Lesson Plan Template (Modified for Ed.

300)
Lesson Author

Teacher Candidate

Haley Byrd

School Name
Lesson Topic

Literary Terms

Class/Grade Level

Language Arts/ 10

Subject

The Canterbury Tales

Lesson Overview
Lesson Title: DAY ONE
Literary Terms concerning The Canterbury Tales
Lesson Summary
Students will learn literary terms that will be applied to the text.
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will identify and define figurative language/literary terms.

WV NxtGen Standards

ELA.10.L.C17.2 demonstrate understanding of figurative language, word relationships and nuances in word
meanings.
interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.
analyze nuances in the meaning of words with similar denotations.
National Standards//21st Century Skill(s)
21C.O.9
12.1.LS.3

Studentcreatesinformationusingadvancedskillsofanalysis,synthesisandevaluationandsharesthis
informationthroughavarietyoforal,writtenandmultimediacommunicationsthattargetacademic,
professionalandtechnicalaudiencesandpurposes.(21stCenturySkill)

NCTE Standard 8 Students use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge.
Management Framework
40 Min Class
7 min journal
5 min intro of figurative language
10 min to create poster/visual with assigned word
5 min to distribute posters
3 min discussion of definitions
5 min intro of Geoffrey Chaucer/Canterbury Tales
5 min closure

Strategies
Direct instruction, active learning, inquiry-guided learning

Page 1 of 14

Instructional Procedures
Display video on figurative language, have students journal their answers
Introduction of figurative language
Divide class into groups of two
Assign one term to each group
Groups will have to search for definition on computer and create a poster depicting the term
Require students to have a clean sheet of paper
Pass posters around to each group to take notes on term
Collect posters and return to seats
Discussion of the terms/definitions and allow time for questions
Introduce The Canterbury Tales and weeks unit
Close by assigning WebQuest and passing out WebQuest sheet

Essential Questions
Unit Questions

How does status impact societys thoughts of someone?

How do you analyze medieval literature based on societal views?

Lesson Content
Questions

How is the knowledge of language used to help us to understand literature?

ASSESSMENT PLAN
Assessment Timeline
Before the lesson begins
Diagnostic

Journal on
video-https://youtu.be/S-uxMeNnt4nal

During the lesson assessment.

(Formative)

Class
discussion and
observation

After project work is completed

Formative

Posters

Lesson Details
Prerequisite Skills

Ability to access and navigate internet

Page 2 of 14

EXTENTED ACTIVITIES
If Student Finishes Early
Send student to Quizlet to review lit
terms

If Technology Fails
Discuss forms of figurative language in
todays culture
Use dictionary to find definition to
figurative language terms

If Lesson Finishes Early

Allow time to begin WebQuest
Assingment

DIFFERENTIATED IN STRUCTION/ ADAPTATIONS/ INTERVENTIONS

(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
This is how you will accommodate students individual needs as these needs relate to lesson objectives.
Special Needs
Students

Extra support on individual assignment. Explain the WebQuest and send a paper copy of
notes on how to navigate the website.

Nonnative
Speakers

Use more visual ways to present information.

Gifted/Talented
Students

Assign role to create poster, group together so both are working towards goal

Materials and Resources Required For Lesson

Technology Hardware (Click boxes of all equipment needed)
Camera

Laser Disk

VCR

Computer(s)

Printer

Video Camera

Digital Camera

Projection System

Video Conferencing Equip.

DVD Player

Scanner

Other WebQuest

Internet Connection

Television

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet

Image Processing

Web Page Development

Desktop Publishing

Internet Web Browser

Word Processing

E-mail Software

Multimedia

Other

Encyclopedia on CD-ROM
Printed Materials

WebQuest guide

Supplies
Internet Resources

WebQuest, annotation example (http://genius.com/Geoffrey-chaucer-the-canterbury-talesgeneral-prologue-class-page-annotated), journal video (https://youtu.be/-S-uxMeNnt4nal)

Other Resources

Any handouts, worksheets, WebQuest guides created for THIS Lesson should be attached behind this
page.

Page 3 of 14

Lesson Author

Teacher Candidate

Haley Byrd

School Name
Lesson Topic

The Canterbury Tales WebQuest and

Prologue

Class/Grade Level

Language Arts/ 10

Subject

The Canterbury Tales

Lesson Overview
Lesson Title: DAY TWO
The Canterbury Tales Prologue
Lesson Summary
Read portions of prologue relevant to this unit plan. Annotate and apply literary terms to reading.
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will apply knowledge of literary terms to the prologue.
Students will discuss their findings with the class.

WV NxtGen Standards

ELA.10.R.C2.4 determine the meaning of words and phrases as they are used in an informational text, including
figurative, connotative and technical meanings; analyze and defend the cumulative impact of
specific word choices on meaning and tone (e.g. how the language of a court opinion differs from
that of a newspaper).
ELA.10.SL.C14.1 present information, findings and supporting evidence, conveying clear and distinct perspective
such that listeners can follow the line of reasoning and the organization, development, substance
and style are appropriate to purpose, audience and task.
National Standards//21st Century Skill(s)
21C.O.9
12.2.LS.1

Studentengagesinacriticalthinkingprocessthatsupportssynthesisandconductsevaluationusing
complexcriteria.(21stCenturySkill)
NCTEStandard6Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to create, critique, and
discuss print and non-print texts.

Management Framework
40 Min Class
3 min journal
4 min review of WebQuest
3 min Quizlet
12 min Read out loud Prologue (lines1-42, and 445-529)
8 min group work applying figurative language to text
5 min discussion of work
5 min closure
Strategies
Game based learning, Collaborative learning, discussion

Instructional Procedures

Page 4 of 14

Journal Prompt
Review WebQuest questions and answers
Have students do Quizlet on lit terms, one bonus point for each correct answer. Must screen shot screen (Phone or tablet).
Read beginning of Prologue and the prologue about Wife of Bath and the Pardoner
Group students by fours and have them to apply lit terms to the text
Return to seats and discuss work
Assign reading of WOB

Essential Questions
Unit Questions

How does status impact societys thoughts of someone?

How do you analyze medieval literature based on societal views?

Lesson Content
Questions

After applying figurative language, is it easier to depict the meaning of the text?

ASSESSMENT PLAN
Assessment Timeline
Before the lesson begins
Diagnostic

Review of
webquest

During the lesson assessment.

(Formative)

Group
discussions

After project work is completed

Formative

Closure

Quizlet

Lesson Details
Prerequisite Skills

Figurative language
EXTENTED ACTIVITIES
If Student Finishes Early

If Lesson Finishes Early

Kahoot Game

If Technology Fails
Orally review lit terms

DIFFERENTIATED IN STRUCTION/ ADAPTATIONS/ INTERVENTIONS

(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
This is how you will accommodate students individual needs as these needs relate to lesson objectives.

Page 5 of 14

Extra support on individual assignment.

Special Needs
Students
Nonnative
Speakers

Use visuals, pair with students who speak native language

Gifted/Talented
Students

Encourage to apply more terms to text

Materials and Resources Required For Lesson

Technology Hardware (Click boxes of all equipment needed)
Camera

Laser Disk

VCR

Computer(s)

Printer

Video Camera

Digital Camera

Projection System

Video Conferencing Equip.

DVD Player

Scanner

Other Smart phone (iPad)

Internet Connection

Television

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet

Image Processing

Web Page Development

Desktop Publishing

Internet Web Browser

Word Processing

E-mail Software

Multimedia

Other Quizlet

Encyclopedia on CD-ROM
Excerpt of prologue, copy of Wife of Baths Tale

Printed Materials
Supplies

http://english.fsu.edu/canterbury/, https://quizlet.com/68747527/flashcards

Internet Resources
Other Resources

Any handouts, worksheets, WebQuest guides created for THIS Lesson should be attached behind this
page.
Lesson Author

Teacher Candidate

Haley Byrd

School Name
Lesson Topic

Wife of Bath

Class/Grade Level

Language Arts/10

Subject

The Canterbury Tales

Lesson Overview
Lesson Title: DAY THREE
Wife of Bath Intro
Lesson Summary
Intro of Wife of Baths tale
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will relate the tale to current context of roles of women.
Students will demonstrate knowledge of literature devices in terms of relating it to the text.
Page 6 of 14

Students will answer questions in complete sentences.

WV NxtGen Standards

ELA.10.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation and
spelling when writing.
use a colon to introduce a list or quotation. spell correctly.
ELA.10.L.C16.1 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.
National Standards//21st Century Skill(s)
21C.O.9
12.3.LS.4

Studentdemonstratesethicalbehaviorandworksresponsiblyandcollaborativelywithothersinthe
contextoftheschoolandthelargercommunity,andhe/shedemonstratescivicresponsibilitythrough
engagementinpublicdiscourseandparticipationinservicelearning.(21stCenturySkills)
NCTEStandard11Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities

Management Framework
40 min class
5 min journal
15 min PowerPoint
10 min Identify lit terms presented in PP
5 min discussion of WOB vs modern women
5 Closure
Strategies
Direct instruction, discussion, individual work

Instructional Procedures
Journal entry
Present PowerPoint and allow time for students to answer questions- have students provide answers and write them on the smart
board
Allow 10 min for students to complete the slide portraying lit terms
Discuss womens standards then vs now
Recap tale and dismiss class

Essential Questions
Unit Questions

Lesson Content
Questions

How does status impact societys thoughts of someone?

How do you analyze medieval literature based on societal views?
Based on medieval expectations, what do we know about the Wife of Bath?

Page 7 of 14

ASSESSMENT PLAN
Assessment Timeline
Before the lesson begins
Diagnostic

During the lesson assessment.

(Formative)

PowerPo
int questions

After project work is completed

Formative

Discuss
ion

Lesson Details
Prerequisite Skills

Medieval time period, WOB tale, lit terms

EXTENTED ACTIVITIES
If Student Finishes Early
Practice terms on Quizlet

If Lesson Finishes Early

Kahoot

If Technology Fails
Lecture PowerPoint conntent

DIFFERENTIATED IN STRUCTION/ ADAPTATIONS/ INTERVENTIONS

(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
This is how you will accommodate students individual needs as these needs relate to lesson objectives.
Special Needs
Students
Nonnative
Speakers

Keep on track with class, go over powerpoint with individually at end of class

Assign a peer tutor

Gifted/Talented
Students
Materials and Resources Required For Lesson
Technology Hardware (Click boxes of all equipment needed)

Page 8 of 14

Camera

Laser Disk

VCR

Computer(s)

Printer

Video Camera

Digital Camera

Projection System

Video Conferencing Equip.

DVD Player

Scanner

Other SmartBoard

Internet Connection

Television

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet

Image Processing

Web Page Development

Desktop Publishing

Internet Web Browser

Word Processing

E-mail Software

Multimedia

Other PowerPoint

Encyclopedia on CD-ROM
Printed Materials
Supplies
Internet Resources
PowerPoint

Other Resources

Any handouts, worksheets, WebQuest guides created for THIS Lesson should be attached behind this
page.
Lesson Author

Teacher Candidate

Haley Byrd

School Name
Lesson Topic

Wife of Bath Analysis

Class/Grade Level

Language Arts/10

Subject

The Canterbury Tales

Lesson Overview
Lesson Title: DAY FOUR
Amusement and Morals from WOB
Lesson Summary
Students will note how the tale is entertaining as well as the moral and theme presented.
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will identify Chaucers satirical presentation of the Wife of Bath.
Students will identify two themes of the tale and how they form through out the tale using textual evidence.

WV NxtGen Standards

ELA.10.R.C2.5 Analyze and defend in detail how an authors ideas or claims are developed and refined by
particular sentences, paragraphs or larger portions of an informational text (e.g., a section or
chapter).
ELA.10.R.C1.2 Determine two themes or central ideas of a literary text and analyze in detail their development over
the course of the literary text, including how they emerge and are shaped and refined by specific
details; provide an objective summary of the literary text.
National Standards//21st Century Skill(s)

Page 9 of 14

21C.S.912.2
Standard2:Thinking
andReasoningSkills

Thestudentwilldemonstratetheabilitytoexploreanddevelopnewideas,to
intentionallyapplysoundreasoningprocessesandtoframe,analyzeandsolvecomplex
problemsusingappropriatetechnologytools.

NCTE Standard 3- Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw
on their prior experience, their interactions with other readers and writers, their knowledge of word meaning
and of other texts, their word identification strategies, and their understanding of textual features (e.g., soundletter correspondence, sentence structure, context, graphics).
Management Framework
40 min Class
5 min kahoot
6 min review of WOB (moral, themes, and satirical work)
10 min independently highlight points that support the moral/theme, and tone of text
15 min group work
5 min closure
Strategies
Collaborative learning, indirect instruction
Instructional Procedures
Journal entry
Review summary of WOB and questions from PP to refresh students
Have students highlight and note supporting text for theme/moral (green) and the tone of the text (yellow)
Separate class into groups of 3-4, answer questions on worksheet
Closure- discuss student answers, prep for next class period
Essential Questions
Unit Questions

How does status impact societys thoughts of someone?

How do you analyze medieval literature based on societal views?

Lesson Content
Questions

Does the tale portray a good moral and is it entertaining?

ASSESSMENT PLAN
Assessment Timeline

Page 10 of 14

Before the lesson begins

Diagnostic

During the lesson assessment.

(Formative)

Review

After project work is completed

Formative

Observat
ion of group/
individual work

Discuss
ion of answers

Lesson Details
Prerequisite Skills

Knowledge of the tale as well was theme, moral, and tone

EXTENTED ACTIVITIES
If Student Finishes Early
Begin thinking of a person or group of
people in current times that can be
described in this context

If Lesson Finishes Early

Discuss tomorrows lesson and prep
students

If Technology Fails
Use different journal topic

DIFFERENTIATED IN STRUCTION/ ADAPTATIONS/ INTERVENTIONS

(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
This is how you will accommodate students individual needs as these needs relate to lesson objectives.
Special Needs
Students
Nonnative
Speakers

Group work, additional teacher help

Group work, additional elaboration and review

Gifted/Talented
Students
Materials and Resources Required For Lesson
Technology Hardware (Click boxes of all equipment needed)
Camera

Laser Disk

VCR

Computer(s)

Printer

Video Camera

Digital Camera

Projection System

Video Conferencing Equip.

DVD Player

Scanner

Other

Internet Connection

Television

Technology Software (Click boxes of all software needed.)

Page 11 of 14

Database/Spreadsheet

Image Processing

Web Page Development

Desktop Publishing

Internet Web Browser

Word Processing

E-mail Software

Multimedia

Other Kahoot

Encyclopedia on CD-ROM
WOB tale, discussion sheet

Printed Materials
Supplies

https://create.kahoot.it/#quiz/3eabd0ed-96f4-4853-bc03-90f3bf72ff76

Internet Resources
Other Resources

Any handouts, worksheets, WebQuest guides created for THIS Lesson should be attached behind this
page.
Lesson Author

Teacher Candidate

Haley Byrd

School Name
Lesson Topic

Applying Context to Today

Class/Grade Level

Language Arts/ 10

Subject

The Canterbury Tales

Lesson Overview
Lesson Title: DAY FIVE
Create Tale
Lesson Summary
Students will create a short tale representing a current stereotype
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will relate knowledge of The Canterbury Tales to todays society.
Students will use technology to create their own tale.

WV NxtGen Standards

ELA.10.W.C10.3 Use technology, including the Internet, to produce, publish and update individual or shared
writing products, taking advantage of technologys capacity to link to other information and to
display information flexibly and dynamically in response to ongoing feedback.
National Standards//21st Century Skill(s)
21C.O.9
12.1.LS.3

Studentcreatesinformationusingadvancedskillsofanalysis,synthesisandevaluationandsharesthis
informationthroughavarietyoforal,writtenandmultimediacommunicationsthattargetacademic,
professionalandtechnicalaudiencesandpurposes.

NCTE Standard 5- Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
Management Framework
40 min Class

Page 12 of 14

2 min socrative
5 min Introduction of assignment and set up account
30 min Create own tale on Songbird
3 min closure
Strategies
Authentic learning through imagination
Instructional Procedures
Send Socrative to students (choose a stereotype you would like to write a tale about)
Hand out instruction sheet and assign paper
Ensure all students have an account
Have students create tale
Print off tale (if not finished can turn in on Monday)

Essential Questions
Unit Questions

Lesson Content
Questions

How does status impact societys thoughts of someone?

How do you analyze medieval literature based on societal views?
How do our perceptions of class effect stereotypes?

ASSESSMENT PLAN
Assessment Timeline
Before the lesson begins
Diagnostic

Socrative

During the lesson assessment.

(Formative)

Walking
about the room
and observing
student progress

After project work is completed

Formative

Their
created tale

Lesson Details
Prerequisite Skills

Lit terms, how society effects people, computer skills

Page 13 of 14

EXTENTED ACTIVITIES
If Student Finishes Early
SSR

If Technology Fails
Write on sheet of paper and draw a
picture expressing the theme

If Lesson Finishes Early

Share tales

DIFFERENTIATED IN STRUCTION/ ADAPTATIONS/ INTERVENTIONS

(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
This is how you will accommodate students individual needs as these needs relate to lesson objectives.
Special Needs
Students
Nonnative
Speakers

Provide alt way for them to complete assign

Explain in depth the expectations and be available for questions

Gifted/Talented
Students
Materials and Resources Required For Lesson
Technology Hardware (Click boxes of all equipment needed)
Camera

Laser Disk

VCR

Computer(s)

Printer

Video Camera

Digital Camera

Projection System

Video Conferencing Equip.

DVD Player

Scanner

Other- Storybird.com

Internet Connection

Television

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet

Image Processing

Web Page Development

Desktop Publishing

Internet Web Browser

Word Processing

E-mail Software

Multimedia

Other Socrative

Encyclopedia on CD-ROM
Printed Materials

Assign guidelines

Supplies
Internet Resources

Storybird.com

Other Resources

Socrative

Any handouts, worksheets, WebQuest guides created for THIS Lesson should be attached behind this
page.

Page 14 of 14