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. |
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Timeline of Implementation: |
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| Day 1 | Introduction of Middle Ages, Chaucer, and Canterbury Tales |
| Day 2 | Tone: Satirical – find 15-20 synonyms
Read Prologue – create character webs – irony, tone, satire |
| Day 3 | Finish Prologue and Character Webs
HW: Create your own pilgrim -use irony, tone, satire (annotate to show terms) |
| 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 – coat_of_arms_assignment |
| Day 11 | Middle Ages Common Assessment
Present Coat of Arms |
| Materials and Resources (include digital resources):
English IV textbook, Merlin DVD, Smartboard, powerpoint
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Essential Question(s): (Big ideas written as questions… should be written as open ended to allow for in depth exploration)
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| 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
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| 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
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| Literary Text Considerations:
Canterbury Tales, Merlin (movie), Sir Gawain and the Green Knight
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| Informational Text Considerations:
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| Language/Grammar Focus:
Sentence Fragment and Run-Ons |
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| Language/Academic Vocabulary:
SAT words |
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| Speaking & Listening:
Listening to and understanding the themes in Merlin |
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| Writing:
Creating a written example of a new pilgrim in Chaucer’s style using characterization, irony, and satire |
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| Evidence of Success/Closure/Assessment:
Early Ages Common Assessment
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