Daily Lesson Plans s3
Daily Lesson Plans
Day and Date: / Monday, Nov. 16Standard: / ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ELAGSE11-12RL6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
ELAGSE11-12W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELAGSE11-12W8 Gather relevant information from multiple authoritative print and digital source.
ELAGSE11-12W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
EQ: / How do the characters of The Canterbury Tales reflect the values and beliefs of Medieval England? How does Chaucer develop his pilgrims in both characterization and storytelling?
Lesson Goal: / Students will understand how the characters of the Canterbury Tales reflect the lives of the people of the Medieval England and how Geoffrey Chaucer satirizes each of the character’s careers.
Activator: / As a team describe how Chaucer satirizes your character. Is it through personality or physical traits? Explain your answer and post your response in the Discussion thread at the bottom of this page.
Performance Tasks: / 1. In teams, students will continue to research and record notes on their character from the Canterbury Tales.
2. The group’s illustrator needs to have the drawing of their character completed and teammates need to add their findings from the research to the illustration. All five components (mind, heart, mouth, body and feet) for the character analysis need to be completed.
3. Teams need to review their research and analysis and be ready to present their character at next class meeting.
Summarizer: / All five components of the character analysis need to be completed.
Differentiation: / Students will be given a choice as to which part of the project to complete.
Assessment/Evaluation: / project
Materials Needed: / iPad, graphic organizer
Day and Date: / Tuesday, Nov. 16
Standard: / ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ELAGSE11-12RL6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
ELAGSE11-12W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELAGSE11-12W8 Gather relevant information from multiple authoritative print and digital source.
ELAGSE11-12W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
EQ: / How do the characters of The Canterbury Tales reflect the values and beliefs of Medieval England? How does Chaucer develop his pilgrims in both characterization and storytelling?
Lesson Goal: / Students will understand how the characters of the Canterbury Tales reflect the lives of the people of the Medieval England and how Geoffrey Chaucer satirizes each of the character’s careers.
Activator: / 1. In partners, read the two summarized tales of The Reeve and The Miller, two characters of The Canterbury Tales that appear below as JPEGs. Note that the Miller’s tale is one of the dirtiest tales told by the pilgrims and stands as a classic joke in British “potty” humor.
2. Create a Popplet in which you first identify all the characters in the tale and a brief description of each of their personalities or physical features. Next in another Popplet, identify at least five important plot events.
Performance Tasks: / 1. Watch the animated Miller’s and Reeve’s tales from The Canterbury Tales. Notice how Chaucer also satirizes his characters in their tales. In this video clip, the Reeve and Miller go back and forth with their tales in which they pick on each other’s career. The video is below.
2. As you watch, determine the tale’s theme and and how it is satirical.
3. Teacher led discussion on the two tales and make sure all teams are ready to present their character analyses tomorrow in class.
4. The group’s illustrator needs to have the drawing of their character completed and teammates need to add their findings from the research to the illustration.
Summarizer: / All five components of the character analysis need to be completed.
Differentiation: / Students will be given a choice as to which part of the project to complete.
Assessment/Evaluation: / project
Materials Needed: / iPad, graphic organizer
Day and Date: / Wednesday, Nov. 18
Standard: / ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ELAGSE11-12RL6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
ELAGSE11-12W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELAGSE11-12W8 Gather relevant information from multiple authoritative print and digital source.
ELAGSE11-12W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
EQ: / How do the characters of The Canterbury Tales reflect the values and beliefs of Medieval England? How does Chaucer develop his pilgrims in both characterization and storytelling?
Lesson Goal: / Students will understand how the characters of the Canterbury Tales reflect the lives of the people of the Medieval England and how Geoffrey Chaucer satirizes each of the character’s careers.
Activator: / Teams should be ready to present their character analyses today. Students will receive a character chart to record their peer’s findings on each character that is presented.
Performance Tasks: / 1. Teams will present their character analyses. This will involve students coming to the front of the classroom with a larger scale illustration of their character and sharing with the class what they discovered in their research and literary analysis of their character.
2. Students in the audience will record character names, personalities, physical features, satirical characteristics and tale themes in a graphic organizer provided by the teacher.
Summarizer: / Which character presented today appears to be the most satirized by Chaucer? Why?
Differentiation: / Students will be given a choice as to which part of the project to complete.
Assessment/Evaluation: / project
Materials Needed: / iPad, graphic organizer
Day and Date: / Thursday, Nov. 19
Standard: / ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ELAGSE11-12RL6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
ELAGSE11-12W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELAGSE11-12W8 Gather relevant information from multiple authoritative print and digital source.
ELAGSE11-12W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
EQ: / How do the characters of The Canterbury Tales reflect the values and beliefs of Medieval England? How does Chaucer develop his pilgrims in both characterization and storytelling?
Lesson Goal: / Students will understand how the characters of the Canterbury Tales reflect the lives of the people of the Medieval England and how Geoffrey Chaucer satirizes each of the character’s careers.
Activator: / Teams should be ready to present their character analyses today. Students will receive a character chart to record their peer’s findings on each character that is presented.
Performance Tasks: / 1. Teams will present their character analyses. This will involve students coming to the front of the classroom with a larger scale illustration of their character and sharing with the class what they discovered in their research and literary analysis of their character.
2. Students in the audience will record character names, personalities, physical features, satirical characteristics and tale themes in a graphic organizer provided by the teacher.
Summarizer: / Which character presented today appears to be the most satirized by Chaucer? Why?
Differentiation: / Students will be given a choice as to which part of the project to complete.
Assessment/Evaluation: / project
Materials Needed: / iPad, graphic organizer
Day and Date: / Friday, Nov. 20
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Performance Tasks: / Make Up Day
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