FINAL

“An Integrated Lesson Plan on the Canterbury Tales”

by Ms. Wynzyleen L. Lee
Grade/Year Level/School: Grade 9
Time Allotment: 4 hours

I. Objectives
By the end of the class, students should be able to:
A. Understand that a person’s knowledge of the world is furthered by one’s interaction with it, including the
people who live in it by:
1. Sharing common expectations of the following characters: knight, nun, 14th century woman, and
plowman;
2. Creating contact cards for the knight, nun, woman from Bath, and plowman based on the thumbnail
sketches provided through an infographic;
3. Comparing the differences and similarities between what is usually assumed about knights, nuns, 14th
century women, and plowmen and what Chaucer learned about them through his journey;
4. Creating a trading card of themselves that informs classmates of at least one thing the others did not
know about them;
5. Reading at least 1 of 3 stories lifted from The Canterbury Tales
6. Dramatising the texts using themselves as characters
7. Creating a cause and effect infographic chain for each of the text
B. Understand the nature of the iambic pentameter by:
1. Identifying the qualities of the iambic pentameter
2. Writing a 2-line introduction of themselves using iambic pentameter

II. Subject Matter

A. Language/Literature Focus: “Prologue” from The Canterbury Tales
B. Other Topics: iambic pentameter

III. Materials
A. Text:
1. “Prologue” from The Canterbury Tales
2. Adapted scripts from The Canterbury Tales
a) The Knight
b) The Pardoner
c) The Nun

B. Materials/Equipment:
1. Speakers
2. Medieval music
a) “Camelot” (link: https://www.youtube.com/watch?v=LgtRqwfJGbI&t=1490s)
b) “Black Wolf’s Inn” and “Cobblestone Village” ( link: https://www.youtube.com/watch?
v=DEeAN471boQ)
3. PPT Presentation
4. Gold paper coins
5. Strips of paper with the words on facets of medieval life (e.g. beliefs, code of chivalry, etc.)
6. (18) small strips each of four differently coloured papers

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 7. (6) pieces of white cartolina
8. (35) pieces of blank cards
9. (6) copies of each of the following rubric:
a) Enrichment Activities (Activities 1, 2, 3)
b) Independent Practice
10. Check Up Quiz
11. (student) blue book
12. (student) 1/2 crosswise pad paper
13. (student) bond paper
C. References

IV. Procedure
A. Pre-Reading
1. Unlocking of Difficulties (30 mins.)

TEACHER TALK STUDENT TALK

In today’s discussion, we will dive into the past and study the
practices and traditions of the Medieval Ages!

Plays medieval music to set the mood

(e.g. “Camelot,” “Black Wolf’s Inn,” “Cobblestone Village,”
etc.)

We will bring back to life knights, courts, and the most

honourable chivalric code!
On the board, I’ve pasted six things we will uncover about the
Medieval Ages before anything else!

Posts the following words that cover the real focus

(underneath): Terminologies, Beliefs (Code of Chivalry),
Political-Social Hub (Court), Religion (Christianity), People
(Knights, Ladies, Nuns, etc.), Lingua Franca (English vs.
Latin/French)

Let’s begin with some terminologies!

LONGSTANDING ACTIVITY (Class/Group): The Quarter Quell

a) A new tradition called, “The Quarter Quell” will be started.
b) Teams are to try to earn as many coins as possible for the remaining duration of the quarter.
c) The team with the most coins will win “The Quarter Quell,” as well as a special prize.
d) The team with the most “W” coins will also get a special prize.

ACTIVITY (Class/Group): Lexicon (12 mins.)

a) Groups will each be handed a white board and white board marker

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b) Their task is to choose among the choices the meaning or information usually associated to the
bolded word, as it is used in the statement
c) For every correct answer, the group will get a gold paper coin.
d) The group who collects the most golden coins will win the game, earning them a special “W” coin.

SAMPLE SENTENCE CHOICES ANS.

1 Zephyrus is blowing hard today! A. an American electric fan

B. the name of a famous windmill C
C. the Greek god of the west wind

2 Did you know that Aries, or those who Zodiac sign of those born between…
belong to the sign of the Ram, are usually A. February 19 - March 20
B
very independent? B. March 21 - April 19
C. April 20 - May 20

3 This year’s palmers to the procession of the A. people who sell palm fronds
Black Nazarene doubled last year’s! B. people handing out free pamphlets C
C. people journeying to religious sites

4 There were sundry choices in today’s A. several

buffet. B. delicious A
C. alcoholic

5 I apologise but our hostelry is completely A. inn

booked! B. resort A
C. restaurant

6 It was the most diverse van to ever travel
across Europe.
A. the forefront of an advancing military
force
B. a large group of people w/ vehicles
B
and animals traveling
C. a covered motorised vehicle, used
for transporting goods or people

7 The prioress from The Sound of Music was A. a maid

really helpful to the Von Trapp family, B. a female gatekeeper C
wasn’t she? C. a nun ranking below the abbess

8 I shall savour this final morsel before A. a short break

leaving. B. a small piece of food B
C. a piece of information

9 She was always solicitous about the welfare A. curious

of her students. B. concerned B
C. mysterious

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 10 That sheen of sweat on your face tells me A. a soft glow on a surface
you’ve been working out again. B. a thin layer of dirt or grime A
C. a small piece of dampened cloth

11 In some cultures, a diastema is considered A. brown hair

to be very beautiful. Two such examples are B. large earlobes C
Uzo Aduba and Dakota Johnson. C. gap between two teeth

12 The pastor beamed at the congregation A. used toys

from the pulpit and said, “Your tithes will B. old, close-fitting garments
C
surely be put to good use!” C. one-tenth of annual earnings given
to the Church

Uncovers the word underlying “Beliefs”: Code of Chivalry It’s the standard by which knights conducted
themselves
As far as you know, what does the code of chivalry refer to?

What were some of the standards of this code? Knights had to help those in need

How did this code expect knights to behave? Bravely, w/ honour, and gallantry to women

Yes, and this was a very big part of medieval life because it
told knights, basically men who were at an advantage
physically and in many other respects, to behave themselves.

Flashes photo of Code of Chivalry

Uncovers the word underlying “Political-Social Hub”: Court Nobility

Now the court was particularly important because that was

were the king and his supporters would gather, making laws
and often beginning trends for the rest of the country to
follow.
What kind of people can we expect to see in court?

Yes. Most of the people in court were nobility or advisers or Because the church scared people in obedience
knights close to the king. with the prospect of hell

Uncovers the word underlying “Religion”: Christianity

The dominant religion at the time was Christianity. The church,

it was said, had power over all the people. Why do you think
that was?

Flash picture of church

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Yes. They used people’s faiths and their beliefs of the afterlife The church
to manipulate them.
Let’s take a survey. Based on our discussions and history, who
do you think was more powerful at the time? The King or the
Church?

In what ways were they more powerful? They were able to get people to do their bidding

How were they able to get people to what they wanted? They controlled the King/Queen and the general
populace because of the people's fear of
damnation

Yes. And they got anything from “free labor" to making them Pilgrimage is a journey to a holy place to obtain
give tithes to having them go on pilgrimages. spiritual cleansing

Flash pictures of peasant labor, church

Is everyone aware what pilgrimages are? If so, what are they?

Yes, and with the infinite power the Church held, people
believed this and willingly went on these pilgrimages

Flash picture of pilgrimage

Uncovers the word underlying “People”: Knights, Lady, Nun,

Plowman etc.

ACTIVITY (Class): What do you think? (3 mins.)

a) The teacher will divide the class into three large groups
b) Each group will be given small strips of paper of a specific color
c) Each group will be assigned a certain character (e.g. nun, knight, lady, plowman)
d) On the paper, they will write what they think of when they imagine the 14th century persona (from
attire to manner)
e) They will be given one minute to complete the activity. As the students finish their activity, the
teacher will draw a table on the board with the following divisions: NUN, KNIGHT, 14th CENTURY
WOMAN, PLOWMAN
f) The papers will then be posted on the board, arranged according to the column they belong to.

Of course, there were a lot of people back then besides kings

and peasants. For now, we will simply focus on their “garbs”
or outfits. We will return to your answers later.

Displays paper dolls and proceeds to briefly point out aspects

of their outfits (focusing on knights, ladies, and nuns)

Finally, the lingua franca. Can anyone tell me what “lingua Lingua franca refers to the common language
franca” means?

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Yes. It basically means the common language used by people English
to communicate. Now, if you were to guess, what do you think
was the lingua franca of Britain back in the 14th century?

Right! But, in truth, English was seen as a “lesser” language Italian, Spanish, Portuguese, Romanian, and
then. This was one of the “vulgar” languages or romance French
languages concocted by the peasants in place of Latin, which
was the language of the poor. Do you know some of the more
popular romance languages?

Yes. Latin
Only the nobility and the rich knew how to speak Latin
because they were the only ones who could afford to study it.
Can you guess what language texts then were written in?

Yes, likely as a way to keep it exclusive. However, one glowing Because no one wrote in English
text of the medieval ages written by Geoffrey Chaucer was, in
fact, written in English.
Why was this significant at the time?

Why did no one write in English? Because it was a lesser language

What was the significance then of writing a text in English? It meant people, not just the nobility, could read
it

Yes. Not just that, it elevated the status of the English

language, making it not only a language for conversation but
also for important literary works.

That’s why Geoffrey Chaucer is known as the "Father of

English Literature”

Flashes photo of Geoffrey Chaucer

What is Geoffrey Chaucer most famous for? Does anyone here The Canterbury Tales
know?

What was discussed in The Canterbury Tales? The Canterbury Tales contains stories of various
people from the medieval period

In Chaucer’s Canterbury Tales, we are shown an array of

people that made up medieval life. His work is significant not
just because it helped elevate the English language, but also
because it shows us what medieval society and culture was
like.
All in all, The Canterbury Tales tell stories about 30 different
characters all part of a pilgrimage. He originally meant to write
four stories for each character, making it a total of 120, but was
only able to write 24 due to his untimely death.

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 2. Motivation (5 mins.)

Have you ever joined a tour? Who did you meet? Personal answers (2-4)

3. Motive Question (1 min.)

Who did Geoffrey Chaucer meet in his tour/pilgrimage?

B. During Reading (10 mins.)

ACTIVITY (Class/Individual): Read Aloud
1. Volunteers from the class will be asked to read aloud parts of the text
2. Students not reading aloud will read silently.

C. Post Reading
1. Discussion (40 mins.)

Who did Geoffrey Chaucer meet in his tour/pilgrimage? Knight, Madam Eglantyne, Woman from Bath,
and Plowman

ACTIVITY (Group): Who you? (20 mins.)

a) Each group will be assigned a character to outline, as well as a specific set of lines to cover. The
groupings will be as follows:

(1) Knight - lines 43-62 (4) Nun - lines 146-168
(2) Knight - lines 63-80 (5) Woman from Bath - lines 455-485
(3) Nun - lines 122-145 (6) Plowman - lines 539-555

b) Their task is to create a contact page for each of the characters to bring on their journey. Groups
that have the same character will work together.
c) Students will be provided with the following list of expected information:
(1) Name
(2) Nickname
(3) Job Title
(a) Experience
(b) Related Awards
(4) Social Profile
(a) Appearance
(b) Mannerisms
(5) Notes
(c) Beliefs
(d) Others Sample contact page
d) This will be accomplished on a white cartolina
e) Contact pages will be posted on the walls in front.

IMPORTANT CHARACTERISTICS TO DISCUSS/HIGHLIGHT

Character Characteristic/Quality Lines no.

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 EXPERIENCE-WISE:
Fought in numerous wars (e.g. Alexandria 1365, Lithuania, 51, 54,
Armenia - Ayas & Attalia; Tramissene - for faith 3x); 15 recorded 56, 59-60;
battles 63; 67-68
Lead (holy) battles (e.g. w/ Bey of Balat vs. Turk)

VALUES:
45-47
rode w/ chivalry

MANNER:
70, 71, 72,
1 Knight Wise, modest/humble despite experience, courteous; fought
48-50
honourably

GENERAL DESCRIPTIONS:
Highly valued by all 69, 74
“True, perfect gentle-knight” (play on words for gentleman)

APPEARANCE:
Had 5 horses but was not overdressed;
76-78
fustian (undershirt) was stained (not for show); armour had
smudges

MANNER: 122-123,
Coy smile, fond of oath “By St. Loy!”, 126,
Sang w/ a nasal voice, Spoke bad French, Careful table manners 128-130,
(i.e. did not spill), entertaining; 131-135,
O.A. (e.g. weeps over mouse); Fake (e.g. feeds dogs meat 141; 148,
nonetheless) 149-150

136,
VALUES:
137-140,
Courtliness, neatness, overly solicitous
147

GENERAL DESCRIPTIONS:
Madam “For courtliness she had a special zest”
2 136,
Eglantyne “… straining to counterfeit a courtly kind of grace… and to seem
143-145,
dignified in all her dealings”
154
“She was all sentiment and tender heart” (after citing ridiculous
instances)

APPEARANCE:
Veil properly worn, elegant nose, eyes glass-grey,
Mouth small, soft, Red; Large forehead (beauty); Not too thin 155-166
w/ Coral trinket, gaudy green beads w/ brooch “Amorvincit
omnia”

CROWD:
167
Nun + 3 priests + chaplain

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 MANNER:
456, 484
A bit deaf, liked to laugh and chat

APPEARANCE: 463-465,
Fancy kerchief (over head), tight scarlet red stockings, new shoes 466-467,
Bold, handsome, flushed face (e.g. rouge/make-up) 468,
Gap-teeth (e.g. lustfulness) 478,
Comfortable on horse (sexual prowess?) 479, 480,
Well-wimpled (hat) Large (e.g. mantle. hips) 481-482
Woman from
3 VOCATION:
Bath 457-458
Clothing making (better than Ypres and Ghent)

REPUTATION:
460-463,
No one dared walk ahead of her
470, 471,
Had 5 husbands; Hangs out w/ those younger than she (Cougar)
485-486
Knew art of love and sex

EXPERIENCE-WISE:
Well traveled (3 pilgrimages to Jerusalem, Rome, Boulgone, 473-476
St.James of Compostella &Cologne)

VOCATION:
540
Carts dung

MANNER:
543, 547,
Living in peace and perfect charity, did not complain,
548, 550,
hardworking, helps the poor, helps w/o expecting anything in
551, 553
return, paid tithes
4 Plowman
VALUES: 541, 544,
honest worker, God-loving, neighbour-caring 546

APPEARANCE:
555
Wore tabard smock, rode a mare

GENERAL DESCRIPTIONS:
542
“Good and true”

Before we proceed, for what reason were all these characters on a They were going to visit the shrine of Thomas
pilgrimage? A. Becket

Based on our discussion earlier, for what reason did all these To earn God’s favour and blessings
characters want to visit Becket’s shrine?

According to the text, what time of the year was it then? Spring

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 Springs the engendering of the flower; small
Which parts of the text indicate this? fowl pricked by nature to awaken; half-course
in the sign of the Ram

Let’s move on to the characters. In what way was the knight Wise, courteous, modest, “True perfect
described in the text? gentle-knight”

Revisits the students’ outputs

What does the text mean when it calls the knight a “true He was a good knight
perfect gentle-knight”?

And what did it mean to be a good knight during those times? Follow the code of chivalry

Recalling our discussions, what is important to the code of Fair play, nobility, valor, donor, courtesy, and
chivalry? loyalty

Flashes a photo of “Code of Chivalry”

Based on Chaucer’s description, which of these qualities do we All of them

see embodied in the knight?

In what manner did the knight exhibit these qualities? In the battles he’s been a part of; everyday
1 life

According to the text, how much experience has the knight He’s been to 15 wars
had on the battlefield?

For what reason did the knight engage in so many battles? For the country; to help; honor; glory; his
faith

What does this tell us about the knight’s capabilities and He's a good fighter; he’s brave
qualities?

What do we know about the knight’s appearance? He wore a stained shirt and worn armour
while traveling

What reason could the narrator have had for focusing on the Because a knight’s armour defines the knight.
knight's armour? The narrator is pointing out the knight’s
humility

Based on your classmates’ outline of the knight, how does They are similar.
Chaucer’s knight compare to our personal notions of what a
knight should be? Are they similar or not?

Let us now move on to Madam Eglantyne. Before we dive into Holy, nice, kind, conservatively
the text, I want you to review your personal expectations of
what a nun should be.
In what way do we expect nuns to behave and dress?

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 For what reason do we expect this kind of behaviour from Because their life is supposed to be about
nuns? God

In what way is the nun’s manner and appearance described in She is very proper, cries for mice, likes to say
the text? “By St. Loy,” speaks French, has a brooch

Writes answers on the board

How do we know she was proper? Quotes part of the text (lines 131-135)

Do you think you could also dine like Madam Eglantyne? No

Why not? Because accidents happen

In your head, what would eating like Madam Eglantyne look Student acts it out
like?

In what way does Madam Eglantyne speak French based on “And she spoke daintily in French,
the text? extremely// After the school of Stratford-atte-
Bowe; French in the Paris style she did not
know.”

Doe anyone know were “Stratford-atte-Bowe” is? No

2
It’s in London. Bad; accented; forced
If, according to the text, Madam Eglantyne spoke French like
those in a school in London and that she did not how to speak
French the Paris way, in what way can we expect her French to
sound?

How about her crying about dead mice? She’s very sensitive
What does this say about Madam Eglantyne?

If you were she, could you ever imagine yourself crying over Crying over mice caught in traps but no
mice? Why or why not? about animals being butchered everywhere
else is inconsistent; weird; unnatural

What other descriptions was given about Madam Eglantyne? She had a golden brooch.

Yes. What was engraved on this golden brooch? Amorvincit omnia

What does this engraving mean? It means, “Love conquers all.”

Now, compare your personal expectations of nun with No.

Chaucer’s description of Madam Eglantyne. Do they match?

In what way do they not match? Ours focused on values while Chaucer’s faced
on manner and appearances.

What do these descriptions forwarded by Chaucer say about She's not your typical nun
Madam Eglantyne, going back to the fact that she’s supposed
to be a nun?

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 Alright. How about the Woman of Bath. In what way was her She was experienced; has had five husbands;
appearance and demeanour described? well-traveled; gap-toothed; had a business

Based on our past discussions, was it customary for women to No

have trades or travel back then?

What were some of the expected tasks/jobs for women? Cleaning, staying at home, etc.

For what reason do you think was the woman allowed to have She's a widow
a business and travel then? What circumstances would have
allowed such a situation?

3 How did you know she was a widow? It says she’s had five husbands

Going back to her appearance, in what way did she look like? She wore red stockings, dress; large; gap-
toothed

What was the significance of the woman being gap-toothed? It hints at her lustfulness

Which of the rest of Chaucer’s other descriptions supports Her attire; her five husbands; her adeptness in
this? the art of love and sex

So we know she’s had five husbands; wealthy; and wears red. She's very different. Quite unique.
Comparing her to our list and how we understand women
then, in what way would you describe the wife?

Alright, finally, we have the Plowman. Scoops up dung

What can you tell about the plowman’s job? What does this
“plowman” do?

In terms of earning a living, how much do you think this Not much
plowman earns?

Why not? Because it’s menial labor. Jobs like that aren't
usually paid much.

4 Alright. That he’s very generous

In Chaucer’s description, what is highlighted most about the
Plowman?

For what reason was the Plowman so generous? He cared about others; his faith

Given his vocation, did you expect the Plowman to be so No

generous?

For what reason was this unexpected for you? Because he already has very little but he’s still
so generous

What do these characters tell us about people in general? People are different, unique, and
unpredictable

2. Engagement Activity

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 ACTIVITY (Group): Before and After (5 mins.)
a) Students are to answer variations of the following question: “Put yourself in Geoffrey Chaucer’s
shoes. What are some things that you didn’t know about (character), but now do ever since
joining this pilgrimage?”
(1) Knight
(2) Nun
(3) 14th century lady
(4) Plowman
b) They are to use their answers from the previous Discussion Activity (“What do you think?”) as the
basis of Chaucer’s “prior knowledge”
c) Each group will be assigned one character
(1) Groups 1 - Knight
(2) Group 2 - Plowman
(3) Groups 4 and 5 - Nun
(4) Group 3 and 6 - Woman from Bath
d) Answers are to be written on strips of construction paper.

3. Enrichment Activity
ACTIVITY 1 (Individual): Trading Cards
a) Students are to create trading cards of themselves using a 4x6 card to be provided by the teacher
b) On it, they must indicate the stereotype that they feel is usually placed against them.
c) Students will then be asked to explain briefly in 3 sentences how their defiance of that certain
stereotype makes them stronger.
d) Students are expected to design their trading cards.
e) Submissions will be collected on September 6, 2018.

RUBRIC (20 pts.)

1 Content 10 pts.

2 Writing 5 pts.

3 Creativity 5 pts.

ACTIVITY 2: Acting it Out (60 mins.)

a) The class will be merged to form three large groups.
b) Each large group will be given a certain text adapted from Chaucer’s Canterbury Tales
c) Each group will be asked to dramatise the text assigned to them
d) They will be given 30 minutes to prepare for the presentation and 10 minutes to act the entirety out.
e) Groups are encouraged to utilise their surroundings and interact with all the members of their
group.
f) During the presentations, students from the audience will be reminded to take notes for the quiz
that will happen immediately after the activity.
ACTING IT OUT RUBRIC (25 pts.)

1 Choreography and/or Skit 10 pts.

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 2 Voice (Clarity, expression) 10 pts.

3 Audience Impact 5 pts.

Put yourself in Chaucer’s shoes. In what way has this I got to travel; meet new people; revisit my ideas
pilgrimage benefitted you? of people; heard new stories

What then can we say about our interaction with the world and We learn more things when we interact with
people? others.

4. Evaluation (15 mins.)

ACTIVITY: Check Up Quiz
a) A 15-item Check-Up Quiz will be administered
b) Students will be instructed to be as precise with their answers as possible. Questions will only be
repeated twice.
c) Answers will be written on blue books.

QUESTION ANSWER

How many characters joined the pilgrimage in the entire

1 30
Canterbury Tales?

Whose shrine was the pilgrimage in The Canterbury

2 Thomas a Becket
Tales headed?

3 What time of the year did the pilgrimage begin? Spring

What kind of jewellery did the nun wear that had the
4 Golden brooch
words “Amorvincit omnia” engraved on it?

5 What did the Plowman work with everyday? Dung

Which of the characters discussed has been to

6 Woman from Bath
Jerusalem, Rome, Boulogne, and more?

7 What characterised the knight’s appearance? Worn armour; stained tunic

8 How did Chanticleer escape the clutches of Master Fox? He tricked him by making him s

Rogue 1 and 2 was poisoned by

How did the three rogues die? Specify which of them the flask brought by Rogue 3
9-10
died, in what specific manner, and by whose hands Rogue 3 was stabbed to death by
Rogues 1 and 2

What was Arcite’s last piece of advice to Emily before

11 Marry Palamon / Love each other
finally dying?

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 Who would decline payment for any sort of work
12 Plowman
whenever possible?

13 Who embodied all the tenets of the code of chivalry? Knight

Who would weep whenever he/she saw a mouse caught

14 Madam Eglantyne
in a trap?

15 Who was described as having a gap-tooth? Woman from Bath

5. Language and Skills Development

a) Presentation (1 min.)
(1) Excerpt will be flashed on the screen
(2) Teacher will read aloud
From the Canterbury Tales, lines 389-397

“They had a Cook with them who stood alone

For boiling chicken with a marrow-bone,
Sharp flavouring-powder and a spice for savor
He could distinguish London ale by flavour,
And he could roast and seethe and broil and fry,
Make good thick soup and bake a tasty pie.
But what a pity - so it seemed to me,
That he should have an ulcer on his knee.
As for blancmange, he made it with the best.”

b) Elicitation/Language Awareness (10 mins.)

What can you say about how this excerpt from The Canterbury It rhymes
Tales was written?

How about in the way it sounds? There’s a flow

What kind of flow do you mean? It goes up and down

What you’re hearing is iambic pentameter in action. Students read

Now iambic refers to a metrical foot w/ unstressed syllable and
a stressed syllable. For example, try reading the underlined
words:
London, pity, ulcer, flavour, powder
Writes on the board

Did you notice the stresses? Try reading “London” but stress Students read
the second syllable.

Sounds weird, right? Students read

Try reading the first line.

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How many iambs or pairs of stressed and unstressed syllables 5
are in it?

c) Generalization (2 mins.)
What does it mean then when a text uses “iambic It has 5 pairs of stressed and unstressed syllables
pentameter”?

Yes. Many poets make use of this. Besides Geoffrey Chaucer,

Shakespeare is famous for popularising the iambic pentameter.

d) Guided/Controlled Practice (10 mins.)

EXERCISE (Individual): Fancy Stories
(1) Students will be provided with a brief statement about a situation.
(2) The student will need to create a verse two-lines long based on the information provided using
iambic pentameter
(3) The teacher will model the task with an example
(4) Answers will be written on a 1/4 sheet of pad paper.
(5) Students will be asked to share their answers with the class by writing their verse on the board.
EXAMPLE

A boy slips on a banana peel

MODEL:
A flash of yellow and a sky of blue,
On my back in just a moment not two.

ITEM

One student unable to sleep because of the next day’s major exam.

e) Unguided/Independent/Extended Practice (10 mins.)

ACTIVITY (Group & Individual): Chaucerian Pilgrimage
(1) Each student will create a 2-line introduction of themselves using the iambic pentameter.
(2) Answers will be written on the back of the card used during the first Enrichment Activity.
(3) (Bonus) Groups will be asked to present their introductions via rapping.
RUBRIC

CRITERION pts. SCORE

1 Language Use 5 pts.

2 Content 5 pts.

3 Creativity 5 pts.

4 Structure and Mechanics 5 pts.

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 5 (Bonus) Performance (Rap) (5 pts.)

6. Recapitulation/Summary (2 mins.)

Does anyone have any questions about today's lesson? Personal answer

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 APPENDIX

Pilgrimage

Geoffrey Chaucer Code of Chivalry

Peasants

The church

The Court

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