12th Grade English/Language Arts
Second Six Weeks: Week 1 - 3
Writer: Lacy Starnes/Evelyn Gilmore-Smith / TEKS:
1D, 2A, 2C, 3A, 4A, 5A, 5B, 7A, 9D, 13D, 15, 18, 25
Objective:
  • Students are introduced to Chaucer’s Canterbury Tales
  • Students read and analyze a tale that teaches a lesson
  • Speak clearly and to the point, using the conventions of language.
  • • Understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods.
  • Relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.
  • Synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.
  • Edit drafts for grammar, mechanics, and spelling.
  • Write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
  • Correctly and consistently use conventions of punctuation and capitalization.

Overview
In class, introduce Geoffrey Chaucer and brief context/historical background of Canterbury Tales.
In the Canterbury Tales, students should be introduced to:
  • The framed narrativewith text evidence and a paragraph of explanation.
  • Chaucerian Couplets
  • Literary elements: dialogue, allegory, exemplum, character development, foil character, and irony.
Students should read: The General Prologue, The Pardoner’s Tale
Culminating Project: Discuss and assign culminating projects in group of 2 – 3 students. Develop a poster of a character on the journey. Poster must include a picture of the person; direct characterization labeled and with text evidence and a paragraph of explanation; indirect characterization labeled and with text evidence and a paragraph of explanation; and social commentary labeled and with text evidence and a paragraph of explanation.
Essential Questions:
Who is Geoffrey Chaucer?
What is the importance of context behind TheCanterbury Tales?
What is the Canterbury Tales?
How does literature reflect culture?
Suggested Lesson Ideas:
  1. Journaling : Have students write weekly during Canterbury Tales unit about the nature, morals, and characteristics of the pilgrims and how they reflect culture past and present.
  2. Introduce Vocabulary to The Canterbury Tales using Vocabulary Warm-ups and Vocabulary Builder.
  3. Introduce English Church and People and Characterization and Social Commentary to build background knowledge.
  4. A Brief History of the Canterbury Tales(Consult page 90-91 in literature textbook).
  5. Lead students through pages 90-91, discussing what a pilgrimage is and how the storyline is built. (Define and explain the idea of a framed narrative.) Also, address how Chaucer introduces his characters and he uses characterization as a means to promote his themes.
  6. Introduce the author and background features. Geoffrey Chaucer (Please consult literature textbook on page 92 – 93.)
  7. Lead students through pages 92-93, emphasizing the writing background of Chaucer and what lead him into writing The Canterbury Tales.
  8. Introduce students to The Prologue by reviewing with students the life of Chaucer and the literary device, characterization. This will allow students to be active readers as they read and note the various ways in which characterization is used by authors.
  9. The Prologue on pages 97-118. (If the teacher does not want to read all the way through, it is suggested to break up the prologue by assigning a student pair a character. Each student and his/her partner will assess who their character is and then report it back to class. This is a great opportunity to allow the students to teach each other. The teacher could require they illustrate with a visual or dress up as their character depending on time constraints.)
  10. Begin reading The Prologue orally, asking gist questions such as: Who are the pilgrims? What do you know about them? Where and under what circumstances does The Prologue take place?
  11. Read “The Prologue” for Guided Significant Moments: Engage students with a model of an explanation of a significant moment about character development from a text studied earlier.
  12. The Pardoner’s Tale on pages 127-134
  13. Before ReadingStudents should be informed that this is a Cautionary Tale concerning the consequences of greed.
  14. Display proverbs and ask students to reflect and write on one of the following:
"Money makes the man."
"The love of money is the root of all evil."
"Greed is the root of all evil" [Radix malorumestcupiditas]
  1. During Reading:Other suggestions to cover while reading: defining the allegory, character development, character foil, and irony.
  2. After Reading: How does the Pardoner’s Tale reflect that of society?
  3. Administer Second Six Weeks Assessment.
  4. The Wife of Bath’s Tale on pages
  5. Allow students to view the picture of the Wife of Bath and speculate on her profession.
After Reading
  1. Answering Text-Specific Interpretive Questions: Students should return to the text a third time to answer text-specific interpretive questions. Some possible questions for students to answer are as follows:
• Select three pilgrims and describe how their outward appearances reflect their personalities?
• Select one pilgrim and describe him/her as he appears to Chaucer, the writer and Chaucer, the pilgrim.
• Students should use text evidence to support their responses and respond in their Reader’s/Writer’s Notebook.
  1. • Facilitating an Inquiry-based Discussion: Allow students to share responses, first with a partner, then in the whole group by setting up an inquiry-based discussion.
• Analyzing Author’s technique: Students should return to the text to analyze the author’s use of irony in characterization. Students should select one pilgrim and interpret the irony Chaucer uses in his character’s portrayal. Model for students what this writing might look like. When completed, consider having volunteers share their responses.
  1. Consider having students write a follow-up response to the question: What is Chaucer saying about the morals of the people of the Medieval period? Students should use the text and their understanding of Chaucer’s use of irony to support their responses.

Suggested Assessment:
“Characters” presentation from Chaucer’s General Prologue
Reading Check
Critical Reading
Literary Analysis, page 135
Vocabulary Lesson
Selection Test
Resources:
Prentice Hall Literature Textbook
Teacher created material
12th Grade English/Language Arts
Second Six Weeks: Week 5 - 6
Writer: Lacy Starnes/Evelyn Gilmore-Smith / TEKS:
1D, 2A, 3A, 4A, 5A, 5B, 7A, 9D
Objective:
  • Students are introduced to Adjectival, Adverbial, and Noun Phrases
  • Student will be able to apply conventions in editing and revising a piece of writing.

Overview
In class, introduce or re-teach phrases: prepositional, adjectival, adverbial, and noun.
Culminating Project: Discuss and assign culminating projects in group of 2 – 3 students. Develop a poster of a character on the journey. Poster must include a picture of the person; direct characterization labeled and with text evidence and a paragraph of explanation; indirect characterization labeled and with text evidence and a paragraph of explanation; and social commentary labeled and with text evidence and a paragraph of explanation.
Suggested Lesson Ideas:
1.Introduce and or re-teach all phrases.
2.Instructor must develop Mini-Lesson on Adjectival, Adverbial, and Noun Phrases.
3.Complete grammar/conventions exercises for reinforcement as needed.
4.“from the Decameron” by Giovanni Boccaccio; “Federigo’s Falcon.”
5.Introduce the author’s biography to build background knowledge.
6.Use Activating Knowledge from the teacher’s edition as a Quickwrite.
7.Read each selection using reading check and critical reading to assess comprehension.
8.Suggested choices for Class Discussion: Socratic Seminar/Accountable Talk/Inner-Outer Circles/Comparing Frame Stories.
9.To check comprehension use Critical Reading and Literary Analysis.
10.Administer Selection Test.
11.Review Canterbury Tales, “from the Decameron”, and “Federigo’s Falcon.”
12.Administer Common/Summative Assessment.
13.Review Summative Assessment/Six Weeks Test.
14.Compose Essay on page 153 – Writing Lesson: Expository Text.
15.Allow time for students to complete Culminating Projects for The Canterbury Tales.
16.Develop a presentation rubric and allow students to present their projects to the class and develop a classroom/hallway display of the Road to Canterbury.
17.Timed Writing: Students will write an comparison contrast essay of the Frame Stories.
Suggested Assessment:
Culminating Project
Reading Check
Timed Essay
Selection Test
Literary Analysis
Critical Reading
Common/Summative Assessment/Six Weeks Test
Writing Lesson:Expository
Resources:
Prentice Hall Literature Textbook
Teacher created material

English IV Checklist

Second Six Weeks

At the completion of the Second Six weeks, the student will be able to:

______Apply grammar conventions (adjectival, adverbial, and noun phrases) in writing

______Compose quickwrites

______Journal

______Demonstrate mastery on Reading Skill, Critical Reading, Literary Analysis, and Selection Test.

______Summarize and analyze Chaucer’s Canterbury Tales

______Develop and present a culminating project

______Write a timed comparison/contrast essay of the frame stories

______Compose Expository Text essay, page 153

______Compose and essay or quickwrite on morals of the pilgrims

______Compose an essay/quickwrite on proverbs.

______Participate in an inquiry based discussion

______Analyze the author’s technique

______Answer text specific interpretive questions

______Pass a Six Weeks Assessment

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