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Middle Ages

Lesson Plan Title: Middle Ages

Subject/Grade:  H. English IV
Developed by: Kimberly Livaudais
JCS Unit Plan Name: Middle Ages
CCSS  Standard(s):

CCSS.ELA-Literacy.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.


CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).


W12.2 2. Write informative /explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


CCSS.ELA-Literacy.W12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Timeline of Implementation:

Day 1 Introduction of Middle Ages, Chaucer, and Canterbury Tales

 Middle Ages British Lit

Day 2 Tone: Satirical – find 15-20 synonyms

Read Prologue – create character webs – irony, tone, satire

CHAUCER Prologue and character web

Day 3 Finish Prologue and Character Webs

HW: Create your own pilgrim  -use irony, tone, satire (annotate to show terms)

Create your Own Pilgrim

Day 4 Share Pilgrims

Read Pardoner’s Tale

Day 5 Finish Pardoner’s Tale – Pardoners Tale

Irony Activity – Pardoners Tale Assignment

Day 6-8 Merlin movie – Merlin Study Guide
Day 9 Sir Gawain and the Green Knight – Study Questions for Sir Gawain and the Green Knight
Day 10 Finish Gawain

Create your own Coat of Arms – 


Day 11 Middle Ages Common Assessment

Present Coat of Arms

Materials and Resources (include digital resources):    

English IV textbook, Merlin DVD, Smartboard, powerpoint


Essential Question(s): (Big ideas written as questions… should be written as open ended to allow for in depth exploration)

  1. How and why do authors use satire?
  2. How does irony create a satirical effect?
  3. 3.     How do authors use characterization to create satire?
Activating Prior Knowledge: (What do students need to know for success and for understanding?)

Literary terms, Background on the Middle Ages and Chaucer, background on knights and the Code of Chivalry



Teacher Input (TIP):  (What are the main concepts that will be explicitly taught by the teacher?  Include details in the timeline)

Day one – Teacher will give background on the Middle Ages and Chaucer

 Day Two – The teacher will facilitate a brainstorming on satire and tone.  The teacher will introduce the Prologue of the Canterbury tales and explain character webs

Day Three- The teacher will read the Prologue to students and answer questions

Day Four – The teacher will facilitate students sharing their unique pilgrims and read the Pardoner’s Tale

 Day Five – The teacher will read the Pardoner’s Tale and assist students with irony analysis

Day Six- Eight – The teacher will show the movie Merlin.

Day Nine – The teacher will supervise students reading Sir Gawain and the Green Knight and answering analysis question

Day 10 – The teacher will introduce symbolism and the Coat of Arms assignment

Day 11 – The teacher will administer the final assessment


Literary Text Considerations: 

Canterbury Tales, Merlin (movie), Sir Gawain and the Green Knight


Informational Text Considerations:


Language/Grammar Focus:

Sentence Fragment and Run-Ons

Language/Academic Vocabulary:

SAT words

Speaking & Listening:

Listening to and understanding the themes in Merlin


Creating a written example of a new pilgrim in Chaucer’s style using characterization, irony, and satire

Evidence of Success/Closure/Assessment:

Early Ages Common Assessment


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