The Language of Literature Model Unit Grade 12
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.
1
The Language of Literature Model Unit Grade 12
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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The Language of Literature Model Unit Grade 12
Grade: 12th
Topic: Canterbury Tales
Week 1
Day 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/
Warm-up:
Tell students they will be reading and analyzing a medieval narrative poem.
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.
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The Language of Literature Model Unit Grade 12
Day 1 Con’t.
Student
Practice:
Assessment:
Next Steps/
Linkages:
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.
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.
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.
Day 2
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.
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The Language of Literature Model Unit Grade 12
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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The Language of Literature Model Unit Grade 12
Day 3
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.
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The Language of Literature Model Unit Grade 12
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.
Day 4
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.
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The Language of Literature Model Unit Grade 12
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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The Language of Literature Model Unit Grade 12
Day 5
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.
9
The Language of Literature Model Unit Grade 12
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.
Day 6
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.
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.
10
The Language of Literature Model Unit Grade 12
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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The Language of Literature Model Unit Grade 12
Day 7
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,
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.
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.
12
The Language of Literature Model Unit Grade 12
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.”
Day 8
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.
13
The Language of Literature Model Unit Grade 12
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.
Day 9
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.
14
The Language of Literature Model Unit Grade 12
Day 10
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.
15
The Language of Literature Model Unit Grade 12
Day 11
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.
16
The Language of Literature Model Unit Grade 12
Day 12
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.
17
The Language of Literature Model Unit Grade 12
Day 13
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.
18
The Language of Literature Model Unit Grade 12
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.
Day 14
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.
19
The Language of Literature Model Unit Grade 12
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.
20
The Language of Literature Model Unit Grade 12
Appendix: Suggested Resources
Attachment/
Activity
Resource
Page Number
Prologue
Active Reading Skillbuilder: Characterization
The InterActive Reader
Unit One Resource Book
Audio Library
Unit One Resource Book
Grammar Transparencies and Copymasters
Unit One Resource Book
Unit One Resource Book
Literary Analysis Transparencies and
Copymasters
Communications Transparencies and
Copymasters
Teacher’s Guide to Assessment and
Portfolio Use
Formal Assessment Book
Unit One Resource Book
Unit One Resource Book
Literature in Performance Video Series
Literature in Performance Video Resource
Book
Unit One Resource Book
Formal Assessment Book
Unit One Resource Book
Unit One Resource Book
pp. 34-52
p. 26
Unit One Resource Book
Grammar Transparencies and Copymasters
Unit One Resource Book
Formal Assessment Book
Unit One Resource Book
Communications Transparencies and
Copymasters Book
Writing Transparencies and Copymasters
Book
Unit One Resource Book
Writing Transparencies and Copymasters
Unit One Resource Book
Communications Transparencies and
Copymasters Book
Unit One Resource Book
Unit One Resource Book
Formal Assessment Book
Test Generator
p. 37
#3
p. 39
p.21
p.38
#13
Words to Know Skillbuilder
Daily Language Transparency
Literary Analysis Skillbuilder: Tone
Selection Quiz—Prologue
Characterization
Formal Presentations
Holistic Guide, Rubric for Oral Presentations
Selection Test—Prologue
Active Reading Skillbuilder: Predicting
Literary Analysis Skillbuilder: Moral Tale
The Pardoner’s Tale video
The Pardoner’s Tale activities
Selection Quiz—The Pardoner’s Tale
Selection Test—The Pardoner’s Tale
Words to Know Skillbuilder
Active Reading Skillbuilder: Analyzing
Structure
Literary Analysis Skillbuilder: Narrator
Daily Language Transparency
Selection Quiz—The Wife of Bath’s Tale
Selection Test—TheWife of Bath’s Tale
Words to Know Skillbuilder
Identifying and Analzying Artistic Elements in
Literary Texts
Prewriting Chart:Personality Profile
Peer Response Form: Personality Profile
Writing Transparency #22
Rubric for Evaluation
Fine Art Transparency
Active Reading Skillbuilder: Cause and Effect
Selection Quiz—Federigo’s Falcon
Selection Test—Federigo’s Falcon
21
p.28
#2
p.27
p.29
p.21
#10
pp.31-2
pp.16-17
p.31
p.32
pp.9—14
p.34
p.19
p.33
p.36
p.25
pp.53-4
p.22
p. 59
#18
p.41
p. 44
p.23