Reflection: Relevance The Knight's Tale, Day 1 of 3 - Section 3: Who Saw Whom First? "Calling Dibs"


I notice a shift in the classroom as students start using slang and informal constructions to explain Palamon and Arcite's behaviors and emotions. They're using the language they would when talking about each other, and this tells me that they identify with the characters as peers. When students are able to relate to characters as peers, I know that they've reached a deeper, relatable understanding, one that allows them to approach the text from multiple angles, and to appreciate the ambiguities and nuances that make the characters interesting and complex.

  Using Student Language
  Relevance: Using Student Language
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The Knight's Tale, Day 1 of 3

Unit 8: Canterbury Tales - A Knight's Tale
Lesson 4 of 8

Objective: SWBAT read a complex text, understanding character and plot in a cultural context

Big Idea: What is chivalry and what does it mean to follow a code? Are there still codes of behavior today?

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3 teachers like this lesson
English / Language Arts, character emotion, Geoffrey Chaucer, narrative voice, literary technique, plot events, Canterbury Tales, irony, Middle English
  45 minutes
palamon and arcite
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