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Following successful completion of this lesson, students will be able to:
- Examine how characterization enhances a story
- Analyze the theme of avarice in “The Pardoner’s Tale”
- Interpret details from the text
- Collaborate with others in the writing process
- Create a rhyming couplet exemplum
The above objectives correspond with the following Alabama Course of Study Objectives:
CCRS 2Determine 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.,
CCRS 3Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).,
CCRS 4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. ,
CCRS 9By the end of Grade 12, read and comprehend literature, including stories, dramas, and poems, at the end of the Grades 11-College and Career Readiness (CCR) text complexity band independently and proficiently. ,
CCRS 21Write narratives to develop real or imagined experiences or events using effective technique , well-chosen details, and well-structured event sequences. ,
CCRS 21aEngage 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, characters, or both; create a smooth progression of experiences or events.,
CCRS 21bUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.,
CCRS 21cUse 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).,
CCRS 21dUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.,
CCRS 21eProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.,
CCRS 23Develop 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 the first three standards in the Language strand in Grades K-12.),
CCRS 24Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.,
CCRS 28Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences.,
CCRS 29Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.,
CCRS 29bWork with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed., and
CCRS 35Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.. |
Introduction
After Chaucer Pilgrim finished describing all the pilgrims on the trip to Canterbury, the pilgrims are ready to begin telling their stories. The group decides that the pilgrim who tells the story with the best moralexpressing or teaching a conception of right behavior will win a free dinner when he or she returns to London. As the pilgrims ride toward Canterbury, the Knight, the Miller, the Reeve, and the Nun each tell a tale. Next, it is the Pardoner's turn.
Introduction