Introduction

=INTRODUCTION =

Objectives from North Carolina Common Core Standards

 * 1) RL.11-12.2. Determine 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.
 * 2) RL.11-12.3. Analyze 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).
 * 3) RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact

Student Learning Outcomes

 * 1) Be able to create a movie poster on Glogster depicting a tale from //The Canterbury Tales //.
 * 2) Be able to write a synopsis of a tale from //The Canterbury Tales //
 * 3) Be able to label key characters
 * 4) Be able to state whether the tale is an instance of satire, comedy, or romance.
 * 5) Be able to quote pivotal lines from the tale.
 * 6) Be able to find a scholarly article on the historical or cultural basis of //The Canterbury Tales. //
 * 7) Be able to find a video pertaining to the piece of literature.
 * 8) Be able to find a song that correlates to the piece of literature.

Rationale

 * As closure to a unit on Chaucer’s __The Canterbury Tales __, students should be able to demonstrate knowledge of key components and rationales of Chaucer literature. The students should be able to have a grasp on 14 th  century culture and a worldly understanding of the middle ages. These concepts are important and relevant for students so that they can understand how literature can be used as a motive and tool to create and publish personal and public viewpoints on society and how it interacts with culture and religion. Students can then compare societies of yesterday to the society of today. How different was the culture of the Middle Ages in comparison to today?

Prerequisite Skills: Content

 * This lesson is used in a 12th grade English Classroom. The students are aware of the overall curriculum on British Literature. Students have already been introduced to the concept of satire and understand how it works. The lesson and product/assessment is to be used at the end of reading and discussion of __The Canterbury Tales__. Therefor, students have already read the literature and discussed the importance and cultural/religious relevance of Chaucer. This lesson is closure to the unit.

<span style="font-family: Arial,Helvetica,sans-serif;">Prerequisite Skills: Technology

 * <span style="font-family: Arial,Helvetica,sans-serif;">Students are cognizant on basic computer skills. Through in class led instruction and group collaboration I will teach students the basic skills of how to access Glogster, create an account, create a new document in Glogster, use the tools and build a final product. Students already know how to access the class wikispaces and upload their documents.

<span style="font-family: Arial,Helvetica,sans-serif;">21st Century Framework

 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Learning and Innovation Skills
 * <span style="font-family: Arial,Helvetica,sans-serif;">Creativity is used in the process of creating the actual Glogster in of itself. Creativity is measured by the amount of effort that is put into making the online Glogster appealing to the eye and containing all content. The student has free choice in expressing their creative thought through their decisions on which music, article, and images to use to represent __The Canterbury Tales__.
 * 1) Core Subjects
 * The unit on __The__ __Canterbury Tales__ is taught as a theme in the classroom. This theme is satire in society. Using the Subject of English to evaluate the stability and corruption in religion and society of the middle ages allows for students to take a glimpse into the past through their readings while understanding the author's motives.
 * 1) Learning Environments
 * The lesson instruction is taught using group methods of collaboration. The final product is completed on one's own time individually but yet is posted on their classroom forum Wikispaces to be seen by all and is ready for discussion.
 * 1) Standards and Assessments
 * The final Glogster product is used as an assessment to measure a students knowledge on the social, cultural, and satirical aspects of Chaucer's work __The Canterbury Tales__. Using a web 2.0 product as an assesment plays into the technological skills required of a 21st century learner.

<span style="font-family: Arial,Helvetica,sans-serif;">Materials

 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Access to []
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">A copy of __ The Canterbury Tales __
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Access to an online database of scholarly articles i.e. EBSCOhost, NCSU Library, NC Wiseowl
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Access to the class Wikispaces
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Laptop cart for in class
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Access to computer at home or computer lab in school if student does not have computer at home with internet access