Reflection: Intervention and Extension Meet Me at the Tabard by the Bell: "The General Prologue" to "The Canterbury Tales" (Day 1 of 3) - Section 6: What's Slowing Down Student Learning? Exit Ticket


When I first began teaching "The General Prologue," I taught it in a linear fashion. However, a found that the descriptions of the pilgrims diverted attention away from the frame and resulted in significant struggles for my students. 

This changed when I started splitting the prologue and delaying teaching the character descriptions until later. This year, however, my students had trouble trusting my method. They simply are use to reading beginning w/ word one and ending w/ the last word, but reading, like writing, is recursive. How many times have you gone back and reread? Do you ever look at the end of a book to see what happens? Sometimes I return to the middle and move in and out of a book, depending on the genre or my purpose for reading.

When students struggled today, I needed to show them that I'm listening to them and that I care enough to go back and provide additional scaffolding. That's why I looked for a way to do this w/out actually teaching the very same lesson. I know when I return to both the prologue and the SOAPSTone template in the next class, I have an opportunity to demonstrate my ability to listen to students and help them work through difficult tasks.  

  Slow and Steady Wins the Day
  Intervention and Extension: Slow and Steady Wins the Day
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Meet Me at the Tabard by the Bell: "The General Prologue" to "The Canterbury Tales" (Day 1 of 3)

Unit 7: Take a Little Trip: The Middle Ages and Chaucer
Lesson 4 of 11

Objective: SWBAT understand lines 1-42 and lines 735-856 of "The General Prologue."

Big Idea: We're all on a journey and have much in common with Chaucer's pilgrims.

  Print Lesson
English / Language Arts, satire (Theater), Literature, Fictional Literature, close reading, Chaucer, The Canterbury Tales, The General Prlogue, SOAPSTone +, Pearl Trees
  55 minutes
road to canterbury
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