REVIEW
CLOSURE:
STUDENTS ARE REMINDED OF THE UPCOMING PLAN FOR THE WEEK (CANTERBURY TEST, ETC.).
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-JEOPARDY PPT
-JEOPARY BUZZERS
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
STUDENTS WERE NUMBERED OFF INTO SPECIFIC GROUPS TO ENSURE THAT ALL GROUPS HAD A WIDE
RANGE OF LEARNING ABILITIES.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
-A JEOPARDY BOARD/PPT WAS USED TO MIMIC A REAL JEOPARDY GAME. THIS QUICK AND EASY
SETUP WORKS WELL TO QUICKLY COVER MATERIAL THAT STUDENTS NEED TO KNOW AND ENGAGES
THEM DURING THE PROCESS (VS. ONLY HANDING OUT A MIDTERM REVIEW SHEET).
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL BE FORMALLY ASSESSED ON THEIR CANTERBURY UNIT EXAMS. HOWEVER, THEY
RECEIVED “EXTRA CREDIT” FOR THEIR PARTICIPATION IN THE REVIEW GAME.
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STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 4.2.09
PERIOD: 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
TODAY’S CLASS WILL OFFICIALLY WRAP UP THE UNIT ON CANTERBURY TALES WITH A SUMMATIVE
EXAM.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-ANALYZE BRITISH LITERATURE – CANTERBURY TALES (SOL 12.3,12.6, 12.7)
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS ALREADY KNEW THAT THEY WOULD BE WORKING ON THEIR CANTERBURY UNIT TEST
TODAY.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-CANTERBURY UNIT TEST
CLOSURE:
AFTER STUDENTS FINISHED THEIR EXAMS, THEY WERE ABLE TO WATCH SOME OF THE TALES WE
DIDN’T GET TO COVER IN CLASS THROUGH DVDS BORROWED FROM THE LIBRARY.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-CANTERBURY UNIT TESTS
-CANTERBURY DVDS
-TV/DVD PLAYER
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
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STUDENTS WITH TESTING ACCOMODATIONS WERE WORKED WITH ON AN INDIVIDUAL BASIS.
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
-THE CANTERBURY DVDS WERE INCORPORATED AS A “FUN” WAY TO SHOW STUDENTS SOME OF THE
CHARACTERS WE HAVE BEEN DISCUSSING IN CLASS AND VISUALIZING THROUGH OUR HANDS-ON
ASSIGNMENTS.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WILL BE FORMALLY ASSESSED ON THEIR CANTERBURY UNIT EXAMS. HOWEVER, THEY
WERE ALSO GIVEN AN EXTRA CREDIT OPPORTUNITY TO DRAW A CARICTURE OF ONE OF THE
CHARACTERS IN THE STORY.
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Unit Plan: 12 General English
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PART I: VOCABULARY
Choose the vocabulary word that best fits into the blanks below.
a. embark
b. felicity
c. modest
d. conscience
e. agility
1. _______ In Chaucer’s Canterbury Tales, the people from the inn __________ on a
journey.
2. _______ __________ is an important quality in martial arts.
3. _______ Some people think that true love is the ultimate __________.
4. _______ When the little girl told a lie, she felt a pang of guilt in her __________.
5. _______ The successful businessman was very __________; he didn’t brag about his
wealth.
a. hardy
b. coy
c. prudent
d. sedately
e. diligent
6. _______ The judge was very __________ in his decision; he used good judgment.
7. _______ The students’ __________, hard work paid off on their in-class assignments.
8. _______ The pallbearers moved very __________ down the aisle.
9. _______ It takes a __________ person to be a strong and successful soldier.
10. _______ Although Jane was a very outgoing person, she acted __________ around
men so that they would think she was shy.
a. personable
b. frugal
c. wanton
d. wield
e. festive
11. _______ The atmosphere in our house at Christmas time is very __________.
12. _______ Her behavior was __________, showing no moral restraints.
13. _______ College students must be very __________ with their money since many
cannot work many hours while in school.
14. _______ He was able to __________ the giant sword in the air at the start of battle.
15. _______ She always had a lot of dates because she was very __________.
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a. mode
b. virtue
c. spry
d. discreet
e. disdain
16. _______ The family asked that the press be very __________when discussing the
arrest of one of its members.
17. _______ Although today’s generation of students has a wide range of styles, hip
huggers and bell bottoms were also a part of the sixties __________.
18. _______ The __________ elderly lady walked two miles every morning.
19. _______ Teenagers often show __________ towards authority figures.
20. _______ Her __________ was quite a contrast to her friend’s wanton behavior.
PART II: CHARACTER DESCRIPTIONS
Match the character with the correct description.
a. Knight
b. Friar
21. _______
22. _______
c. Doctor
d. Skipper
e. Monk



Bald head; greasy face; prominent eyeballs
Sleeves trimmed in fine grey fur
Hunter; owned horses; liked fine things



Good warrior
Stained, dark clothing
Chivalrous, honest, brave



White, strong neck, lisped
Double worsted semi-cope
An entertainer; hung out in taverns; greedy; smooth talker



Tan; hearty; had a beard
Long woolen gown; dagger on lanyard
Alcoholic; good navigator; no conscience


Blood red garments slashed with blue-grey
Practices medicine using astrology
23. _______
24. _______
25. ________
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 Dishonest business practices
a. Squire
b. Host
26. ________
c. Cook
d. Oxford Cleric


Ulcer on knee
Drinks a lot



Curly hair; medium height; strong; agile
Embroidered clothing; short gown with wide sleeves
A lover; gifted in the arts



Hollow look; sober stare; very thin
Worn clothing
Formal and respectful; good morals



White beard; red face
Dagger and a silk purse
Tax collector; materialistic; liked to drink


Very strong; bright eyes; a little on the heavy side
Merry hearted
27. ________
28. ________
e. Franklin
29. ________
30. ________
a. Pardoner b. Sergeant at Law c. Woman from Bath
31. ________



Deaf; handsome face; gap teeth; huge hips
Red hose; kerchief and hat
Cloth weaver; high status; many lovers



Curly, yellow hair; small voice; no facial hair
Little cap
Sold fake relics; took money from the poor


Pinstripe silk bet; parti-colored hat
Good lawyer; very knowledgabe, but lazy
32. ________
33. ________
d. Yeoman
e. Nun
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34. ________



Glassy, grey eyes; elegant nose; small, soft, red mouth; big forehead
Coral bracelet; golden brooch
Flirtatious; overly emotional; tries to be dignified



Head shaped like a nut; brown face
Coat and hood of green; medal of St. Christopher
Perfectionist
35. ________
PART III: CHARACTER QUOTES
Identify the character being described in each quote below.
a. Skipper
Yeoman
b. Nun
c. Oxford Cleric
d. Woman from Bath
36. _______
“In company she liked to laugh and chat
And knew the remedies for love’s mischances,
An art in which she knew the oldest dances.”
37. _______
“He was a proper forester, I guess.”
38. _______
“A tone of moral virtue filled his speech
And gladly would he learn, and gladly teach.”
39. _______
“The nicer rules of conscience he ignored.
If, when he fought, the enemy vessel sank,
He sent his prisoners home; they walked the plank.”
40. _______
“She wore a coral trinket on her arm,
A set of beads, the gaudies tricked in green,
Whence hung a golden brooch of brightest sheen.”
e.
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a. Sergeant of Law b. Pardoner c. Franklin
d. Cook
e. Host
41. _______
“Though there was nowhere one so busy as he,
He was less busy than he seemed to be.
He knew of every judgment, case, and crime
Ever recorded since King William’s time.”
42. _______
“He’d sewed a holy relic on his cap;
His wallet laid before him on his lap,
Brimful of pardons come from Rome, all hot.”
43. _______
“He lived for pleasure and had always done,
For he was Epicurus’ favorite son,
In whose opinion sensual delight
Was the one true felicity in sight.”
44. _______
“But what a pity – so it seemed to me,
That he should have an ulcer on his knee.”
45. _______
“A very striking man…
And fit to be a marshall in a hall.
His eyes were bright, his girth a little wide;
There is no finer burgess in Cheapside.”
a. Friar
b. Monk
c. Knight
d. Doctor
46. _______
“All his apothecaries in a tribe
Were ready with the drugs he would prescribe
And each made money from the others’ guile.”
47. _______
“He was an easy man in penance giving,
Where he could hope to make a decent living.”
e. Squire
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Unit Plan: 12 General English
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48. _______
“A lover and cadet, a lad full of fire
With locks as curly as they had been pressed.”
49. _______
“As old and strict he tended to ignore;
He let go by the things of yesterday
And took the modern world’s more spacious way.”
50. _______
“Who from the day on which he first began
To ride abroad had followed chivalry,
Truth, honor, generousness, and courtesy.”
PART IV: QUESTIONS
Pick the best answer for the following questions.
51. _______ Who wrote The Canterbury Tales?
a. Unknown author
c. William Shakespeare
b. Geoffrey Chaucer
d. Dante
52. _______ The Canterbury Tales was written during what time period?
a. Anglo-Saxon
c. British Age
b. Middle Ages
d. Renaissance
53. _______ When does the story take place?
a. Spring
c. Fall
b. Winter
d. Summer
54. _______ “The Prologue” is told in what point of view?
a. third person limited
c. third person omniscient
b. first person
d. second person
55. _______ Who tells the story?
a. the Host
c. a traveler
b. the Squire
d. the Wife of Bath
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Unit Plan: 12 General English
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56. _______ Where are the travelers going?
a.
b.
c.
d.
the shrine of St. Canterbury
the shrine of St. Tomas á Beckett
the Tabard Inn
the Canterbury Inn
57. _______ What does the host suggest the travelers do on their trip?
a. eat
c. play
b. sleep
d. tell stories
58. _______ Why is the narrator important in “The Prologue?”
a.
b.
c.
d.
he describes the characters so well
he tells the reader what’s going to happen in the story
he provides important background information on St. Beckett
the readers get his point of view of the characters
59. _______ What was the name of the inn?
a.
b.
c.
d.
The Tabard
The Tavern
The Tabernacle
The Tenacity
60. _______ In “The Pardoner’s Tale,” the plague is portrayed as an old man. What is
this an example of?
a. imagery
c. irony
b. personification
metaphor
61. _______ In “The Pardoner’s Tale,” who do the three rioters set out to kill?
a. their friend
c. the owner of the gold
b. death
c. the youngest member
Crystal Beach
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Unit Plan: 12 General English
4.27.09
62. _______ In “The Pardoner’s Tale,” what does the youngest man sent to town pick
up?
a. poison/3 bottles
c. poison/shovels
b. poison/2 bottles
d. poison/2 bottles/shovels
63. _______ In “The Pardoner’s Tale,” what do the men find under the tree?
a. food
c. copper
b. silver
d. gold
64. ________ In “The Pardoner’s Tale,” who ends up with the prize under the tree?
a. the 3 rioters
c. the town
b. no one
d. the youngest man
65. _______ The moral of “The Pardoner’s Tale” is that greed is what?
a. necessary
c. evil
b. good
d. festive
66. _______ Who is the narrator of “The Pardoner’s Tale?”
a. the Parson
c. the rioters
b. the old man
d. the Pardoner
67. _______ Who is the narrator of “The Wife of Bath’s Tale?”
a. the Nun
c. the Host
b. the wife of Bath
d. the Knight
68. _______ In “The Wife of Bath’s Tale,” who begs the King to save the Knight’s life?
a. the Knight
c. the Queen
b. the people of the kingdom
c. the narrator
69. _______ In “The Wife of Bath’s Tale,” which of the following is not a rebuttal
offered by the Knight’s wife?
a. overweight women are more fun
b. elders should be respected
c. ugly women won’t cheat
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Unit Plan: 12 General English
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d. nobility is earned
70. _______ In “The Wife of Bath’s Tale,” what did the Queen tell the Knight he had to
find out?
a. what women want
b. what men want
c. what type of jewelry women wear
d. what type of clothing women wear
71. _______ In “The Wife of Bath’s Tale,” what are some of the responses the Knight
hears from the women he talks to?
a. fun in bed
b. flattery
c. wealth
d. all of the above
72. _______ In “The Wife of Bath’s Tale,” who answers the question for the Knight?
a. a fair maiden
b. an old woman
c. a group of women
d. the Queen
73. _______ In “The Wife of Bath’s Tale,” what is the answer to the question the
Queen asked the Knight?
a. strength
b. money
c. power/equality
d. love
74. _______ In “The Wife of Bath’s Tale,” who decides the “choice” between the
Knight and the old woman?
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Unit Plan: 12 General English
4.27.09
a. the Knight
b. the old woman
c. the Queen
d. the King
75. _______ In “The Wife of Bath’s Tale,” what happens to the old woman?
a. she dies
b. she becomes young and beautiful
c. she kills the Knight
d. she disappears
76. _______ Who was the leader of England during the time period The Canterbury
Tales was written?
a. Thomas á Beckett
c. King Richard
77. _______
a. 29
b. King Henry
d. Geoffrey Chaucer
Including the narrator, how many people are travelling in The
Canterbury Tales?
b. 15
c. 31
d. 30
78. _______ In The Canterbury Tales, what was Chaucer ridiculing?
a. religion
c. wealthy people
b. government
d. all of the above
79. _______ Which of the following is not a quality that Chaucer uses to describe the
travelers?
a. personality traits
c. clothing
b. physical attributes
d. marital status
80. _______ How many tales did Chaucer intend to write?
a. 30
b. 60
c. 120
d. 240
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Unit Plan: 12 General English
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PART V: ESSAY QUESTIONS
Choose two of the following prompts to answer in a well-developed paragraph
of at least FIVE sentences.
1. Discuss the importance of the narrator in “The Prologue” of The Canterbury
Tales. Use specific characters in your discussion.
2. Discuss what you think the author’s view of religion is, using specific
characters to support your point?
3. Discuss the universality of “The Pardoner’s Tale” and “The Wife of Bath’s
Tale.” Give specific examples from the tales to support your point.
4. Compare and contrast a character from The Canterbury Tales with a modern
day character. Include at least three qualities.
5. Pick your favorite character. Explain how and why this is your favorite
character.
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Unit Plan: 12 General English
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PART I: VOCABULARY
Choose the vocabulary word that best matches the definition.
a. embark
b. felicity
1. _______
to board a ship, aircraft, or other vehicle, as for a journey.
2. _______
the state of being happy
c. coy
d. hardy
3. _______
capable of enduring fatigue, hardship, exposure, etc.; sturdy; strong
4. _______
quiet/shy; marked by cute or artful playfulness
a. prudent
b. sedately
5. _______
careful in deciding the future
6. _______
keeping a quiet/steady attitude or pace.
c. wanton
d. festive
7. _______
joyful, gay; of, relating to, or suitable for a feast or festival
8. _______
wild or reckless (especially in regards to one’s behavior
a. spry
b. discreet
9. _______
active; nimble; agile; energetic; brisk
10. _______
unnoticeable; showing good, careful judgment in conduct
PART II: CHARACTER DESCRIPTIONS
Match the character with the correct description.
a. Knight
b. Doctor
11. _______



c. Monk
Bald head; greasy face; prominent eyeballs
Sleeves trimmed in fine grey fur
Hunter; owned horses; liked fine things
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
12. _______



Good warrior
Stained, dark clothing
Chivalrous, honest, brave



Blood red garments slashed with blue-grey
Practices medicine using astrology
Dishonest business practices
13. ________
a. Squire
b. Cook
14. ________
c. Oxford Cleric


Ulcer on knee
Drinks a lot



Curly hair; medium height; strong; agile
Embroidered clothing; short gown with wide sleeves
A lover; gifted in the arts



Hollow look; sober stare; very thin
Worn clothing
Formal and respectful; good morals
15. ________
16. ________
PART III: CHARACTER QUOTES
Identify the character being described in each quote below.
a. Skipper
b. Woman from Bath
c. Yeoman
17. _______
“In company she liked to laugh and chat
And knew the remedies for love’s mischances,
An art in which she knew the oldest dances.”
18. _______
“He was a proper forester, I guess.”
19. _______
“The nicer rules of conscience he ignored.
If, when he fought, the enemy vessel sank,
He sent his prisoners home; they walked the plank.”
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Unit Plan: 12 General English
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a. Sergeant of Law b. Pardoner c. Franklin
20. _______
“Though there was nowhere one so busy as he,
He was less busy than he seemed to be.
He knew of every judgment, case, and crime
Ever recorded since King William’s time.”
21. _______
“He’d sewed a holy relic on his cap;
His wallet laid before him on his lap,
Brimful of pardons come from Rome, all hot.”
22. _______
“He lived for pleasure and had always done,
For he was Epicurus’ favorite son,
In whose opinion sensual delight
Was the one true felicity in sight.”
PART IV: QUESTIONS
Pick the best answer for the following questions.
23. _______ Who wrote The Canterbury Tales?
a. Unknown author
b. Geoffrey Chaucer
24. _______ When does the story take place?
a. Spring
b. Winter
25. _______ Why is the narrator important in “The Prologue?”
e. he provides important background information on St. Beckett
f. the readers get his point of view of the characters
26. _______ In “The Pardoner’s Tale,” the plague is portrayed as an old man. What is
this an example of?
a. imagery
b. personification
27. _______ In “The Pardoner’s Tale,” who do the three rioters set out to kill?
Crystal Beach
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Unit Plan: 12 General English
4.27.09
a. their friend
b. death
28. _______ In “The Wife of Bath’s Tale,” what did the Queen tell the Knight he had to
find out?
a. what women want
b. what men want
29. _______ In “The Wife of Bath’s Tale,” what are some of the responses the Knight
hears from the women he talks to?
a. fun in bed
b. flattery
c. wealth
d. all of the above
30. _______ In “The Wife of Bath’s Tale,” who answers the question for the Knight?
a. a fair maiden
b. an old woman
PART V: ESSAY QUESTIONS
Choose the following prompt to answer in a well-developed paragraph.
Pick your favorite character. Explain how and why this is your favorite character.
Crystal Beach
EDCI 5744
Unit Plan: 12 General English
4.27.09
STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE
ENGLISH EDUCATION, 2008-2009 COHORT
DATE: 4.3.09
PERIOD: 1/4
GRADE LEVEL: 12 GENERAL
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into
the bigger context of the unit?)
TODAY’S CLASS IS SET UP AS AN “OFF” DAY FOR THE STUDENTS AS THEY WATCHED “A KNIGHT’S
TALE.” HOWEVER, STUDENTS WHO HAVE BEEN ABSENT WERE ALSO ABLE TO TAKE THIS TIME AND
WORK ON ANY MAKE UP WORK THEY HAVE YET TO DO.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
Students will be able to:
-ANALYZE BRITISH LITERATURE THROUGH VARIOUS FORMS OF INTERPRETATION – CANTERBURY
TALES
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into
this lesson and how you’ll engage it.)
STUDENTS WERE GIVEN THE CHOICE TO WATCH “ A KNIGHT’S TALE” OR MORE OF THE INDIVIDUAL
CANTERBURY TALES THAT WE WATCHED PREVIOUSLY.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
-MOVIE DAY
CLOSURE:
ANY WORK THAT NEEDED TO BE COLLECTED FROM THE STUDENTS WAS PICKED UP, AND THEY
RECEIVED GRADED WORK BACK AS WELL. STUDENTS WERE ALSO WISHED A HAPPY SPRING BREAK
SINCE NEXT WEEK IS THEIR OFF WEEK.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this
lesson?)
-“A KNIGHT’S TALE” DVD
-CANTERBURY DVDS
-TV/DVD PLAYER
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Unit Plan: 12 General English
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DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids
further in their skills and understandings? Note: It is not enough to mention that
you’re working with a collaborating teacher or reading specialist here. This might
not happen in each lesson.)
-NONE
NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:
(Again, this might not happen in every lesson, but you’ll want to articulate it when it
does – and offer ideas about why it isn’t the right fit specific cases, etc.)
-THE MOVIE WAS INCORPORATED AS A “FUN” WAY TO LET STUDENTS RECOGNIZE SOME OF
CHARACTERS/NAMES THROUGH A DIFFERENT FORM OF MEDIA.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
STUDENTS WERE FORMALLY ASSESSED ON THEIR CANTERBURY UNIT TESTS AND ANY MAKE UP
WORK THEY HANDED IN.