The Canterbury Tales: What is my place in society?

EQ: What is my purpose?

Literary Focus: Verbal irony/satire

Day One

Learning objective: Formulate an idea of humans’ purpose in life and be able to articulate this idea.

Learning target: journal paragraph, paragraph on one of the 6 life questions

  1. Journal: “Your purpose in life is to find your purpose and give your whole heart and soul to it” Gautama Buddha

Write at least 4 sentences in reaction to this quote. We will discuss.

  1. What color is your personality quiz?

Write me a paragraph on the same page as your journal: How close is your color description to what you see in yourself? What do you agree and disagree with.

  1. Read article “6 Powerful Questions That Will Change Your Life Forever”

Answer these questions for yourself but keep them in your notes. Last paragraph of the day on the same sheet. Put one of your answers in paragraph form.

Day Two

Learning objective: Relate the history of the Middle Ages to the characters in CT then compare one character to a modern occupation

Learning target: Complete sheet describing one character and relating the occupation to a current occupation

  1. Brief Chaucer/Middle Ages introduction/review
  • How the Norman Conquest created the Middle Age
  • How the English language changed
  • How the Crusades and Thomas a Beckett affected the literature of the time
  1. Job quiz and I-search. Sheet for guided note taking. Go to the library.

Day Three

Learning objective: Relate the history of the Middle Ages to the characters in CT then compare one character to a modern occupation

Learning target: Complete sheet describing one character and relating the occupation to a current occupation

  1. Discuss MI/Chaucer notes and read the remainder of the Prologue
  • What are the three classifications of characters? Church, urban (middle class), feudal (country)
  • Divide them into the classifications and give brief descriptions

Give students a character and have them determine the characteristics of the character. Canterbury Tales Prologue sheet. Color pilgrim sheet to present.

  1. Article to read with guiding questions for homework.

Day Four

Learning objective: Understand the idea of satire; analyze satire in writing and pictures

Learning target:Determine the satire in a non-fiction article. Analyze a song for meaning and prove with text.

  1. Definition of satire. Groups to discuss the articles and satire with guiding questions.
  2. Satire pictures
  3. Look at political cartoons
  4. Look at Chaucer’s characters

GoodBad

KnightMonk

YeomanCook

ParsonPardoner

  1. Song: “Dive In” Dave Matthews Band
  1. Library to type I-Search

Day Five

Learning objective: Understand the ideaallegory and relate it to Animal Farm

Learning target: Analyze poem from AF and chapters 1-2

  1. 1984/Animal Farm background with Orwell
  2. Summary of the Russian Revolution.
  3. Allegory definition. Give character lists and description so students can begin to judge symbolism of each character.
  4. “Shooting an Elephant” read/questions/ discuss

Honors: Essay: The officer did/did not do the right thing. Honors to complete for homework and type.

Academic : Long paragraph: The officer did/did not do the right thing.

Honors: Assign chapters 1-3

Day Six Academic

Learning objective: Understand the ideaallegory and relate it to Animal Farm

Learning target: Analyze poem from AF and chapters 1-2

  1. I-search due
  2. Journal: “He who has a why to live for can bear almost any how.” Friedrich Nietzsche

Write at least 4 sentences in reaction to this quote. We will discuss

  1. “Beast of England”

Read poem together and discuss understanding and analyzing poetry questions.

  1. Read chapters 1-2 with guided questions.

Day SixHonors

Learning objective: Understand the basics of the plot to understand Orwell’s theme later

Learning target: Create a Big Brother passage

  1. I-search due
  2. Journal: “He who has awhy to live for can bear almost any how.”
    ― Friedrich Nietzsche

Write at least 4 sentences in reaction to this quote. We will discuss

  1. Reading quiz
  2. Discuss the basics of the plot.
  3. Assign each student another student to watch throughout the class period. They will need to write a “report” to Big Brother about what the student does in class today. Include times, make it objective. DON’T USE THE NAME. We will read next day and try to determine who it is.
  4. IPADS. Reading articles/video clip. Work in threes to develop a position speech for a political candidate whether to call for full disclosure of a government organization which currently has complete anonymity but uses phone records and phone location services to track citizens and aliens, legal and illegal, in the US without subpoena as the organization sees fit. (grade based on the use of evidence and the tone of the speech)
  5. Assign to read 4-7

Day Seven Academic

Learning objective: Analyze codes of law from various societies to relate them to those in AF

Learning target: Guided questions and 5 KHS rules.

  1. Reading quiz
  2. Look at Ten Commandments, Hammurabi’s Code, and the Seven Commandments with guided questions but consider similarities and differences.

Choose 5 rules at KHS and write commandments for them. Present.

  1. Assign chapter 3

Day Seven Honors

Learning objective: Understand the importance of language

Learning target: Writing using “Newspeak”

  1. Journal: How did it feel yesterday knowing that someone was watching you secretly?
  2. Play word game(describe something without using word) and discuss the difficulties of explaining yourself without words
  3. Write a description of day without words.
  4. “Orwell in 08” read and answer question, work with partner
  5. Assign to read chapter 8, part 2 chapter 1

Day Eight Academic

Learning objective: Consider Romantic Age and how it relates to the ideas of Animalism

Learning target: Writing own poems

  1. Slim your commandments down to one slogan and discuss chapter 3
  2. Boxer-symbolizes, means for the revolution and new system
  3. Mollie-same questions
  4. Benjamin-same questions
  5. Ritual of Sunday-what is important about this ritual
  6. What commandments have already been broken?
  7. Write a letter to the editor to support either Snowball or Napoleon as the leader. Write in the form of one of the animals.
  8. “The World is too Much with Us”
  • Review of the Romantic Period
  • Review of Wordsworth
  • Describe a time when things were simpler for you.
  1. Assign 4-5

Day EightHonors

Learning objective: Show comprehension of Part One and consider the character of Winston and be able to share these thoughts in an essay

Learning target: In class essay

  1. Quiz on part 1
  2. Discuss chapter 8 and chpt 1
  3. Why does Winston want to attack the girl?
  4. What type person is Winston?
  5. Why does Winston change so suddenly with the note?
  6. In class writing:
  7. “The World is too Much with Us” (same sheet as academic)
  • Review of the Romantic Period
  • Review of Wordsworth
  • Describe a time when things were simpler for you.
  1. Assign chapters 2-5, part 2

Day Nine Academic

Learning objective: Comparing the ideas of innocence and experience according to Blake’s ideas

Learning target: Venn diagram

  1. Assign chpt 6
  2. “Chimney Sweep” poems
  • Consider Romanticism
  • Blake introduction
  1. Venn diagram looking at both poems from innocence and experience using given characteristics
  2. Speaker
  3. Purpose
  4. Occasion
  5. “Do Politicians Care if They Get Caught Lying” with handout

Day NineHonors

Learning objective: Comparing the ideas of innocence and experience according to Blake’s ideas

Learning target: Venn diagram

  1. Assign chapters 6-8
  2. “Chimney Sweep” poems
  • Consider Romanticism
  • Blake introduction
  • Venn diagram looking at both poems from innocence and experience using given characteristics
  • Speaker
  • Purpose
  • Occasion
  1. “Do Politicians Care if They Get Caught Lying” with handout

Day Ten Academic

Learning objective: Understand the use of imagery and symbolism in poetry

Learning target: Complete the questions for John Keats

  1. Assign chapter 7
  2. “When I have fears” with handout

Day Ten Honors

Learning objective: Understand the use of imagery and symbolism in poetry

Learning target: Complete the questions for John Keats

  1. Assign chapters 9-10
  2. “When I have fears” with handout

Day Eleven Academic

Learning objective: Understand the role tone plays in writing

Learning target: Deciding on tone and purpose in speeches

  1. Quiz chapters 1-7
  2. Assign chapter 8
  3. Make a flow chart of the events of chapters 6-7. Discuss how the brainwashing of the animals is possible and how it is still possible today.
  4. Four corner questions to discuss peer pressure
  5. Video: Brain washing 101
  6. “Meditation 17”
  7. Tone in speeches: handout on speeches from Animal Farm

Day Eleven Honors

Learning objective:Understand the role tone plays in writing

Learning target: ICW: How has the Party made man an island?

  1. Quiz on part 2
  2. Assign chapters 1-2, part 3
  3. Video: Brain washing 101
  4. “Meditation 17” How has the Party brainwashed? ICW

Day Twelve Academic

Learning objective: Understand the use of paradox

Learning target: Questions from reading “Death be not proud”

  1. Assign chapter 9-10
  2. Totalitarianism and fable worksheets
  3. “Death be not Proud”
  4. Answer questions 1, 2, 4, 5, 7

Day Twelve Honors

Learning objective: Understand the use of paradox

Learning target: Questions from reading “Death be not proud”

  1. Assign chapters 3-end
  2. “Death be not Proud”
  3. Answer questions 1, 2, 4, 5, 7

Day Thirteen Academic

Learning objective: to show a full understanding of Animal Farm

Learning target: Test questions on the novel

Day Thirteen Honors

Learning objective: to show a full understanding of 1984

Learning target: Test questions on the novel

  1. Discuss the end of the novel
  2. Three comprehensive test questions

Day Fourteen Test on skills: reading passages, multiple choice, short answer