Reflection: Developing a Conceptual Understanding A Knight and Twenty-Eight Pilgrims - Section 4: The Prioress


When teaching a complex text like The Canterbury Tales I take the opportunity to teach students how to effectively mark their texts to better understand what they are reading. My district allows students to lightly mark texts with pencil so I ask students to bring pencils with them to class when we are marking texts. Students are often a little hesitant to mark texts because they have been taught not to since elementary school. However, marking texts is a way to make understanding visible; I often come back to my notes with different insight and reading my earlier notes helps me pick up the train of thought I had I as was reading the first time. 

I teach students to use different annotation marks as they read.  Asterisks for references to dominant themes, can help students to visually identify patterns on the page. I also have student underline difficult sentences in the texts that confuse them or require further discussion. Additionally, I have students use an acronym notation system where they mark a "D" for something disturbing, "C" for confusing, "I" for interesting and "E" for enlightening. This can help students find passages more easily during discussions or when writing. 

  Marking Texts
  Developing a Conceptual Understanding: Marking Texts
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A Knight and Twenty-Eight Pilgrims

Unit 8: Canterbury Tales - A Knight's Tale
Lesson 2 of 8

Objective: SWBAT understand the way Chaucer's descriptions of his characters reflect the broader themes he will develop in his works.

Big Idea: What is the connection between description and character? Do the descriptions of characters tell us something about the themes?

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4 teachers like this lesson
English / Language Arts, narrative voice, literary technique, Geoffrey Chaucer, irony, Canterbury Tales, estates satire, Knight's Tale, Middle English
  45 minutes
canterbury tales
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