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Section I: Meetings with experts - people you know who display traits of each MI.

Please use
this table to document reflections from your meetings with people you have chosen to help you
in completing each MI row of the grid below.
Please note: you will need to create a list of questions to ask each person.
Examples include a! what do you en"oy doing#$ b! how do you learn best#$ c! where do you
like to study#$ c! if you could learn something new this month$ what would it be and how would
you learn it# d! other guiding questions to get to know your interviewee%.
&ame of
expert
'eflection ( why I chose this
person
)hat I learned about this
*trength
+erbal,
-inguistic
.very /neil .very is a student in my 01
th

grade English class this year.
.fter observing .very in my
class over the course of the
first semester$ I knew that she
was a verbal learner because
she excels at activities that
require verbal and written
expression$ as well as
activities that require students
to take a stand on an issue and
defend their position. .very
studies best by creating a
study guide and reciting
portions of information.
2rom my observation of .very
in my English class$ and a
conversation with her about her
MI strength$ I learned that
people with this strength en"oy
activities that require them to
express themselves using words$
either verbally or through
writing. 3hese students learn
best from opportunities to speak
and write in class. .ctivities that
would meet the needs of this MI
strength would be creating a
)ordle or creating a
presentation using iMovie or
+oicethread$ which would allow
students to express themselves in
both written and verbal forms.
Interpersonal
.lyssa
.lves
.lyssa is a student in my 04
th

grade English class this year.
2rom my observation of her
inside and outside of the
classroom$ it was obvious to
me that she is an interpersonal
learner. .lyssa en"oys class
activities that allow her to
work with a partner or in a
cooperative learning group.
*he benefits from discussion
and group pro"ects. .lyssa is a
natural leader$ but relates well
with other students. /utside of
the classroom$ .lyssa is
captain of the softball team
and a senior class chaplain.
*he studies best with others
and is usually the facilitator of
her study groups.
2rom my observation of .lyssa
in class and a conversation with
her about her MI strength$ I
learned that this type of learner
benefits from opportunities to
work with others and discuss
class content. 3his is because
they learn best when they are
able to participate in dialogue
with others. 3hrough asking
questions$ defending arguments$
and respectively challenging the
views of others$ these students
strengthen their comprehension
of class content. .ctivities that
may meet the needs of this MI
strength would be facilitating a
*ocratic *eminar either in class
or online$ using a forum board or
3urnitin.com. 3his student
would also benefit from a group
pro"ect that required them to
research a topic and work with
others to create a presentation
using 5oogle 6ocs or iMovie.
7odily8
9inesthetic
:ames 9ong :ames is a student in my 01
th

grade English class this year.
7efore interviewing him$ I
had an inclination that he was
a bodily kinesthetic learner
because he is constantly
moving in class. :ames is also
a sophomore athlete on three
varsity teams: volleyball$
soccer$ and baseball. :ames
struggles in school but seems
to excel in hands on activities
and opportunities to process
information through role8play
or physical interpretation.
:ames studies while walking
around his house or running.
7efore reading about MI
*trengths$ I thought :ames "ust
had trouble focusing in class.
.fter talking with him$ it is clear
that he is a bodily8kinesthetic
learner. ;e needs to move to
process information$ which can
be challenging in a traditional
educational setting. 7ecause this
type of learner becomes easily
distracted$ they need to be
actively involved in a hands8on
activity or the performance of a
task. .ctivities that this student
would benefit from would be
creating a <86 interpretation of a
scene or character in a novel.
3echnology could be
incorporated into this activity by
documenting the process with
iPhoto or iMovie and creating a
presentation. 3his type of learner
could also benefit from
completing a )eb=uest that
required them to complete
various hand8on tasks such as
creating a timeline or picture
collage. .cting out a scene from
a play and creating a short movie
would also be a great task for
this type of learner.
Intrapersonal
'yall
'iviera
'yall is a *tudent in my
English 01 class. 7efore
talking with 'yall$ I wasn>t
sure which MI *trength best
fit him. ;e is a member of
both the football team and
volleyball team so I knew he
worked well with others$
which made me think that he
might be an interpersonal
learner. 7ut he is calm and
quiet in class. /bserving him
over the past few days$ it
became evident to me that he
prefers to work on
assignments individually. ;e
doesn>t speak in class often$
but when he does his
comments are thoughtful. In a
conversation with him about
his MI strength$ he told me
that he en"oys writing
assignments that require him
to reflect personally or on
literature and he spends a
good amount of free time
reading. ;e studies best alone
and creates flashcards to
review information.
2rom my observation of 'yall in
class and a conversation about
his MI strength$ I learned that
intrapersonal learners en"oy
reading and writing. 3hey
especially benefit from
opportunities to reflect on
literature or personal events.
3his type of learner will often be
quiet in class but that does not
mean that they are not
processing information. 3hey
desire to understand the purpose
and significance of things. I have
witnessed this in 'yall as we
have discussed literature over
the course of the year. -earning
activities that world benefit this
type of student would be to blog
about a piece of literature or the
process leading up to the
completion of a pro"ect. 3his
would give them the opportunity
to reflect individually. 3hey
could also use Evernote to
compile personal analysis of
literature or =ui?let to
individually review for an exam.
&aturalist
:osh
.baca

:osh is a student in my
English 04 class this year. ;e
loves science classes because
he able to study the way
things are made. 7efore
talking with :osh$ I guessed
his top intelligence was either
logical or naturalist because
he excels in math and science
classes and desires to go to
medical school. .fter talking
with :osh$ I was sure his top
intelligence was naturalist
because he told me that he
learns best from his
surroundings. ;e loves to
study outside and feels a
strong connection with nature.
;e is currently taking .P
7iology and he told me that
his favorite part of the class is
the labs$ particularly the
dissections because he is able
to closely exam the make up
of different animals and better
understand how the make up
of human beings. 2rom my
observations of :osh in class
since talking with him about
his intelligences$ I have
noticed that he possesses
strong analytical skills and is
able to easily identify
reoccurring themes and
situations in literature.
2rom my conversation with :osh
I have discovered that learners
with high naturalist intelligence
would benefit from opportunities
to research and synthesi?e
information. 3hey also need to
learn from experience and
surroundings$ especially outside
the classroom among nature.
3hese students are analytical and
recogni?e patterns in content and
the natural environments.
3echnology rich activities that I
believe would benefit this type
of learner would be researching
a topic relating to the literature
we are reading and synthesi?ing
sources and presenting the
findings in a presentation using
5oogle 6rive or Pre?i. .nother
activity for this type of student
would be using iMovie to
recreate a scene from a piece of
literature outside of the
classroom$ which would allow
them to potentially be outside
and creating something that
requires deep understanding and
analysis.
+isual8
*patial
+ince
*chiro
+ince is a student in my
English 01 class this year. ;e
is an energetic and eager
student$ but struggles
academically. I noticed right
away that +ince excelled at
activities that included visual
aids. 3alking with +ince
about Multiple Intelligences
confirmed my suspicion that
+ince is indeed a visual and
special learner. +ince
explained that he needs to
watch a demonstration of
something or be given specific
instructions before he feels
comfortable performing the
activity on his own. ;e learns
best when there is a visual aid
to accompany a lecture and
studies using flashcards and
colored coded notes.
2rom talking with +ince$ I
reali?ed that learners who have
high +isual8*patial Intelligence
need to have visual aids to
reinforce complex concepts.
3hey benefit from opportunities
to see information in charts or
demonstrations and activities
that require them to perform a
task that requires them to
visuali?e or pretend. .n activity
that integrates technology that
would support these learners
would be using a mind map .pp
to track characteri?ation or other
progression in a novel or play.
.nother activity would be
interpreting a scene from a novel
or play and creating an iMovie
of the scene with a modern spin.
@sing Paddle or Evernote to
digitally outline,organi?e an
essay would be a valuable
prewriting step for these
learners.
Musical
'hythmic
'achel
'obles
'achel is a student in my
English 01 class this year. *he
walks into class almost every
day with her headphones in$
humming a song. *he has also
been a dancer since she was
five. 3his prior knowledge of
'achel led me to believe that
her strongest intelligence was
musical. .fter talking with her
about her multiple
intelligences$ I was convinced
that she is a musical learner.
*he told me that she is almost
always listening to music. *he
studies between dance
rehearsals and because of this
she often associates material
with the music she is
performing to at the time. If it
is possible she tries to come
up with rhymes to help her
remembers certain pieces of
information for exams.
3hrough talking with 'achel and
observing her behavior in class$ I
discovered that learners with
high musical intelligence are
sensitive to sound$ tone$ and
beat. 3his is evident in their
body movement and facial
expressions. -istening to music
helps them focus and they often
create rhymes or songs to help
them remember information. .n
activity that incorporate
technology that would benefit
these learners would be using
garage band to create a song to
help remember vocabulary
words or significant terms.
.nother activity that would
benefit this type of learner would
be to have them take a popular
song and rewrite it to incorporate
themes of a piece of literature.
3his could then be performed for
the class or recorded in the form
of a video using iMovie to
incorporate technology.
-ogical
Mathematical
Michael
9lein
Michael is a student in my
English 01 class this year.
.fter reading the description
of the logical,mathematical
intelligence$ I knew that this
was his highest intelligence.
;e is a strong student and a
rational thinker. ;e excels in
math because it is black and
white for the most part. )hen
I asked him how he prefers to
study$ he told me that he
doesn>t study much$ but when
he does he simply rereads the
book. I thought this was so
funny because he has one of
the highest grades in my class$
but I am well aware that he
doesn>t study.
2rom talking with Michael and
observing his behavior in class$ I
learned that
logical,mathematical learners
see things very rationally and
easily identify patterns. 3hey do
not like open8ended questions$
which is difficult in English
because I am constantly asking
open8ended questions. 3his is
something that I know frustrates
Michael. *ome technology rich
activities for
logical,mathematical learners
would be using a timeline .pp
to track the development of a
character chronologically or
using *urvey Monkey to develop
a survey about a piece of
literature and create a
presentation using 5oogle
&umbers to share the results
with the class.
Section II: Project One Overview
Teacher name: Katie Waferling
Unit Title: The anter!"r# Tales
Unit O!jectives:
0. *tudents will gain a better understanding of the estate system of fourteenth8century
English society.
4. *tudents will demonstrate their understanding of the text on four levels: factual$
interpretive$ critical$ and personal.
<. *tudents will be able to define$ identify$ and produce satire.
A. *tudents will be able to define and identify situational and verbal irony.
B. *tudents will be able to discuss the three relationships that Chaucer wrote about: 5od$
people$ and the other.
D. *tudents will be able to define pilgrimage and explain the reasons for pilgrimage.
E. *tudents will be able to identify Chaucer>s ma"or arguments regarding the church$ the
nobility$ and the common class.
F. *tudents will compare and contrast medieval and modern ideas.
ommon ore Stan$ar$s %$$resse$ & #o" can fin$ the ommon ore stan$ar$s on the
alifornia 'epartment of ($"cation We!site )http:**www+c$e+ca+gov*re*cc*,
-ea$ing
0.<: 6iscern meaning of analogies encountered$ analy?ing specific comparisons as well as
relationships and inferences.
'eading Comprehension
4.4: .naly?e the way in which clarity of meaning is affected by the patterns of organi?ation$
hierarchical structures$ repetition of main ideas$ syntax$ and word choice in the text.
4.A: Make warranted and reasonable assertions about the author>s arguments by using elements
of the
text to defend and clarify interpretations.
4.B: .naly?e an author>s implicit and explicit philosophical assumptions and beliefs about a
sub"ect.
.iterar# -esponse an$ %nal#sis
<.4: .naly?e the way in which theme or meaning of a selection represents a view or comment on
life$
using textual evidence to support the claim.
)riting
0.<: *tructure ideas and arguments in a sustained$ persuasive$ and sophisticated way and support
them
with precise and relevant examples.
Written an$ Oral (nglish .ang"age onventions
0.0: 6emonstrate control of grammar$ diction$ and paragraph and sentence structure and an
understanding of English usage.
.istening an$ Spea/ing
0.G: @se research and analysis to "ustify strategies for gestures$ movements$ and vocali?ation$
including dialect$ pronunciation$ and enunciation
Technolog# Stan$ar$s %$$resse$ & #o" can fin$ the technolog# stan$ar$s on the
International Societ# for Technolog# in ($"cation )IST(, We!site )http:**www+iste+org,
0. Creativity and Innovation
*tudents demonstrate creative thinking$ construct knowledge$ and develop innovative
products and processes using technology. *tudents:
a. apply existing knowledge to generate new ideas$ products$ or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
4. Communication and Collaboration
*tudents use digital media and environments to communicate and work collaboratively$
including at a distance$ to support individual learning and contribute to the learning of
others. *tudents:
a. interact$ collaborate$ and publish with peers$ experts$ or others employing a variety
of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety
of media and formats.
d. contribute to pro"ect teams to produce original works or solve problems.
<. 'esearch and Information 2luency
*tudents apply digital tools to gather$ evaluate$ and use information. *tudents:
a. plan strategies to guide inquiry.
b. locate$ organi?e$ analy?e$ evaluate$ synthesi?e$ and ethically use information from a
variety of sources and media.
d. process data and report results
A. Critical 3hinking$ Problem *olving$ and 6ecision Making
*tudents use critical thinking skills to plan and conduct research$ manage pro"ects$ solve
problems$ and make informed decisions using appropriate digital tools and resources.
*tudents:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a pro"ect.
c. collect and analy?e data to identify solutions and,or make informed decisions.
D. 3echnology /perations and Concepts
*tudents demonstrate a sound understanding of technology concepts$ systems$ and operations.
*tudents:
a. understand and use technology systems.
b. select and use applications effectively and productively.
Wh# this s"!ject0
I chose to focus my pro"ect on The Canterbury Tales because it is my favorite piece of literature.
5eoffrey Chaucer seamlessly streams together tales connected by an overarching frame narrative
to compose an estate satire that exposes the corruption taking place within the church$ nobility$
and common class of Medieval England. The Canterbury Tales is also one of my favorite pieces
of literature to teach because of the wide range of themes embodied within it$ which
communicate various arguments about humanity that students are able to connect with.
Unit Summary:
Throughout this unit, students will examine the idea of pilgrimage in a number different ways in
order to understand the frame provided for the unique storytelling experience that Chaucer
presents through his 5eneral Prologue and 3ales. *tudents will discover the common
components of various pilgrimages and have the opportunity to leave the classroom and develop
their own pilgrimage$ which they will walk the class through virtually. *tudents will examine the
elements of poetic narrative and analy?e what Chaucer>s 3ales reveal about medieval society.
3hey will have the opportunity to report and analy?e this information$ as well as share this
information with the class through the use of presentations both individually and with a group.
3hroughout the unit$ students will have the opportunity to reflect on their findings through online
discussions and podcasts. In addition to exploring the meaning of pilgrimage$ students will
closely analy?e Chaucer>s tales to uncover the arguments he is making concerning the church$
nobility$ and the commoners. *tudents will form opinions concerning Chaucer>s arguments and
defend them through different activities. 3here will be a number of different pro"ects included in
this unit to meet the needs of all learners and to allow students to explore various types of
technology. *ome of these pro"ects include creating a characteri?ation timeline$ making a
2akebook profile for a pilgrim$ participating in *ocratic seminar$ reenacting a tale$ and creating
an iMovie presentation.
Section III: 1loom * 2ar$ner 2ri$: a$$ activities for $ifferent MIs along the 1loom3s
contin""m+ Incorporate technolog# in wa#s that enhance learning+ Please color-co$e this
gri$+ P"t 1loom3s taxonom# terms in green4 technolog# terms in re$4 an$ MIs in p"rple+
1loom
2ar$ner
'emember @nderstand .pply .naly?e Evaluate Create
+erbal,
-inguistic
*tudents will
read 3he
5eneral
Prologue of the
Canterbury
3ales and record
descriptions of
each of the 4G
pilgrims in a
mind map using
Mindmeister.
*tudents will
choose one pilgrim
and use the internet
to collect three
photos that their
pilgrim would post
on instagram. 3hey
will write a caption
for each photo and
explain to a partner
their reasoning for
choosing each
photo.
*tudents will
record detailed
notes about a
specific pilgrim
using Evernote.
3hey will then
assume the role
of that pilgrim
and interview
other students to
see if they can
correctly
identify each
pilgrim.
*tudents will use
a digital +enn
6iagram to
compare and
contrast
Chaucer>s use of
verbal irony in
the description of
two pilgrims and
discuss their
findings with a
partner.
*tudents will
record a short
video podcast in
which they share
their thoughts
about Chaucer>s
argument
regarding the
clergy and
support their
claim with
evidence from
the text.
*tudents will
use the voice
memo app to
create a podcast
in order to
verbally reflect
on three
significant
questions
shared during
*ocratic
*eminar.
Interpersonal
*tudents will
work with a
partner to define
vocabulary
terms for 3he
Canterbury
3ales @nit$
using the /xford
English
6ictionary .pp
.fter reading 3he
9night>s 3ale$
students will work
in a small group to
locate passages that
identify Chaucer>s
argument
concerning
Chivalry and
present findings in
a short Pre?i.
*tudents will
work in a group
of 48< people to
teach one tale
from 3he
Canterbury
3ales to the
class. 3hey will
use 5oogle
presentation to
present plot$
themes$ motifs$
and rhetorical
and literary
devices.
.fter reading the
)ife of 7ath>s
Prologue$
students will
work with a
partner and use
3ime 3oast to
create a digital
timeline
demonstrating
the sequence of
her argument
regarding
marriage.
*tudents will
work with a
partner to
analy?e the )ife
of 7ath>s
argument
concerning
marriage and use
Explain
Everything to
draw a rhetorical
triangle
displaying their
analysis of her
claims.
In a group$
students will
reenact a tale
from 3he
Canterbury
3ales and
create an
iMovie
presentation.
7odily8
9inesthetic
Medeival terms
will be listed
around the
classroom.
*tudents will
move around the
room with an
iphone or ipad
and categori?e
terms into the
following
categories using
Evernote
*tudents will use
the 5oogle search
engine to identify
pictures that relate
to each Medeival
term. *tudent will
print pictures and
glue them to a
beach ball to create
an interactive way
to review terms.
*tudents will throw
their beach ball to a
partner and
whatever picture
their thumb lands
on$ they will have
to give the
definition and
explain the
significance to 3he
Canterbury 3ales.
*tudents will
work in a group
of three to act
out the theme of
the Pardoner>s
3ale and
creating a +ine
of their
interpretation
illustrating their
understanding.
*tudents will
watch two clips
on Houtube
illustrating
situational and
verbal irony.
*tudent will then
identify an
example of each
in the Pardoner>s
3ale. 3hey will
write their
examples on the
appropriate
poster in the front
of the room.
*tudents will
participate in a
mock court trial
where they will
be deciding the
fate of the
clergy. *tudents
will be assigned
a pilgrim from
the poem and
will be required
to defend claims
and evaluate
evidence from
the text to make
"udgements 3hey
will post a
reflection on the
forum on the
class website.
*tudents will
choose one
pilgrim from
3he Canterbury
3ales and
create a
2akebook page
for them. In
class *tudents
will participate
in a speed
dating activity
that will require
them to identify
the pilgrims
being portrayed
by their
classmates.
Intrapersonal
*tudents will use
=ui?let to create
their own digital
flashcards for
literary devices
found in 3he
Canterbury
3ales. 3hese
digital
flashcards will
serve as a way
for students to
individually
recall definitions
*tudents will watch
'ick Elias> 3ed
3alk. In their
"ournals they will
identify the tones
of the talk$
providing evidence
to support their
claims$ reflect on
how the 3ed 3alk
made them feel$
and explain the
mood of the talk
based on their
reflection.
*tudents will
create a )eebly
website to serve
as review for a
tale of their
choice. /n the
website they
will present
information in a
logical format.
3hey will
include a
section that
requires them to
reflect on
Chaucer>s
reasons for
including the
tale.
*tudents will
read 3he Miller>s
3ale using the
9indle .pp on
their ipads. 3hey
will use *ubtext
to digitally
annotate
significant
passages. .fter
completing the
tale$ students will
identify
significant
annotations and
write a brief
paragraph
explaining their
importance to the
tale.
.fter reading
3he Miller and
'eeve>s 3ales$
students will use
*creenCast to
verbally compare
and contrast the
way Chaucer is
portraying the
commoners.
3hey will also
reflect on the
argument
Chaucer is
making
concerning the
commoners
based off of his
characteri?ations
.
*tudents will
use Issuu to
produce a
newspaper
article
depicting a
significant
event in 3he
Miller>s 3ale.
*tudents will be
required to
write an article
and use two
images that
represent the
event.
&aturalist
*tudents will list
01 events of
Chaucer>s life in
chronological
order. 3hey will
use 5oogle
&umbers
*preadsheet to
list people$
places$ and dates
associated with
each event.
*tudents will
briefly describe
each event entered
in their
spreadsheet.
*tudents will then
use 3imeline
Maker to order the
events on their
timeline.
*tudents will
conduct a
5oogle search
on the Internet
to collect
images that
demonstrate
their understand
of each event on
their timeline of
Chaucer>s life.
*tudents will
identify and
explain
Chaucer>s three
views of
marriage. 3hey
will then classify
pilgrims
according to their
view of marriage.
*tudents will
arrange this
information into
a Pre?i
Presentation.
*tudents will
categori?e the 4G
pilgrims into
groups according
to Chaucer>s
view of them in
3he 5eneral
Prologue and
graph the results
using 5oogle
&umbers
*tudents will
defend their
choice for each
pilgrim by
referencing
Chaucer>s
language$
specifically
verbal irony.
*tudents will
walk around
campus and
take pictures of
B different
spots on
campus using
an iphone or
digital camera.
*tudents will
then use the
images to
create a virtual
pilgrimage$
sharing short
stories about
each spot on
campus that
they chose.
+isual8
*patial
*tudents will use
the notecard app
to create digital
flash cards.
3hey will list the
vocabulary term
on one side and
define the term
on the other
side. /n the side
with the term$
they will include
a symbol or
image to help
them remember
the definition.
*tudents will retell
a tale in the form of
a comic strip using
Comic*tripCreator
3hey will be
required to include
dialogue and
drawings that
reflect the events of
the tale and
Chaucer>s use of
verbal and
situational irony
within the tale.
*tudents will
choose a pilgrim
from The
General
Prologue and
identify key
elements of
their
description.
*tudents will
use these
elements of to
draw their own
interpretation of
the pilgrim.
*tudents will
record the
description of
the pilgrim on a
9eynote slide.
3hey will
present the class
their drawing
and their slide
and read the
description of
the pilgrim.
*tudents will
analy?e images
as part of a
gallery walk.
Pictures relating
to specific
themes of the
poem will be on
the wall around
the room.
*tudents will
walk through the
room and
respond to
questions about
each image
relates to themes
of the work. 3hey
will reflect on
this activity by
writing a blog
entry using
7logger.
*tudents will
watch a clip on
Houtube of 3he
Californians.
3hey will decide
how the sketch is
satiri?ing life in
-os .ngeles and
why it is funny.
3hey will
compare and
contrast *&->s
satirical
portrayal of
Californians with
Chaucer>s
satirical
portrayal of
medieval
England.
*tudents will
work in groups
to create a
video podcast
using a digital
camera or their
iphone video
camera and
iMovie editing.
In the video
podcast
students will
play the role of
a pilgrim$
Chaucer$ or an
interviewer.
3hey will
conduct an
interview to
review a tale or
main points of
the work as a
whole. 3he
class will watch
video podcasts
to review for
exam.
Musical
'hythmic
*tudents will
choose a pilgrim
and use their
ipod or iphone
to make a
playlist of five
songs that
describe the
personality or
actions of the
pilgrim.
*tudents will
choose one song
from their playlist
to share with the
class. *tudents play
the song for the
class from their
ipod or iphone$
using the classroom
speakers. .fter
students have
listened to the
song$ the student
will explain how
that song describes
the
personality,actions
of the pilgrim they
chose.
*tudents will
choose a tale
and produce the
chorus to an
original song$
focusing on the
verbal and
situational irony
present in the
tale. *tudents
will use the
+oice 'ecorder
.pp to record
their chorus.
*tudents will be
given lyrics to
the edited version
of I5renade$J by
7runo Mars. I
will use the
document camera
to pro"ect the
lyrics up on the
screen. .s a
class$ we will
analy?e the lyrics
to identify
elements of
knightly chivalry
that are evident in
our culture. .fter
we have finished
analy?ing the
song$ we will
listen to it.
*tudents will
watch three
different music
videos on
Houtube that
highlight
relationships.
3hey will decide
which of
Chaucer>s three
assertions about
relationships
each music video
is displaying.
@sing
figurative
language and
sensory details$
students will
create a chant
that
demonstrates
Chaucer>s
argument
concerning one
of the three
estates.
*tudents will
record their
chant using the
+oice Memo
.pp on their
iphone or ipad.
-ogical
Mathematical
*tudents will
hypothesi?e why
Chaucer choose
to expose the
corruption in
Medieval
England through
his writing.
3hey will state
their opinion in
a response
posted to the
class forum on
3urnitin.com
*tudents will
choose an event or
person from
Medieval society
and research the
event or person.
3hey will report
their findings back
to the class in a
brief presentation
using slide 'ocket.
*tudents will
structure
information in
preparation to
write an essay.
3hey will
organi?e facts
using Evernote
in preparation to
make an outline
for their essay.
*tudents will
choose a pilgrim
and identify five
quotations about
the pilgrim from
throughout the
text. *tudents
will analy?e the
quotations using
deductive
reasoning to
decide what is
being revealed
about the pilgrim.
3hey will record
this information
in a 5oogle 6oc
*tudents will use
the 5oogle
*earch Engine to
collect images to
that represent
their quotations.
3hey will copy
their images into
their 5oogle 6oc
and organi?e
their quotes and
images in
chronological
order. 3hey will
then write a brief
description of the
image to explain
the connection
between the
image and the
quote.
*tudents will
create a
characteri?ation
timeline using
the )henintime
app. 3hey will
use the
information
collected from
the two
previous
activities to put
on their
timeline to
show the
development of
a specific
pilgrim in the
text.