Friday

NOTE - Wednesday 12/4, you should bring clothes to dress up as your character and you should be ready to present your stories.  

So - when you return from break you will be starting a personal narrative.  This narrative needs to be 3-5 pages long and explore some aspect of your life.  Lifeless or irrelevant papers will receive low grades.  If you're not interested in what you are writing about, I'm not going to be interested.

Personal Narrative

      A Personal Narrative is a form of writing in which the writer relates an event, incident, or experience in his or her own life. It is usually focused on one idea.  The events of a personal narrative are most often presented in chronological order, the order in which they actually occurred in time. The personal narrative incorporates vivid descriptive details as well as the thoughts, feelings, and reactions of the writer. 

           

Remember the first paragraph, just like an essay, should have a grabber or an attention getting statement and it can set up your reason for writing—it could contain a controlling idea and can also state a list of topics that you will discuss in your essay (these are not bad things to practice and you should look at the student examples).   It should follow a plot with an exposition, inciting event and a resolution. 

            Some things you can discuss:

1)    Who are you and where are you from?  What is your family like?   What do your parents or relatives do? 

2)    Tell me something was important in your life (example: describe winning a race, or attending your sister’s marriage, etc.)

3)    Tell a story about your past (maybe this past summer—such as your job)?

4)    Overcoming some problem or situation (example: I had a girl in the Marshall

Islands write about battling anorexia).

5)    Take an experience from your life, an experience that taught you something about life (either about suffering, about healing, about people, about yourself) –Think about F. Scott Fitzgerald’s statement: “What most people are ashamed of usually makes a good story.” 

I’m looking for passion, excitement, description, dialogue, and your voice coming out and calling the reader to pay attention because what you have to say is important! 

Please use details, imagery and if possible figurative language (metaphors, similes, personification, etc.)  If you don’t know these terms do not worry, we will cover them in class during the year.  Before you begin writing I’d like you to begin by pre-writing and thinking about organization.  Never just start writing without jotting down ideas or writing out some sort of map or outline. 

The purpose of this assignment is for you to start to format letters/ideas for you to use as a senior when you apply to colleges and for scholarships.  It will also give you valuable writing practice for writing is a skill that needs constant practice and developing.    

Requirements:  Your narrative needs to be at least 3 pages long (it can be double-spaced).  There is no maximum length.  You will be graded on a rubric broken into ideas, organization, voice, word choice (usage), sentence fluidity (structure), and conventions. 

Grade:  This assignment will be worth 150 points.

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, dialogue, imagery, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing a personal narrative using some of these devices. 

 Scale/Rubric relating to learning goal:

4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a personal narrative using these elements to create a text with a realistic theme that relates to the student’s life.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

Personal Narrative Rubric

	4	3	2	1
Ideas: Introduction to the topic.  Engaging and orienting the reader by setting out a problem or a situation.  This should include a controlling idea or suggested theme. (W2a, W3a)	Topic – controlling idea or theme is clear, and engaging.  There is a problem or conflict in the personal narrative.  The controlling idea links all sections of the narrative.  The presentation is near poetic in effect.	Topic – controlling idea or theme is clear and engaging.	Topic – controlling idea or theme is not clear, or the introduction is not engaging.  There might be no conflict or problem or the intro. is wordy and /or rambles without getting to the point.	The introduction is hard to read or to understand as far as it relates to a central idea or theme.
Details: Use of narrative techniques such as dialogue, descriptions, concrete details.  This could include figurative language (metaphor, similes, symbols, personification), use of allusions, irony, and/or effective dialect. (W2b, W3b, W3c, W3d)	Details are effective and add depth to the narrative.  The use of strategies such as figurative language relate back to the controlling idea or theme.  Use of many techniques or strategies.	Details are effective and concrete.  Use of many techniques or strategies.	The narrative could use more details to develop the setting, problem or the readers understanding of the storyline.	No specific details.  Narrative is a collection of generalizations.
Organization: Use of transitions to idea with idea, sequencing of events or plot strategies, the presentation of ideas in a logical format.  (W2c, W2f, W3b, W3c, W3e)	The sequence of events and/or use of transitions to connect ideas and adds to the text’s meaning or is innovative.  Techniques such as flashback, foreshadowing, use of parallelism, and sentence organization (loose and/or periodic structures) might be used.	The sequence of events and/or use of transitions is effective.	Narrative is either missing transitions or the sequence of events are out of order, illogical, or confusing as presented.	Narrative lacks structure or organization.
Word Choice/Syntax: Use of precise language, interesting word choice, SAT vocabulary and varied syntax (w2d, w2e, L3)	Impressive and effective vocabulary.  Effective and engaging syntax.  Use of high-level vocabulary and many types of sentences and sentence lengths for effect.	Precise and effective language/vocabulary.  Varied syntax.	Overuse of “to be” verbs or repetitious language.  Syntax is not varied much.	No variation in syntax.  Word choice is simplistic.
Conventions/Spelling (L1, L2)	No noticeable grammar errors	1-3 noticeable errors, but errors do not distract from the readability of the narrative.	3 or more noticeable errors, or an error or errors that distract from the readability of the narrative.	Narrative is plagued with grammar errors and is hard to read

Thursday

Today we are going to look at "A History of the English Church and People" by Bede.  You will need your textbooks.  Turn to page 96.

After we read Bede we will look at a lecture on Chaucer.

Tomorrow we will go over Personal Narratives.  You will start these in December.

Canterbury Projects

Today, you need to start your Canterbury story project.  To do this you need to 1) Read the prologue to your story and then the story.   2) Think about the main ideas in the story - potential themes, what type of story it is.  3) Begin to rewrite the story in your own words; 4) Look over what your character looks like, acts like, and what they wear in the prologue; 5) Begin to think about why your character tells the best story.

Canterbury Tales

Objective: To Demonstrate a thorough understanding of a character and literary devices used in Chaucer by dressing up as one of the characters from The Canterbury Tales and presenting their story.

REQUIREMENTS:

Part 1: You must dress up as the character as described in the Prologue of the poem (note: you should also read very closely the character’s prologue to their own story for it will give you insight into how the character acts, thinks, and relates to the other characters). As part of the presentation you’ll need to discuss what you are wearing and why (or what it represents)? You will also need to present your character traits. What your character is like—what do they believe, how do think of themselves, how do they act towards others or towards God. You may wish to do some research on your character or your character type (example you might wish to look at Friars and what Friars where about and how they where suppose to act and compare those ideas with how your character acts and believes).

Part 2: You’ll need to present your tale to the class. You can do it in one of two ways: 1) D.I. or Dramatic Interpretation of the story (this means you pick the highlights, write a script based on the highlights and act it out). 2) Rewrite the story in your own words and language and present it as a transcript—meaning you read it, but give a dramatic reading
(not just a reading like we do in class)

Part 3: Teach the class the following: 1) what type of literary tale is your story? 2) What does the tale mean (if anything). Connect the tale to a THEME? What does the tale reveal about you character and who your character is? What—if any—kinds of literary devices does your tale use?

Part 4: Make a brief argument why your character won the bet: Who can tell the best story.

Friday - The Pardoner's Tale

On your blog answer the following questions:

1) Give a summary of both The Pardoner's Tale and The Wife of Bath's Tale.

2) List a theme for each story.

3) Compare the tales.  Which character tells a better, more entertaining story?  Why?  Cite evidence from the text (at least three pieces).

4) How realistic is Chaucer's Wife of Bath character?  What make her realistic or unrealistic? 

Thursday

Today we are going to discuss the Wife of Bath and why she is the favorite character from the Canterbury Tales.  After we discuss the Wife of Bath, we will read the "Pardoner's Tale". 

https://www.shmoop.com/the-wife-of-baths-tale/literary-devices.html

https://public.wsu.edu/~delahoyd/chaucer/WBT.html

Wednesday

Today - we are going to finish looking at Wife of Bath's prologue and then look at her tale.

If there is any time left in class you can start looking/researching your character and their stories.

Monday

So we are going to finish the prologue and discuss the tales that you can read and retell.  We will be reading the Pardoner's and Wife of Bath's tale in class.   You should have some time to work on your character sheets in class.

You must choose one of the ones below:

The Knight's Tale
The Man of Law's Tale
The Friar's Tale
The Reeve's Tale
The Summoner's Tale
The Clerk's Tale
The Merchant's Tale
The Franklin's Tale
The Physician's Tale
The Nun Priest's Tale
Chaucer's (the pilgrim) Tale
The Yeoman's Tale

Tuesday

Guerdon
Aghast
Recreant
Roister
Tryst
Largesse
Covetous
Beldame
Doughty
Panoply
Behest
Respite

A framed collection of stories told by a group of pilgrims on their way to Canterbury. Let's look at an introduction

Themes:
Social Class and Convention
Corruption and Exploitation in the Church
Battle of the Sexes (or Old Men and Young Wives, or Who's in Charge?, or What makes a good spouse?)
Lies and Deceit
Courtly Love
What Makes a Good Story?

The are many "types" or "genres" of stories here:
Sermon
Romance Tale
Fabliau
Beast Tale
The Trickster Tricked Tale

Symbols:
Physiognomy
Clothes
Time of Year

The following are tales that you're need to know for the final:
Miller's Tale
Reeve's Tale
Nun's Priest's Tale
The Pardoner's Tale
The Wife of Bath's Tale
The Squire's Tale
The Summoner's Tale
The Clerk's Tale
The Merchant's Tale


Canterbury Tales

Objective: To Demonstrate a thorough understanding of a character and literary devices used in Chaucer by dressing up as one of the characters from The Canterbury Tales and presenting their story.

REQUIREMENTS:

Part 1: You must dress up as the character as described in the Prologue of the poem (note: you should also read very closely the character’s prologue to their own story for it will give you insight into how the character acts, thinks, and relates to the other characters). As part of the presentation you’ll need to discuss what you are wearing and why (or what it represents)? You will also need to present your character traits. What your character is like—what do they believe, how do think of themselves, how do they act towards others or towards God. You may wish to do some research on your character or your character type (example you might wish to look at Friars and what Friars where about and how they where suppose to act and compare those ideas with how your character acts and believes).

Part 2: You’ll need to present your tale to the class. You can do it in one of two ways: 1) D.I. or Dramatic Interpretation of the story (this means you pick the highlights, write a script based on the highlights and act it out). 2) Rewrite the story in your own words and language and present it as a transcript—meaning you read it, but give a dramatic reading
(not just a reading like we do in class)

Part 3: Teach the class the following: 1) what type of literary tale is your story? 2) What does the tale mean (if anything). Connect the tale to a THEME? What does the tale reveal about you character and who your character is? What—if any—kinds of literary devices does your tale use?

Part 4: Make a brief argument why your character won the bet: Who can tell the best story. 

 

We will read sections of the Canterbury Tales - the Prologue, The Wife of Bath's Tale, and The Pardoner's Tale, and one tale of the student's choice.

Canterbury Tales, “The General Prologue” (35 points)

You will find below all the pilgrims mentioned in “The General Prologue.” Be able to answer the following:

1. How does Chaucer characterize each one?  Offer two details with line numbers to support this (include figures of speech or Cicero’s aspects of characterization).
2. Describe Chaucer’s attitude toward each pilgrim.
3. Rank this person in the chart at the end of this handout.

Pilgrim	Chaucer’s Characterization	Two Details	Chaucer’s Attitude
The Knight		1. 2.
Squire		1. 2.
Yeoman		1. 2.
Prioress		1. 2.
Monk		1. 2.
Friar		1. 2.
Merchant		1. 2.
Clerk		1. 2.
Sergeant-at-Law		1. 2.
Franklin		1. 2.
Haberdasher, Carpenter, Weaver, Dyer, Tapestry Maker		1. 2.
Cook		1. 2.
Shipman		1. 2.
Doctor of Medicine		1. 2.
Wife of Bath		1. 2.
Parson		1. 2.
Plowman		1. 2.
Miller		1. 2.
Manciple		1. 2.
Reeve		1. 2.
Summoner		1. 2.
Pardoner		1. 2.
Host		1. 2.

Best Pilgrims	Worst Pilgrims
1.	1.
2.	2.
3.	3.
4.	4.
5.	5.
6.	6.

The Canterbury Tales

General Prologue questions

Answer the following questions based on the general prologue of the tales.

1. What time of year to people “long to go on pilgrimages” and why?

2. Where is the narrator at the start of the prologue?  Who joins him and for what purposes?

3. What plan (which becomes the basis of the frame story) does the host propose to the pilgrims? How do the pilgrims respond to the idea?

4. Chaucer is the master at using physical details – eyes, hair, body type, clothing, complexion – to reveal character. Describe at least three pilgrims whose inner nature is  revealed by their appearance. Use your notes and the text for help.

a.

b.

c.

5. Clearly, Chaucer satirizes the church of his time. Show how this is true by analyzing two characters connected with the church. What “good” or honorable church people does he include to balance his satire?

6. Which of the pilgrims do you think Chaucer idealizes, or hold in high esteem?

7. Why is the Knight first in the General Prologue and first to tell a tale?

8. What makes the Wife of Bath such a colorful and interesting character?

9. Place the pilgrims in section of the table that best suits them.

Clergy	Middle Class/City	Military/Farming

 

Geoffrey Chaucer

Early Years

•Chaucer was believed to be born in 1343

•He may have attended Oxford or Cambridge

•Official records give some biographical details

–Captured in France (1359) during war

–King paid sixteen-pound ransom for release

Family

•Married Philippa Pan in 1366 or 1368

•Wife was a lady-in-waiting to the queen

•Had two sons, possibly a daughter

Career

•Made a comfortable living as a civil servant

–A dozen diplomatic missions to Flanders, France and Italy (1368-87)

–Negotiated marriage between Richard II and daughter of the French King

–Also served as customs official, “Knight of the Shire” and keeper of the Royal Forest - this spot was an important post in Parliament.

Early Poet

•Began writing in his twenties

•Based early works using style of other European poets

•Was one of Britain’s first poets to publish in English

•Considered the “People’s Poet”

Chaucer’s Legacy

•Considered the Father of English poetry in his lifetime

•Even 600 years later, his works are still in print

•Chaucer is buried in Westminster Abbey

•Chaucer’s tomb is the centerpiece of “Poet’s Corner”

The Canterbury Tales

•Written in his later years

•Intended to write 124 tales before his death

•The 24 tales stand as a complete work

•Considered one of Britain’s literary treasures

British Society in the Tales

•Story centers on pilgrimage to Canterbury.

•The church was the center of religion for Britain

•Sacred ground after the assassination of Thomas Becket in 1170

What the Tales Provide

•A cross-section of British life

•Almost all walks of life represented

•Chaucer’s contempt for church is apparent