Percy L. Julian High School
Journey Map
Teacher:BaltsasCourse:AP Literature and Composition Period 3
Dates: November 6- December 21, 2017
Mission / Vision / Targeted Instructional Area(TIA) / Essential Question
Our mission is to mold and prepare the hearts, minds, and hands of Percy L Julian students to be ready for citizenship, college, and career success. / Our vision is that all students who attend Percy L Julian will graduate with compassion, wisdom, and knowledge to be positive contributors in a global society. / PLJ’s TIA is to improve students’ abilities to comprehend and critically analyze high level text, assess text structure and features, and effectively respond to text verbally and in writing using evidence from the text to support answers. / What is required of me to effectively instruct and support students at Julian?
Theme: Reflecting on Society: Argument, Satire, and Reform
Overview: The Canterbury Tales provides the best contemporary picture we have of fourteenth-century England. Gathering characters from different walks of life, Chaucer takes the reader on a witty and revealing journey through medieval society.
Geoffrey Chaucer was a shrewd judge of human nature. He observed the people in his society and took their measure, recognizing their strengths, weaknesses, contradictions, and hypocrisies. In vivid stories, he painted word portraits of characters from all levels of society. They are funny, shrewd, mean-spirited, generous, miserly, foolish, honorable, and everything in between. As you read, listen, and view, consider what these texts show about how people view themselves and their society—and why their worldviews can be so wildly divergent.
This unit introduces students to the literature of the Middle Ages by focusing on Chaucer’s The Canterbury Tales. Students will examine the values and social structures revealed in societies past and present as they explore archetypal journeys through the lens of Chaucer’s pilgrims.
Although Chaucer’s fictional characters represent ranks and types, they come alive on the page as real people, individuals who defy type. For instance, although from outward appearances the Merchant is wealthy, he is deeply in debt—a secret he keeps from his fellow travelers. Such breaks in stereotypes provide readers with even greater insights into the daily lives of medieval people.
Literary Background
The popular genres in Chaucer’s day included romances (tales of chivalry), fabliaux (brief, bawdy, humorous tales), stories of saints’ lives, sermons, and allegories (narratives in which characters represent abstractions such as Pride or Honor). Each pilgrim in Chaucer’s Canterbury Tales chooses to tell a type of tale consistent with his or her character, and each of the major forms of medieval literature is represented. Chaucer wrote much of the Tales using the form he created, the heroic couplet, a pair of rhyming lines with five stressed syllables each.
Linguistic Background
The pronunciation of English underwent a major change between 1350 and 1700. Called the “Great Vowel Shift,” the pronunciation of all long vowels in Middle English underwent a transition. For example, before the Great Vowel Shift, “bite” in Middle English sounded like “beet,” and “meet” sounded like “mate.” Many of the inconsistencies of English spelling are a result of this shift.
Snapshots of an Era
In the Prologue, Chaucer sketches a brief, vivid portrait of each pilgrim, creating a lively sense of medieval life. Chaucer begins his survey with the courtly world, which centered on the nobility. Medieval nobles such as Chaucer’s Knight held land granted to them by a lord or king,
for whom they fought in times of war. In the middle ranks of medieval society were educated professionals, such as Chaucer’s Doctor. The lower orders included craftsmen, storekeepers, and minor administrators, such as the Reeve and the Manciple. Chaucer also included the various ranks of the church, a cornerstone of medieval society, through the Prioress and the Summoner.
Although Chaucer’s fictional characters represent ranks and types, they come alive on the page as real people, individuals who defy type. For instance, although from outward appearances the Merchant is wealthy, he is deeply in debt—a secret he keeps from his fellow travelers. Such breaks in stereotypes provide readers with even greater insights into the daily lives of medieval people.
Author’s Choices: StructureChaucer innovated the use of the heroic couplet, and his use of this form influenced generations of poets after him. A heroic couplet is a rhymed pair of lines written in iambic pentameter—a rhythmic pattern in which each line contains ten syllables, alternating between unstressed and stressed syllables. Some of Chaucer’s couplets are closed couplets, meaning their sense and grammatical structure are completed within the two lines. Others of Chaucer’s couplets instead feature enjambment, meaning their sense and grammatical structure continue past the end of the two lines into the line or lines that follow.
The Big Idea: Media and literature are often a comment on the social structures and attitudes of the time.
Essential Question(s):
- In what ways are values and social structures revealed in societies?
- How do values affect the journeys people take?
- How do we tell the tales of our journeys?
- How do authors and artists reveal their attitudes toward their subject matter?
- What are the social structures and values of our society today?
Common Core Standards:
LITERATURE
RL.11-12.1 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.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
The Lost and Found activity will reflect students’ knowledge and understanding of characterization as well as the author’s point of view and purpose.
RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
RL.11-12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
LANGUAGE
L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
WRITING
W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
The Mock Tale summative assessment will reveal students’ ability to employ writing and revision techniques to produce a polished narrative.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
The Extended Dialogue will demonstrate whether or not students are able to write dialogue to develop a scene illustrating their understanding of The Pardoner’s Tale.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)
W.11-12.9a Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.11-12.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
SPEAKING/LISTENING
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Content Specific Terminology:
pilgrim, clergy, pilgrimage, plague, crusade, pagan, relic, merchant, cleric, siege, chivalry, hypocrisy, sovereign, allotment, virtuous, agility, eminent, accrue, arbitrate, benign, guile, obstinate, frugal, duress, indulgence, avarice, transcend, preach, vice, repent, counterfeit, moral, grace, redeemed, sermon, covetousness, vicious, blasphemy, amend, perdition, absolution
ribaldry, ribald, jongleur, bawdy, extant, cuckold, rapacious
feudalism, Muslim, prologue, satire, frame story, friar, guilds, reeve, yeoman, parson, pardoner, prioress, miller, franklin, monk, summoner, manciple, verbal irony, situational irony, exemplum, theme, tone, rhyme scheme, couplet, slant rhyme, copy change
Literary/Figurative Terminology
Satire, irony, allusion, allegory, parody, framing narrative, conceit, fabliau
QuestionsFor Understanding (5 minimum) / For Deeper Engagement (5 minimum)
- What figurative language is used?
- What atmosphere (effect upon the reader) is created by the selection?
- What is the tone
- To what overall theme/lesson does the relationship between these elements lead the reader?
2.What is the effect of figurative language?
3.How is the complex relationship of characters
relevant to the themes?
Assessments
Formative / Summative
Viewing with a Focus:The Viewing with a Focus activities, Collaborative Annotation Chart, and Extended Anticipatory Guide will all demonstrate whether or not students are able to cite appropriate textual evidence to support their analysis.
FOR ANY VIDEO: Present and Discuss Choose the part of the video you find most interesting or powerful. Share your choice with a partner, and discuss why you chose it. Explain what you noticed about that part, what questions it raised for you, and what conclusions you reached about it.
The Collaborative Annotation Chart will demonstrate whether or not students are able to cite appropriate textual evidence to support their analysis.
Do-Say Chartwill demonstrate whether or not students are able to cite appropriate textual evidence to support their analysis.
Text Dependent Questions : The Text Dependent Questions will reflect students’ ability to analyze the author’s choices in structuring the text.
Lost and Found : The Lost and Found activity will reflect students’ knowledge and understanding of characterization as well as the author’s point of view and purpose.
Analysis Chart : The Analysis Chart will indicate students’ ability to determine two or more themes or central ideas of a text.
Vocabulary Notebook :The Vocabulary Notebook will show students’ ability to make and/or apply meaning of words and phrases as used in the text.
Quick-Writes : The Quick-Writes will provide a snapshot of students’ ability to write clearly in a style appropriate to the task.
Reflection Prompt: The Reflection Prompt will provide a snapshot of students’ ability to write clearly in a style appropriate to the task.. / Wreck the Text Activity : The Wreck the Text Activity will show students’ ability to make and/or apply meaning of words and phrases as used in the text.
Fakebook Page: The Fakebook Page and Mock Tale analysis will reflect students’ understanding of skills and concepts and the ability to apply them to their written pieces.
Mock Tale and Analysis Students’ mastery of the skills and concepts learned will be revealed in cited evidence in their final assessment piece. The Mock Tale summative assessment will reveal students’ ability to employ writing and revision techniques to produce a polished narrative.
End of Unit Response: After reading The Prologue of “The Canterbury Tales,” and “The Pardoner’s Tale, write a 4-6 page essay in which you analyze the techniques used in the poems to characterize the speakers/pilgrims and convey differing views of Medieval society.
Aligned with Listening/Speaking Standards
- Class discussions and brainstorming (all lessons) Collaborative Annotation Chart
- Round Robin
- Clarifying Bookmark
- Partner Pilgrim Analysis
- Three Step Interview
Extended Dialogue: The Extended Dialogue will demonstrate whether or not students are able to write dialogue to develop a scene illustrating their understanding of The Pardoner’s Tale
Close Reading
Text Title & Author
(3 minimum) / What are some guiding questions for the metacognitive log related to the text? (3/text)
Standing Up to Absolute Power (Launch Text)Explanatory Essay Model
This selection is an example of an explanatory text, a type of writing in which an author presents a thesis and organizes facts and examples to support it. / Give One–Get One Consider this question: What are three aspects of society today that I would like to reform, improve, or change?
- Write your responses on three sticky notes.
- Circulate and trade notes with classmates until you end up with three notes that are not your own. As you trade, talk to each classmate about how your responses differ and why you made the choices you did.
- Choose one of the notes that you think is most interesting, perhaps because it matches your own thoughts, or perhaps because you would never have thought of the same idea.
- Share that interesting note in a class discussion. Try to explain your classmate’s reasoning to the rest of the class.
- Use your discussion to generate a list of key aspects of society that your class would like to reform.
PROMPT: What factors lead people to criticize their society rather than simply accept it?
Lines 1-18 of the Prologue (page 129) /
- At the beginning of the performance, with what, according to the speaker, does April shower her?
- To what does the speaker compare April’s breath?
- Toward the end of the performance, the speaker refers to a role she will play for the evening. What is that role?
- Near the end of the performance, how does the speaker describe Chaucer’s tales?
- ANNOTATE: In lines 1–14, mark vivid sensory details describing the time of year.
- QUESTION: Why does Chaucer focus on these sensory details?
- CONCLUDE: What impression of the season do these details create?
Chaucer and the Canterbury Tales/ The Knight(lines 43-80)
Pages 130-131 / ANNOTATE: In lines 70–100 annotate at least four vivid details that describe the Knight and his son, the Squire.
QUESTION: How are the Knight and the Squire alike and different?
CONCLUDE: How does the author’s use of comparison and contrast make the picture of each character more vivid? \
Chaucer and the Canterbury Tales/ The Nun(lines 122-167)
Pages 132-34) / ANNOTATE: In lines 145–154, annotate the details that suggest sensitivity.
QUESTION: Why does the author emphasize this aspect of the Nun’s character?
CONCLUDE: What aspects of the narrator’s viewpoint are revealed by these details?
Chaucer and the Canterbury Tales/ The Monk(lines 169-212)
Pages 134-5 / ANNOTATE: In lines 193–208, mark details that suggest a fine, luxurious lifestyle.