Grade 12 Model Unit - McDougal Littell · reading the Prologue in The InterActive Reader, on pp....

The Language of Literature Model Unit Grade 12

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Grade: 12th Topic: The Canterbury Tales

Prepared by: Heather Milliett, Donna King, Davis High School

Unit Focus/Concept: This unit focuses instruction on understanding and appreciating a narrative poem, The Canterbury Tales, including historical background, as well as identifying and analyzing characterization, tone, and Chaucer’s style. Students will create a visual representation of a character, a dramatization, and a written personality profile.

Objectives ELAR.12.2.a. The student selects and reads a variety of texts from varied sources for a variety of purposes. ELAR.12.2.b. The student understands literary forms and terms as appropriate to selected texts. ELAR.12.2.d. The student analyzes narrative text structure and its features. ELAR.12.2.f. The student recognizes and uses literary terms to analyze text. ELAR.12.2.g. The student identifies and analyzes a variety of literary devices. ELAR.12.2.i. The student interprets text through varied response. ELAR.12.2.j. The student evaluates text through critical analysis. ELAR.12.3.a. The student expands vocabulary using a variety of methods and strategies. ELAR.12.3.f. The student reads and understands analogies. ELAR.12.5.a. The student uses a variety of strategies prior to reading to enhance comprehension. ELAR.12.5.b. The student uses a variety of strategies during the reading process to monitor and enhance comprehension. ELAR.12.5.c. The student analyzes text structure for its influence on understanding. ELAR.12.5.f. The student draws inferences using support from a text. (conclusions, generalizations, predictions) ELAR.12.5.g. The student demonstrates skill in comprehension through his/her response to a variety of questioning strategies. ELAR.12.6.b. The student uses elements of text to defend his/her own responses and interpretations. ELAR.12.6.d. The student evaluates text through critical analysis. ELAL.12.1.b. Listen actively in a variety of contexts for a variety of purposes. ELAL.12.2.a. Use appropriate criteria to analyze, evaluate, and critique a variety of messages and performances including persuasive messages, literary performances, and literary texts. ELAS.12.1.a. Use conventions of language (including word choice, usage, diction) appropriate to purpose, audience, and occasion. ELAS.12.1.b. Use effective verbal and nonverbal strategies when speaking. ELAS.12.2.c. Plan and prepare effective oral contributions and presentations (for example, research reports, critical analyses, persuasive arguments). ELAS.12.3.a. Make contributions relevant to the topic in small or large group discussions. ELAS.12.3.b. Use appropriate criteria to analyze, evaluate, and critique a variety of messages and performances. ELAW.12.2.a. Write for a variety of authentic purposes (for example, to reflect, record, persuade). ELAW.12.2.d. Write descriptive, narrative, and expository paragraphs. ELAW.12.2.f. Organize ideas in writing to ensure coherence, logical progression, and support for ideas. ELAW.12.2.g. Increasingly employ precise language to communicate ideas clearly and concisely. ELAW.12.2.h. Use formal and informal language appropriately. ELAW.12.3.a. Employ written conventions appropriately (for example, capitalizing and punctuating when producing a bibliography). ELAW.12.3.b. Spell with increasing accuracy. ELAW.12.4.a. Produce error-free writing in the final draft. ELAW.12.4.b. Use varied sentence structure and sentence combining to express meaning and achieve desired effect. ELAW.12.5.a. Generate ideas and plans for writing by using prewriting strategies. ELAW.12.5.c. Select and develop ideas to address the purpose and audience. ELAW.12.5.d. Develop drafts. ELAW.12.5.e. Revise selected drafts. ELAW.12.5.f. Edit drafts for specific purposes. ELAW.12.5.h. Proofread own writing and that of peers. ELAW.12.6.a. Develops and uses criteria to evaluate writing. ELAW.12.6.b. Engage in conferences concerning aspects of one’s own writing and the writing of others.


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Resources Needed/Recommended

The Language of Literature, Grade 12, McDougal Littell c.2000: ��Texas Teacher’s Edition (TE) and student edition (PE) ��Texas Lesson Plan Book ��Audio Library, Grade 12 ��Unit 1 Resource Book ��Literature in Performance Video and Video Resource Book ��Literary Analysis Transparencies and Copymasters ��Reading and Critical Thinking Transparencies and Copymasters ��Grammar Transparencies and Copymasters ��Writing Transparencies and Copymasters ��Communications Transparencies and Copymasters ��Formal Assessment Book ��Teacher’s Guide Assessment and Portfolio Use ��Test Generator �� InterActive Reader

Recommended Professional Bibliography:

Canterbury Tales Literature Connection, McDougal Littell Canterbury Tales Unit, Center for Learning The Life and Times of Chaucer, John Gardner


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Grade: 12th Topic: Canterbury Tales Week 1 Objectives: ELAR.12.2.a. The student selects and reads a variety of texts from varied sources for a variety of purposes.

ELAR.12.2.b. The student understands literary forms and terms as appropriate to selected texts.

ELAR.12.2.d. The student analyzes narrative text structure and its features. ELAR.12.2.f. The student recognizes and uses literary terms to analyze text. ELAR.12.2.g. The student identifies and analyzes a variety of literary devices. ELAR.12.5.b. The student uses a variety of strategies during the reading process to monitor and enhance comprehension.

Introduction/ Tell students they will be reading and analyzing a medieval narrative poem. Warm-up: Ask students to copy as you go over relevant literary elements and poetic devices that you’ve written on the overhead:

irony, characterization, figurative language, simile, metaphor, personification, imagery (See Glossary of Literary Terms, The Language of Literature, page 1328).

Provide background information, using pp. 107—110 of the student text to discuss Chaucer, and pp. 16-17 and 22-26 to review the medieval period.

Tell students to prepare to read the Canterbury Tales, explaining the frame story, the setting, and the form, a narrative poem. See p. 154 for a definition of a frame story.

Concept Development: Introduce the Prologue using Preparing to Read on p. 111 of The Language of Literature student text.

Begin reading the introduction to the Prologue aloud together. If desired, you may introduce The InterActive Reader. Use pp. iv-xi and xii-1 to explain and model the use of The InterActive Reader as students follow along in their individual copies. Model for students how to take notes in the margins about setting, plot, characterization, tone, imagery, meaning of figurative language, etc. Begin reading the Prologue in The InterActive Reader, on pp. 34—52. Have them write their own questions and comments as they dialogue with the text. As volunteer students read the introduction of the Prologue aloud, stop and question them about narrative details, understanding of setting, meaning of figurative language, characterization, etc. (Remind them that it is a poem and to feel the rhythm and rhyme as part of its meaning.) Show students the map of the route from London to Canterbury on page 136 of the student text.

Day 1


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Day 1 Con’t.

Student Practice: Students will read the selection silently. You may wish to use the Audio Library so that

students may listen to part or all of the Prologue.

Assessment: If students are using The InterActive Reader, monitor that they are making effective notes. If students are not using The InterActive Reader, you may still assess their reading comprehension informally by having them take notes as described in the Reader’s Notebook activity on p. 111. Reproduce the Active Reading Skillbuilder: Analyzing Characterization from p. 26 of the Unit One Resource Book to give students a graphic organizer in which they may record their observations about the characters as they read if they are not reading the story in The InterActive Reader.

Next Steps/ Linkages: To assess understanding of the literary elements, have students locate examples of each

element from the Prologue. This may be done as a cooperative group activity, a whole group activity, or as homework, as time permits.

Objectives: ELAR.12.2.i. The student interprets text through varied response.

ELAR.12.2.j. The student evaluates text through critical analysis. ELAR.12.3.a. The student expands vocabulary using a variety of methods and strategies. ELAR.12.6.b. The student uses elements of text to defend his/her own responses and interpretations.

Introduction/ Warm-up: Present the Words to Know from The Language of Literature, p. 111.

Ask students to copy the definitions (found in the shaded boxes at the bottom of the page on which the word appears.) You may wish to use the activity for Preteaching Vocabulary activity in the margin of the Teacher’s Edition on p. 114.

Discuss how characterization is developed through details that describe the character’s appearance and what the character says, thinks, or does.

Day 2


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Day 2 con’t. Concept Development: Have students turn to the Knight’s description (p. 114 of the student text, or p. 38

of The InterActive Reader.) Ask students to note unknown words and significant words or phrases. Have students attend in particular to details describing the knight’s character, including his physical appearance, his actions and thoughts, and how other characters perceive him. Read aloud together, checking for understanding and questioning students about specific instances of characterization. If students are using The InterActive Reader, they may circle and highlight in the text, and take notes or write questions and comments in the space provided.

Student Practice: Copy for students the Active Reading Skillbuilder: Analyzing Characterization

on p. 26 of the Unit One Resource Book, or use p. 54 in The InterActive Reader. Use the chart to record students’ observations of the Knight. You may wish to record students’ observations on the overhead projector to model how to complete the chart. Ask students to complete the chart for the other characters, adding details that describe each of the characters on the chart. This may be done individually or in cooperative groups. If you wish to divide the class into small groups, you may want to assign one or two characters to each group, instead of having each group record data about all five characters on the chart.

Assessment: Ask students to give one example of a detail that develops characterization for one of

the characters on the chart. (If working in cooperative groups, have each group give one or two examples.)

Next Steps/ Linkages: Homework: Assign each student or each group a character.

Students will create a visual “One-Pager” rendition of the character. Explain that they will create their own interpretation of the character based on what they read, either by drawing him/ her or using magazine pictures. Included with the visual representation will be three key quotes that relate to the character as well as six key words that best describe the character. These may be words that the students think of or words directly from the Prologue. Somewhere on the poster, they must write down a modern-day prototype of the character. Explain the concept of a modern prototype and give examples, using the “Connect to Life” question and teaching notes on p. 137.

Assign the Words to Know Skillbuilder activity, duplicating it from p. 28 of the Unit One Resource Book, or using p. 56 of The InterActive Reader.


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Objectives: ELAR.12.2.f. The student recognizes and uses literary terms to analyze text.

ELAR.12.2.g. The student identifies and analyzes a variety of literary devices. ELAR.12.2.i. The student interprets text through varied response. ELAR.12.2.j. The student evaluates text through critical analysis. ELAR.12.5.f. The student draws inferences using support from a text. (conclusions,

generalizations, predictions) ELAR.12.5.g. The student demonstrates skill in comprehension through his/her response

to a variety of questioning strategies. ELAR.12.6.b. The student uses elements of text to defend his/her own responses and

interpretations. ELAR.12.6.d. The student evaluates text through critical analysis. ELAS.12.2.c. Plan and prepare effective oral contributions and presentations (for example, research reports, critical analyses, persuasive arguments). ELAW.12.3.a. Employ written conventions appropriately (for example, capitalizing and punctuating when producing a bibliography).

Introduction/ Warm-up: Use the Daily Language Skillbuilder Transparency #2 from the Grammar

Transparencies and Copymasters booklet. Place the transparency on the overhead and ask students to correct the sentences on their own paper. Then, ask for volunteers give the corrections. Note that answers for the Daily Language Skillbuilders may be found in the Teacher’s Edition margin at the point of use (see for example p. 111) and also in the interleaf pages before each unit (see for example pp.15k-m).

Concept Development: Students will continue to read the prologue and work on the characterization

charts and “One-pager” visual representations of their assigned Canterbury characters. Remind them to read their character’s description carefully because it is in poetry form and there is much detail as well as figurative language. Also, have the requirements for the “One-pager” listed on the board and review those with students.

Additionally, discuss the concept of tone using the Literary Analysis activity on p. 137 of the student text. Duplicate the Literary Analysis Skillbuilder: Tone in the Unit One Resource Book on p. 27, or use p. 55 of The Interactive Reader. As a group, use the character of the friar to find examples of the contrast between what the narrator says and what he means. Have students add details about the other characters on the chart either individually or in small groups. You may wish to add other characters to the chart.

Student Practice: Students will finish their characterization charts.

Monitor to be sure that students comprehend what they are reading about their assigned characters.

Day 3


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Day 3 con’t.

Assessment: Evaluate students’ work on charts and visuals as they work. Guide students who have

left out key parts of the characters’ descriptions so that they add them in the proper place on the chart or on the visual. You may also wish to use the Selection Quiz on p. 29 of the Unit One Resource Book. The quiz may be duplicated and given to each student to respond in writing, or the questions may be used for oral review and discussion.

Next Steps/ Linkages: Explain to students that they will be presenting their “one-pager”

visual character representations. They must be prepared to answer questions as well as give a clear, concise description of their characters. They must also be prepared to take notes when others are presenting, for this is how they will learn about most of the Canterbury characters. If they are working in small groups, they may appoint a spokesperson for the group.

Objectives: ELAL.12.1.b. Listen actively in a variety of contexts for a variety of purposes.

ELAL.12.2.a. Use appropriate criteria to analyze, evaluate, and critique a variety of messages and performances including persuasive messages, literary performances, and literary texts. ELAS.12.1.a. Use conventions of language (including word choice, usage, diction) appropriate to purpose, audience, and occasion. ELAS.12.1.b. Use effective verbal and nonverbal strategies when speaking. ELAS.12.2.c. Plan and prepare effective oral contributions and presentations (for example, research reports, critical analyses, persuasive arguments). ELAS.12.3.b. Use appropriate criteria to analyze, evaluate, and critique a variety of messages and performances. ELAW.12.2.a. Write for a variety of authentic purposes (for example, to reflect, record, persuade).

Introduction/ Warm-up: Have students write in the journal sections of their notebooks a response

to question #1, What Do You Think, in the section, Connect to the Literature on p. 137.

Day 4


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Day 4 con’t. Concept Development: Students will present their one-page visual representations of their characters,

either individually or in small groups. Have students make notes on the other presentations. You may wish to model this on the overhead. You may use the transparency, Characterization, from p. 21 of the Literary Analysis Transparencies and Copymasters book. Have students create a similar chart or graphic organizer in their notebooks in order to take notes on the presentations.

Student Practice: Ask for volunteers to present first. Remind students to speak loudly and clearly,

displaying their charts and visuals as they explain them in detail. Ask questions as needed if they have forgotten important descriptive details from the Prologue depiction.

Assessment: Evaluate students on presentation form--whether they knew the material

and had rehearsed it, and whether they were clear, concise, and comprehensive. Evaluate the visuals on creativity and how well-integrated all the components were in accurately relaying the character. You may wish to use the following resources to assist in evaluating students’ presentations: Communications Transparencies and Copymasters—transparency #10, Formal Presentations Teacher’s Guide to Assessment and Portfolio Use—p. 31-2, Holistic Guide and Rubric for Oral Presentation As an alternative to an oral presentation, you may wish to have students write a short character sketch to accompany their visual representation. If so, refer to the Writing Options: Character Analysis activity on p.138 of the student text. (Students will be writing a longer personality profile of a character at the end of this unit.)

Next Steps/ Linkages: Assign students to read pp. 139-140 in the student text, the excerpt from The Life and

Times of Chaucer, by John Gardner, and answer the questions at the end of the excerpt.


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Objectives: ELAR.12.2.b. The student understands literary forms and terms as appropriate to

selected texts. ELAR.12.2.d. The student analyzes narrative text structure and its features. ELAR.12.2.f. The student recognizes and uses literary terms to analyze text. ELAR.12.2.g. The student identifies and analyzes a variety of literary devices. ELAR.12.2.i. The student interprets text through varied response. ELAR.12.2.j. The student evaluates text through critical analysis. ELAR.12.3.a. The student expands vocabulary using a variety of methods and strategies. ELAR.12.5.f. The student draws inferences using support from a text. (conclusions,

generalizations, predictions) ELAR.12.5.g. The student demonstrates skill in comprehension through his/her

response to a variety of questioning strategies. ELAR.12.6.b. The student uses elements of text to defend his/her own responses and

interpretations. ELAR.12.6.d. The student evaluates text through critical analysis. ELAR.12.5.a. The student uses a variety of strategies prior to reading to enhance

comprehension. ELAW.12.2.a. Write for a variety of authentic purposes (for example, to reflect, record,

persuade). Introduction/ Warm-up: Use question #5. on p. 137 as a journal writing prompt.

Ask students to volunteer to share their responses. Discuss Chaucer’s attitude towards the church as it is revealed through the portrayal of the religious figures in the Prologue.

Student Practice: As needed, have students complete the presentations of the “One-Pager”

character representations.

Use the questions on the Thinking Through the Literature, p. 137, to review the Prologue and to informally assess students’ understanding of the characters. There is also a teaching option for Informal Assessment in the margin of the Teacher’s Edition on p. 136. Discuss students’ responses to the questions at the end of the John Gardner excerpt, on p.140. The vocabulary activity on p. 138 may be used to assess students’ understanding of vocabulary. If you wish to test students on their reading of the Prologue, use pp. 16-17 of the Formal Assessment book, or use the Test Generator to customize a test.

Day 5


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Day 5 con’t.

Next Steps/ Linkages: Explain that students will be reading two of the tales told by two different characters--

“The Pardoner’s Tale” and “The Wife of Bath’s Tale.” Explain that these two tales are told by different narrators and are very different from each other. Remind students to always keep in mind the narrator who is telling the tale.

Assign “The Pardoner’s Tale” for students to read. Use the Build Background activity on p. 141 of the student text to introduce “The Pardoner’s Tale.” You may wish to use the Preteaching Vocabulary activity in the margin of the Teacher’s Edition on p. 142 to introduce the Words to Know on p. 141.

Using p. 141, introduce the idea of the moral tale using and the active reading strategy of predicting. Give students a copy of the Active Reading Skillbuilder: Predicting on p. 31 of the Unit Resource Book for Unit 1. Ask students to write down their predictions as they read the tale.

Objectives: ELAR.12.2.b. The student understands literary forms and terms as appropriate to

selected texts. ELAR.12.2.d. The student analyzes narrative text structure and its features. ELAR.12.2.f. The student recognizes and uses literary terms to analyze text. ELAR.12.2.g. The student identifies and analyzes a variety of literary devices. ELAR.12.2.i. The student interprets text through varied response. ELAR.12.2.j. The student evaluates text through critical analysis. ELAR.12.3.a. The student expands vocabulary using a variety of methods and strategies. ELAR.12.5.f. The student draws inferences using support from a text. (conclusions,



interpretations. ELAR.12.6.d. The student evaluates text through critical analysis. ELAS.12.3.a. Make contributions relevant to the topic in small or large group discussions. ELAW.12.2.a. Write for a variety of authentic purposes (for example, to reflect, record, persuade). ELAW.12.2.d. Write descriptive, narrative, and expository paragraphs.

ELAW.12.5.d. Develop drafts.

Day 6


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Day 6 con’t. Introduction/ Warm-up: Have students write in journals on the Connect to Your Life topic

on p. 141. Invite volunteers to share their ideas in a class discussion. Also ask students to discuss why greed is a negative quality to possess in a friendship.

Concept Development: Give a quick review of personification (p. 1344 of the student text) and how it is

important to the tale. Then, explain that Chaucer had his characters tell many different kinds of tales and that the “Pardoner’s Tale” is a moral tale, or parable. Use p. 141 of the student text to discuss this concept. Give the definition of parable as well (p. 1343 of the student text).

Student Practice: Have students take out their prediction charts. Begin discussion

with the Connect to the Literature questions on p. 152. Have students compare their predictions with the actual outcome of the tale. Discuss the questions in Think Critically on p. 152, and use the Extend Interpretations questions if you wish. Discuss how Chaucer uses elements of plot, character, and setting to convey the moral. You may also wish to duplicate the blackline master on p. 32 of the Unit One Resource Book—Literary Analysis Skillbuilder: the Moral Tale. Have students complete the chart either in class during discussion, in pairs after the discussion, or outside of class as homework.

View “The Pardoner’s Tale” on video, using the Literature in Performance video. You may also wish to duplicate the activities on pp. 9—14 of the Literature in Performance Video Resource Book.

Review with students the Writing Options on p.152 of the student text. Ask students to choose one and draft a written a response, using details from the story. You may assign this for homework, or have them begin and keep their draft in their writing portfolio for completion later.

Next Steps/ Linkages: Explain that tomorrow students will be reading “The Wife of Bath’s Tale.”

Ask students to think about the question, “What is the one thing all women want most in a relationship?” Tell them that this question is central to the tale of the wife of Bath.

Assessment: You may wish to use the Selection Quiz on p. 34 of the Unit One Resource Book. There is a longer Selection Test on p.19 of the Formal Assessment Book. The Test Generator may be used to customize a test.

You may wish to use the Vocabulary in Action activity on p. 153 of the student edition to assess vocabulary, or use the Words to Know Skillbuilder (p. 33 of Unit One Resource Book).


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Objectives: ELAR.12.2.a. The student selects and reads a variety of texts from varied sources for a

variety of purposes. ELAR.12.2.b. The student understands literary forms and terms as appropriate to

selected texts. ELAR.12.2.d. The student analyzes narrative text structure and its features. ELAR.12.2.f. The student recognizes and uses literary terms to analyze text. ELAR.12.2.g. The student identifies and analyzes a variety of literary devices. ELAR.12.2.i. The student interprets text through varied response. ELAR.12.5.a. The student uses a variety of strategies prior to reading to enhance

comprehension. ELAR.12.5.b. The student uses a variety of strategies during the reading process to

monitor and enhance comprehension. ELAR.12.5.c. The student analyzes text structure for its influence on understanding. ELAR.12.5.f. The student draws inferences using support from a text. (conclusions,



interpretations. ELAR.12.6.d. The student evaluates text through critical analysis. ELAW.12.2.a. Write for a variety of authentic purposes (for example, to reflect, record, persuade)

Introduction/ Warm-up: Give students time to write in their journals on the topic, “What is the

one thing all women want most in a relationship?” Discuss their ideas. Concept Development: Tell students that this tale is a completely different style, that of a Medieval Romance. . Give a brief explanation, using the information in the Build Background section on p.

154.

Do the Literary Analysis activity on p. 154, in the section, Focus Your Reading. Discuss the concept of a frame story, using the Active Reading: Analyzing Structure section on p. 154. Duplicate the Active Reading Skillbuilder: Analyzing Structure from page 36 of the Unit One Resource Book. Have student use this to keep track of the plot structure as they read the tale.

Student Practice: Ask for different volunteers to read the story dramatically, playing the three major

characters’ roles. Stop intermittently to check for comprehension of the story as a narrative poem, the plot structure they should be filling out on the chart, and corresponding questions. Also, ask them about the tone, characterization, figurative language, narrator, etc. Use the questions on p. 167 of the student’s edition, as well as the questions in the margins of the Annotated Teacher’s Edition.

You may wish to use the Audio Library so that students may listen to the tale as they read.

Day 7


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Day 7 con’t.

Assessment: Duplicate the Literary Analysis Skillbuilder on p. 37 of the Unit One Resource Book.

Have students complete the chart with details about the Wife of Bath, and answer the question at the bottom of the chart. If time permits, discuss students’ responses to the question.

Next Steps/ Linkages: Explain that the next day students will be divided into groups to perform “The Wife of

Bath’s Tale.” Objectives: ELAW.12.3.a. Employ written conventions appropriately (for example, capitalizing and

punctuating when producing a bibliography). ELAR.12.2.i. The student interprets text through varied response. ELAS.12.2.c. Plan and prepare effective oral contributions and presentations (for example, research reports, critical analyses, persuasive arguments).

Introduction/ Warm-up: Use the Daily Language Skillbuilder activity on p. 3 of the Grammar Transparencies

and Copymasters book. Place the transparency on the overhead and ask students to correct the sentences on their own paper. Then, ask for volunteers to correct it. Note that answers for the Daily Language Skillbuilders may be found in the Teacher’s Edition margin at the point of use (see for example p. 154) and also in the interleaf pages before each unit (see for example pp.15k-m).

Concept Development: Students will be creating a dramatization of “The Wife of Bath.”

Duplicate the chart on p. 10 of the Literature in Performance Video Resource Book. Discuss how the actors’ appearances, costumes, setting, props, and scenery contribute to the dramatization. Discuss how to set the mood or tone for the dramatization.

Student Practice: Divide students into groups and give each group a copy of the chart on p.10

of the Literature in Performance Sourcebook so that they can fill it out as they work on and create their skit. Give students most of the period to work on their dramatization. Monitor the groups to ensure that they are following the guidelines in developing their skit. Remind students that they may be creative and use humor but that they must adhere to the plot of the story.

Day 8


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Day 8 con’t.

Assessment: Use the Selection Quiz from the Unit One Resource Book. You may either duplicate

the quiz and have students respond in writing, or use the questions orally for discussion and review.

Another alternative for assessment is the longer Selection Test on p. 21 of the Formal Assessment Book.

Next Steps/ Linkages: Remind students to bring any props, costumes, music, etc. to class the next day in order

to use them in rehearsal. Objectives: ELAR.12.3.a. The student expands vocabulary using a variety of methods and

strategies. ELAR.12.2.i. The student interprets text through varied response. ELAS.12.2.c. Plan and prepare effective oral contributions and presentations (for example, research reports, critical analyses, persuasive arguments).

Introduction/ Warm-up: Duplicate the Words to Know Skillbuilder from the Unit One Resource

Book, p. 38. Have students complete the activity as a warm-up. Ask volunteers to give the answers.

Concept Development: Review with students how they should be creating and rehearsing their

“Wife of Bath’s Tale” skits based on the criteria sheet given to them the day before. Allow students the rest of the period to finish preparing the skit for performance with props, costumes, etc.

Assessment: Informally monitor students’ preparation. You may wish to use transparency #13,

Identifying and Analyzing Artistic Elements in Literary Texts, from the Communications Transparencies and Copymasters book. Discuss with students the qualities of a good dramatization of a literary work. If desired, make copies of the criteria sheet for students to use as they prepare the final versions of their dramatizations.

Next Steps/ Linkages: Remind students to be ready to perform skits at the beginning of period the next day.

Day 9


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Objectives: ELAR.12.2.i. The student interprets text through varied response.

ELAL.12.1.b. Listen actively in a variety of contexts for a variety of purposes. ELAL.12.2.a. Use appropriate criteria to analyze, evaluate, and critique a variety of messages and performances including persuasive messages, literary performances, and literary texts. ELAS.12.1.b. Use effective verbal and nonverbal strategies when speaking. ELAS.12.2.c. Plan and prepare effective oral contributions and presentations (for example, research reports, critical analyses, persuasive arguments). ELAS.12.3.b. Use appropriate criteria to analyze, evaluate, and critique a variety of messages and performances.

Introduction/ Warm-up: Hand out a rubric for students to evaluate each groups’ skits.

You may duplicate the rubric on Transparency #13 of the Communications Transparencies and Copymasters Book, or create a rubric of your own. You may wish to ask students to provide feedback such as: 1) What they liked most 2) What could be improved 3) Costumes 4) Characterization of individual characters 5) Use of props 6) Creativity 7) Overall performance

Concept Development: Discuss the rubric and make sure students understand what kind of feedback

you want them to give for each performance. Student Practice: Students perform skits/evaluate skits. Assessment: Pick up evaluations of skits. Tally up students’ evaluations with teacher’s

and give award to best skit.

Day 10


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Objectives: ELAR.12.2.d. The student analyzes narrative text structure and its features.

ELAR.12.2.f. The student recognizes and uses literary terms to analyze text. ELAR.12.2.g. The student identifies and analyzes a variety of literary devices. ELAR.12.2.i. The student interprets text through varied response. ELAR.12.2.j. The student evaluates text through critical analysis. ELAR.12.3.a. The student expands vocabulary using a variety of methods and

strategies. ELAR.12.3.f. The student reads and understands analogies. ELAR.12.5.g. The student demonstrates skill in comprehension through his/her response

to a variety of questioning strategies. ELAR.12.6.b. The student uses elements of text to defend his/her own responses and

interpretations. ELAR.12.6.d. The student evaluates text through critical analysis. ELAL.12.2.a. Use appropriate criteria to analyze, evaluate, and critique a variety of messages and performances including persuasive messages, literary performances, and literary texts. ELAS.12.3.a. Make contributions relevant to the topic in small or large group discussions. ELAW.12.2.a. Write for a variety of authentic purposes (for example, to reflect, record, persuade). ELAR.12.3.a. The student expands vocabulary using a variety of methods and strategies.

Introduction/ Warm-up: Use Question #2 under the Writing Options on p. 169 as a journal writing topic. Allow

time for volunteers to read their responses. Concept Development: Read aloud with students the information about the Author’s Style on p. 168 of the

student text. Discuss how the author’s style is exemplified in the excerpts on that page, using activities A and B under Analysis of Style.

Student Practice: Working together in pairs, have students complete activity C under Analysis of Style on

p.168, finding examples of the author’s style in the any of the two tales or the Prologue. The partners should then share their examples with the whole group.

If needed, allow time to complete the skits.

Next Steps/ Linkages: Assign students the Vocabulary in Action activity on p. 170 of the student edition.

Day 11


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Objectives: ELAW.12.2.f. Organize ideas in writing to ensure coherence, logical progression, and

support for ideas. ELAW.12.2.g. Increasingly employ precise language to communicate ideas clearly and concisely. ELAW.12.5.a. Generate ideas and plans for writing by using prewriting strategies. ELAW.12.5.c. Select and develop ideas to address the purpose and audience. ELAW.12.5.d. Develop drafts.

Introduction/ Warm-up: Have students write in their journals in response to the question: Which of the characters from the Canterbury Tales would you most like to meet in person? Why? Concept Development: Introduce the concept of a written personality profile, using the information in the

student text on p. 200 and the notes in the margins of the Teacher’s Edition. Be sure to review the Rubric in the Basics in a Box on p. 200.

Explain that students will write a personality profile of one of the characters from the Canterbury Tales. They will write the profile as if they have actually met this character. They will use details from the tales, including quotations and dialogue if they wish. All quotes from the tales must be documented properly.

Student Practice: Read and discuss with students the Writing Workshop, pp. 201-203. Discuss the

Student Model paper on p. 201, and how it fulfills the rubric. Also note how it is different from the prompt that students will be responding to: the model is an observation of an actual person, while students will be writing about a literary character. Students may wish to review their journal entries and other writing they have done during this unit as they begin drafting. They may also want to create a chart like the one on p. 202 to use as they prewrite and draft. Duplicate the Personality Profile prewriting chart from p.25 of the Writing Transparencies and Copymasters book.

Assessment: Informally assess students’ progress as they begin to write. Monitor and provide help

where needed. Next Steps/ Linkages: Tell students to complete their drafts for homework and be ready to work in peer

response groups the following day.

Day 12


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Objectives: ELAW.12.2.d. Write descriptive, narrative, and expository paragraphs.

ELAW.12.2.f. Organize ideas in writing to ensure coherence, logical progression, and support for ideas. ELAW.12.2.g. Increasingly employ precise language to communicate ideas clearly and concisely. ELAW.12.2.h. Use formal and informal language appropriately. ELAW.12.5.d. Develop drafts. ELAW.12.5.e. Revise selected drafts. ELAW.12.5.f. Edit drafts for specific purposes. ELAW.12.5.h. Proofread own writing and that of peers. ELAW.12.6.a. Develops and uses criteria to evaluate writing. ELAW.12.6.b. Engage in conferences concerning aspects of one’s own writing and the writing of others. ELAW.12.2.g. Increasingly employ precise language to communicate ideas clearly and concisely. ELAW.12.2.h. Use formal and informal language appropriately. ELAW.12.3.a. Employ written conventions appropriately (for example, capitalizing and punctuating when producing a bibliography). ELAW.12.3.b. Spell with increasing accuracy. ELAW.12.4.a. Produce error-free writing in the final draft. ELAW.12.4.b. Use varied sentence structure and sentence combining to express meaning and achieve desired effect.

Introduction/ Warm-up: Give students a few minutes to review their drafts. Handout the Peer Response Form:

Personality Profile from pp. 53-54 of the Unit One Resource book. Concept Development: Review and discuss with students the questions on the Peer Response form. You may

wish to add questions based on additional criteria you want students to evaluate. Assign students to work in groups of four, mixed according to ability level, gender, and ethnicity.

Student Practice: Students will work in groups of four to read aloud and comment on one another’s drafts.

The writer will read his paper aloud, while partners listen and make comments using the Peer Response worksheets. (To avoid duplicating multiple copies of the Peer Response sheets for each student, you may wish to have students write their comments for each paper on a separate sheet of notebook paper.) Group members will take five minutes to discuss their comments for each writer’s paper, and will give the writer their written comments as well. Use a timer to keep students on task and to keep the activity moving along.

Day 13


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Day 13 con’t. Student Practice con’t.: Review with students pp. 203-4 of the Writing Workshop in the student book. In

addition, refer to pp.1376-7 of the Writing Handbook in the student book to review with students how to correctly insert a quotation from the tales. You may wish to elaborate on the Target Skill of Adding Detail on p. 204 by teaching a mini-lesson on showing, not telling, using descriptive details to bring their character to life. If so, use Writing Transparency #22 from the Writing Transparencies and Copymasters Book.

Students revise their writing and prepare a final draft to turn in the next day.

Assessment: Informally assess students’ progress and give help where needed. You may wish to conduct brief conferences with student writers.

Next Steps/ Linkages: Duplicate and distribute the Rubric for Evaluation on p. 59 of the Unit One Resource

Book. Review the criteria with students and add criteria if you wish. Objectives: ELAW.12.2.a. Write for a variety of authentic purposes (for example, to reflect, record,

persuade). ELAR.12.2.a. The student selects and reads a variety of texts from varied sources for a

variety of purposes. ELAR.12.2.b. The student understands literary forms and terms as appropriate to

selected texts. ELAR.12.2.d. The student analyzes narrative text structure and its features. ELAR.12.2.f. The student recognizes and uses literary terms to analyze text. ELAR.12.2.g. The student identifies and analyzes a variety of literary devices. ELAR.12.2.i. The student interprets text through varied response. ELAR.12.2.j. The student evaluates text through critical analysis. ELAR.12.5.a. The student uses a variety of strategies prior to reading to enhance

comprehension. ELAR.12.5.b. The student uses a variety of strategies during the reading process to

monitor and enhance comprehension. ELAR.12.5.c. The student analyzes text structure for its influence on understanding. ELAR.12.5.f. The student draws inferences using support from a text. (conclusions,

generalizations, predictions) ELAR.12.5.g. The student demonstrates skill in comprehension through his/her response to a variety of questioning strategies.

Day 14


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Day 14 con’t. Introduction/ Warm-up: Use Communication transparency #18 from the Communications Transparencies

and Copymasters book. This transparency shows an illustration of Chaucer reading his works. Ask students to write a journal entry on the topic: As you look at the illustration of Chaucer reading his works, think about how we tell or share stories today. Write a short comparison of storytelling in Chaucer’s time and storytelling today. Allow time for students to share their responses. Collect the final drafts of their essays.

Concept Development: Using the information on p. 171 of the student text, explain the influence of Boccaccio, the Italian writer, upon Chaucer. Read the information under “Storytelling Across Cultures” and “Build Background.” Student Practice: Students will read the selection, “Federigo’s Falcon,” starting on p. 172. You may wish to have students do the Reader’s Notebook chart as described on p. 171. You may

duplicate a Cause and Effect chart from p. 41 of the Unit One Resource Book. This is a relatively short selection, and one which students are likely to enjoy because of the twists and turns of fate within the story. If you wish, use the Audio Library so that

students may listen as they read.

You may wish to assign the students to respond to some or all of the questions on p. 177 when they have finished reading the story. You may also use these questions for oral discussion.

Assessment: To assess students’ comprehension of this story, you may use the Selection Quiz on p. 44 of the Unit One Resource Book, or use the Selection Test on p. 23 of the

Formal Assessment Book. If you wish to give a test on the entire Chaucer unit, use the Test Generator and select questions from the testbank, or add your own questions, to create a customized test for all of the tales.


21

Appendix: Suggested Resources

Attachment/ Activity

Resource Page Number

Prologue The InterActive Reader pp. 34-52 Active Reading Skillbuilder: Characterization Unit One Resource Book p. 26 Audio Library Words to Know Skillbuilder Unit One Resource Book p.28 Daily Language Transparency Grammar Transparencies and Copymasters #2 Literary Analysis Skillbuilder: Tone Unit One Resource Book p.27 Selection Quiz—Prologue Unit One Resource Book p.29 Characterization Literary Analysis Transparencies and

Copymasters p.21

Formal Presentations Communications Transparencies and Copymasters

#10

Holistic Guide, Rubric for Oral Presentations Teacher’s Guide to Assessment and Portfolio Use

pp.31-2

Selection Test—Prologue Formal Assessment Book pp.16-17 Active Reading Skillbuilder: Predicting Unit One Resource Book p.31 Literary Analysis Skillbuilder: Moral Tale Unit One Resource Book p.32 The Pardoner’s Tale video Literature in Performance Video Series The Pardoner’s Tale activities Literature in Performance Video Resource

Book pp.9—14

Selection Quiz—The Pardoner’s Tale Unit One Resource Book p.34 Selection Test—The Pardoner’s Tale Formal Assessment Book p.19 Words to Know Skillbuilder Unit One Resource Book p.33 Active Reading Skillbuilder: Analyzing Structure

Unit One Resource Book p.36

Literary Analysis Skillbuilder: Narrator Unit One Resource Book p. 37 Daily Language Transparency Grammar Transparencies and Copymasters #3 Selection Quiz—The Wife of Bath’s Tale Unit One Resource Book p. 39 Selection Test—TheWife of Bath’s Tale Formal Assessment Book p.21 Words to Know Skillbuilder Unit One Resource Book p.38 Identifying and Analzying Artistic Elements in Literary Texts

Communications Transparencies and Copymasters Book

#13

Prewriting Chart:Personality Profile Writing Transparencies and Copymasters Book

p.25

Peer Response Form: Personality Profile Unit One Resource Book pp.53-4 Writing Transparency #22 Writing Transparencies and Copymasters p.22 Rubric for Evaluation Unit One Resource Book p. 59 Fine Art Transparency Communications Transparencies and

Copymasters Book #18

Active Reading Skillbuilder: Cause and Effect Unit One Resource Book p.41 Selection Quiz—Federigo’s Falcon Unit One Resource Book p. 44 Selection Test—Federigo’s Falcon Formal Assessment Book p.23 Test Generator

Grade 12 Model Unit - McDougal Littell · reading the Prologue in The InterActive Reader, on pp....

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Transcript of Grade 12 Model Unit - McDougal Littell · reading the Prologue in The InterActive Reader, on pp....