Getting To The Core - Sausd.us
Getting to the CoreEnglish Language ArtsGrade 12 Unit of Study“The Road to Canterbury”STUDENT RESOURCESFinal Revision: June 16, 2014
ELA Grade 12 The Road to CanterburyTable of ContentsContentsPagesLesson 1: Setting the Background for The Canterbury TalesResource 1.1 Pictures for Analysis1-3Resource 1.2 Image Analysis ChartResource 1.3 Extended Anticipatory GuideResource 1.4 Vocabulary NotebookResource 1.5 Viewing with a Focus: Middle AgesResource 1.6 Quick-Write PromptResource 1.7 Collaborative Annotation Chart456-11121314Resource 1.8 Viewing with a Focus: Pilgrimage Slide ShowResource 1.9 Reflection Prompt1516Lesson 2: Introducing the Prologue of The Canterbury TalesResource 2.1 “Chaucer and the Canterbury Tales”Resource 2.2 Collaborative Annotation ChartResource 2.3 Clarifying Bookmark17-181920-21Resource 2.4 “The Prologue to the Canterbury Tales” (Middle English Version)Resource 2.5 Do-Say ChartResource 2.6 The Prologue – Text-dependent QuestionsResource 2.7 Wreck the Text Activity22232425-26Lesson 3: The PilgrimsResource 3.1A Partner Pilgrim Analysis: KnightResource 3.2 Partner Pilgrim AnalysisResource 3.3 Lost and FoundResource 3.4 Knight Fakebook Page ExampleResource 3.5 Rationale Discussion GuideResource 3.6 Fakebook ChecklistResource 3.7 Character Trait Examples27-2829-3031-3334353637-39Resource 3.8 Fakebook TemplateResource 3.9 Pilgrim Fakebook Analysis40-4344Lesson 4: The Pardoner’s TaleResource 4.1 Analysis ChartResource 4.2 Collaborative Annotation ChartResource 4.3 Extended Dialogue Instructions45-484950Resource 4.4 Article: “Selling Salvation”51-52Lesson 5: Summative Performance Task: Mock TaleResource 5.1 Student Instructions and RubricResource 5.2 Prewriting – Getting StartedResource 5.3 Prewriting – Writing the IntroductionResource 5.4 Prewriting – Writing the Tale53-54555657Resource 5.5 Peer Edit Worksheet58
ELA Grade 12 The Road to Canterbury, Lesson 1Resource 1.1PICTURES FOR ANALYSISImage #1Norman Rockwell, The Homecoming Marine (1945).Retrieved from ll-the-outsider/SAUSD Common Core Unit1
ELA Grade 12 The Road to Canterbury, Lesson 1Resource 1.1PICTURES FOR ANALYSISImage #2Dorothea LangeRetrieved from AAAAAAAABvA/54tB44ki9Q/s1600/Dorothea lange 12.jpgSAUSD Common Core Unit2
ELA Grade 12 The Road to Canterbury, Lesson 1Resource 1.1PICTURES FOR ANALYSISImage #3Retrieved from tive-politicsSAUSD Common Core Unit3
ELA Grade 12 The Road to Canterbury, Lesson 1Resource 1.2Image Analysis ChartDescribe the image.(What do you see?)Image #1What message about society does thisimage reveal?(What are the values and beliefs?)Provide evidence.(How can you tell?)Starter: I see five men and twoStarter: This society values theStarter: All the men and boys areboys in a garage (add to this)service of military men (add tolooking at the Marine (add tothis)this)Image #2Image #3SAUSD Common Core Unit4
ELA Grade 12 The Road to Canterbury, Lesson 1Resource 1.3Extended Anticipatory GuideDISAGREEAGREEDISAGREEAGREERead the following statements and first decide whether or not you agree with them. After completing the reading and viewing the videos, decidewhether you still have the same opinions. Provide evidence to support your responses.EVIDENCE:EXPLAIN USING YOUR OWN WORDS1. Religion was not importantto all people during theMiddle Ages.2. During the Middle Ages,people of all classes wenton pilgrimages (a kind ofgroup tour) for religiouspurposes.3. Medieval women werefree to do what theythought was best for them,and men respected theirdecisions.4. There was corruption inthe church during theMiddle Ages. Forexample, pardons for sinswere sold to people.5. Knights obtained muchland during the Crusades.SAUSD Common Core Unit5
ELA Grade 12 The Road to Canterbury, Lesson 1Resource 1.4Application or example intextsDon’tknow(Students may provide translationin their home language if desired)DefinitionHeard it/seen itWord & TranslationCan define/use itVocabulary Notebook: Middle Ages & The Canterbury TalesclergycrusadefeudalismpaganSAUSD Common Core Unit6
Resource 1.4Application or example intextsDon’tknowDefinitionHeard it/seen itWord & Translation(Students may provide translationin their home language if desired)Can define/use itELA Grade 12 The Road to Canterbury, Lesson 1pilgrimpilgrimageplaguerelicMuslimSAUSD Common Core Unit7
Resource 1.4Lesson 2: frame storyA narrative within which one or more ofthe characters proceed to tell individualstories.Lesson 2: prologueAn opening to a story which establishessetting and often gives backgrounddetails.Lesson 2: Three EstatesThe division of Medieval society into 3groups or social classes. The “FirstEstate” was the Church. The “SecondEstate” was the nobility. The “ThirdEstate” was the peasantry, skilled andunskilled workers.A kind of writing that ridicules humanweakness, vice, or folly in order to bringabout social reform.Lesson 2: satireSAUSD Common Core UnitApplication or example intextsDon’tknowDefinitionHeard it/seen itWord & Translation(Students may provide translationin their home language if desired)Can define/use itELA Grade 12 The Road to Canterbury, Lesson 18
SAUSD Common Core UnitResource 1.4Application or example intextsDon’tknowDefinitionHeard it/seen itWord & Translation(Students may provide translationin their home language if desired)Can define/use itELA Grade 12 The Road to Canterbury, Lesson 19
SAUSD Common Core UnitResource 1.4Application or example intextsDon’tknowDefinitionHeard it/seen itWord & Translation(Students may provide translationin their home language if desired)Can define/use itELA Grade 12 The Road to Canterbury, Lesson 110
SAUSD Common Core UnitResource 1.4Application or example intextsDon’tknowDefinitionHeard it/seen itWord & Translation(Students may provide translationin their home language if desired)Can define/use itELA Grade 12 The Road to Canterbury, Lesson 111
ELA Grade 12 The Road to Canterbury, Lesson 1Resource 1.5Viewing with a Focus: Middle AgesQuestion1. Whatinformation isbeing presentedin the video?2. Write threeemotions thevideo makesyou feel.3. Why do yousuppose thevideo producerdecided to useunsettlingimages?4. What doesthis video revealabout societyduring theMiddle Ages?(answer byyourself)5. What doesthis video revealabout societyduring theMiddle Ages?(GROUPCONSENSUS)Plague VideoCrusades VideoThis video makes me feel 1.2.3.This video makes me feel 1.2.3.I think the video producer decided to use unsettling imagesbecause I think the video producer decided to use unsettling imagesbecause This video reveals This video reveals My group agrees that this video reveals My group agrees that this video reveals SAUSD Common Core Unit12
ELA Grade 12 The Road to Canterbury, Lesson 1Resource 1.6Lesson 1 Quick-Write PromptDescribe a journey you have taken. Your Quick-Write should tell the reader: Why you went on the journeyWhat you discovered on your journeyWho took that journey with youWhat essential items you took with youHow the nature of your journey dictated who the other members of your group wereSAUSD Common Core Unit13
ELA Grade 12 The Road to Canterbury, Lesson 1Resource 1.7COLLABORATIVE ANNOTATION CHART“PLACES OF ion/ResponseI wonder who is the Wife of Bath? P. 1Partner's Comment/Question/ResponseShe is one of the pilgrims in “TheCanterbury Tales.”Symbol Comment/Question/Response Sample language support?*!Questions I haveI wonder what meansConfusing parts for meThe statement, “ ” is confusing because I am unclear about the following sentence(s):I don’t understand what s/he means when s/he says Author’s main pointsKey ideas expressedSignificant ideasOne significant idea in this text is The author is trying to convey One argument the author makes is that This is surprising to me The fact that does makes me think hemay be .SAUSD Common Core Unit14
ELA Grade 12 The Road to Canterbury, Lesson 1Resource 1.8Viewing with a Focus: Pilgrimage Slide ShowQuestionDescribe theimages you see(include at leastthree per slideshow).Write threeemotions thatthe slide showevokes (makesyou feel).Our Lady of Guadalupe: Tepeyac HillThis slide show makes me feel Muslim Pilgrimage to MeccaThis slide show makes me feel 1.1.2.2.3.3.What types ofgroups do youobserve?What types ofitems are thepilgrimscarrying? Whatdo you think issignificantabout theseitems?Think about the essential questions: In what ways are values and social structures revealed in societies? How do values affect thejourneys people take? How do we tell the tales of our journeys?SAUSD Common Core Unit15
ELA Grade 12 The Road to Canterbury, Lesson 1Resource 1.9Lesson 1 Reflection PromptHow do we tell the tales of our journeys?Think of one example from a present-day book, movie, or song which tells the story of a journeyor pilgrimage. What is the circumstance of this journey? Who is on this journey? What are they seeking? What does this journey reveal about society today? Explain.SAUSD Common Core Unit16
ELA Grade 12 The Road to Canterbury, Lesson 2SAUSD Common Core UnitResource 2.117
ELA Grade 12 The Road to Canterbury, Lesson 2SAUSD Common Core UnitResource 2.118
ELA Grade 12 The Road to Canterbury, Lesson 2Resource 2.2COLLABORATIVE ANNOTATION onsePartner’sComment/Question/ResponseI wonder what “affiliated” means.I think it means that he was partof the king’s approved list of?/P. 1Symbol?*merchants.Comment/Question/Response Sample language supportThe statement, “ ” is confusing because Questions I haveI am unclear about the following sentence(s):I wonder what meansI don’t understand what s/he means when s/heConfusing parts for mesays Author’s main pointsKey ideas expressedSignificant ideasOne significant idea in this text is The author is trying to convey One argument the author makes is that I can make a connection between this and.ConnectionsSAUSD Common Core UnitThis concept is related to19
ELA Grade 12 The Road to Canterbury, Lesson 2Resource 2.3CLARIFYING BOOKMARK : TALK ABOUT WHAT YOU UNDERSTANDWhat I can doWhat I can sayWhat my partner can sayAfter rereading this part, II agree/disagree because.Think Aboutthink it may mean.I think I can help; this part means.MeaningI’m not sure what this isabout, but I think it means.What I understand about thisI agree/disagree because.so far is I agree/disagree and I would like to add.Get the Gist/The main points of thisSummarizesection are.I don’t understand, can you explain more?I can paraphrase this part inthese words.CLARIFYING BOOKMARK 3: ASK QUESTIONS AND USE RELATED TEXT FEATURESWhat I can doWhat I can sayWhat my partner can sayAsk QuestionsI have a question about.I can answer your question; I.I understand this part, but ICan you explain more about yourhave a question about.question?I have the same question. Let’s see if wecan answer our question by.Use relatedtext, pictures,tables, andgraphsQTEL This gives me moreI agree/disagree, I think the tellsinformation about . Ius.think I understand.Show me where you found.When I scanned the earlier partof this chapter, I found.SAUSD Common Core UnitAdapted from 2012 WestEd20
ELA Grade 12 The Road to Canterbury, Lesson 2Resource 2.3CLARIFYING BOOKMARK : MAKE CONNECTIONSWhat I can doWhat I can sayWhat my partner can sayI know something about thisI also know something about this, and IUse Priorfrom.would like to add.KnowledgeI don’t understand some of this, I think I can help. I read/heard aboutApply RelatedConceptsand/orReadingsQTEL but I do recognize.this when.We learned about thisTell me more about ; I don’tidea/concept when.think I studied about.This concept is related to.I agree/disagree. I think the concept isWhen I read/studied , Irelated to.learned about this.I learned about this when.SAUSD Common Core UnitAdapted from 2012 WestEd21
ELA Grade 12 The Road to Canterbury, Lesson 2Resource 2.4The Prologue to The Canterbury Tales, lines 1-18Directions: You will read and listen to the poem in Middle English as Chaucer originallywrote it. Some of the words are similar to Modern English. Before you listen to the audio,read through the poem and circle any words you recognize. While listening to the audioversion, be aware of the musical quality that is created by the rhythm and rhyme thatChaucer uses to tell about the pilgrims’ journey. You may also find more words that yourecognize based on the reader’s pronunciation. Circle those as you listen.Middle English Version1Whan that Aprill with his shoures soote2The droghte of March hath perced to the roote3And bathed every veyne in swich licour4Of which vertu engendered is the flour,5Whan Zephirus eek with his sweete breeth6Inspired hath in every holt and heeth7The tender croppes, and the yonge sonne8Hath in the Ram his half cours y-ronne,9And smale foweles maken melodye10That slepen al the nyght with open eye,11So priketh hem Nature in hir corages,12Than longen folk to goon on pilgrimages,13And palmeres for to seken straunge strondes,14To ferne halwes kouthe in sundry londes,15And specially, from every shires ende16Of Engelond, to Caunterbury they wende,17The holy, blissful martir for to seke18That he m hath holpen whan that they wereseeke5. Zephryus: in Greek mythology, god of the west wind.8. Ram: Aries, first sign of the zodiac. The time is mid-April.13. Palmers: people who had visited the Holy Land and wore palm fronds to show it.16. Wend: go, travelSAUSD Common Core Unit22
ELA Grade 12 The Road to Canterbury, Lesson 2Resource 2.5DO-SAY ChartLinesLines 1-11DoSay(What is the purpose of the passage?)(What is the author saying?)Example: Chaucer is describing thesetting in April. It is a time ofrebirth.Lines 12-18Lines 19-27Lines 28-34Lines 35-42SAUSD Common Core Unit23
ELA Grade 12 The Road to Canterbury, Lesson 2Resource 2.6The Prologue to The Canterbury Tales – TEXT-DEPENDENT QUESTIONS1. When does the pilgrimage take place? How does Chaucer describe this time of theyear in lines 1-10?2. Considering the nature of pilgrimages, why is it significant that this journeybegins at this time?3. Chaucer writes that the pilgrims seek the “holy blissful martyr, quick/To give hishelp to them when they were sick” (17-18). Why are they seeking the martyr?From what you have read about the Middle Ages and pilgrimages, what might bethe nature of their sickness?4. According to the narrator, how many pilgrims came into the Tabard, where he islodged? He describes these characters as “sundry folk” (line 25). What do youthink he means? Why is the fact that they are “sundry folk” important for theframe story?5. The narrator says that before his story begins, he will tell what the “condition”was of each of the pilgrims as it appeared to him (lines 38-39). What is heproposing to do in his prologue?SAUSD Common Core Unit24
ELA Grade 12 The Road to Canterbury, Lesson 2Resource 2.7Wreck the Text ActivityLinesModern TranslationWrecked TextLines 1-4(example)When in April the sweet showers fall The rain falls in April and watersAnd pierce the drought of March tothe roots of the flowers creatingthe root, and allThe veins are bathed in liquor of such blooms.powerAs brings about the engendering ofthe flower,Lines 5-11When also Zephyrus with his sweetbreathExhales an air in every grove andheathUpon the tender shoots, and theyoung sunHis half-course in the sign of the Ramhas run,And the small fowl are makingmelodyThat sleep away the night with openeye(So nature pricks them and theirheart engages)Then people long to go onpilgrimagesAnd palmers long to seek thestranger strandsOf far-off saints, hallowed in sundrylands,And specially, from every shire’s endOf England, down to Canterbury theywendTo seek the holy blissful martyr,quickTo give his help to them when theywere sick.Lines 12-18SAUSD Common Core Unit25
ELA Grade 12 The Road to Canterbury, Lesson 2Resource 2.7Lines 19-27It happened in that season that onedayIn Southwark, at The Tabard, as IlayReady to go on pilgrimage and startFor Canterbury, most devout atheart,At night there came into that hostelrySome nine and twenty in acompanyOf sundry folk happening then to fallIn fellowship, and they were pilgrimsallThat towards Canterbury meant toride.Lines 28-34The rooms and stables of the innwere wide:They made us easy, all was of thebest.And, briefly, when the sun had goneto rest,I’d spoken to them all upon the tripAnd was soon one with them infellowship,Pledged to rise early and to take thewayTo Canterbury, as you heard me say.Lines 35-42But none the less, while I have timeand space,Before my story takes a further pace,It seems a reasonable thing to sayWhat their condition was, the fullarrayOf each of them, as it appeared tome,According to profession and degree,And what apparel they were ridingin;And at a Knight I therefore willbegin.What effective techniques is Chaucer using in the original that are not captured by the “wrecked”text?SAUSD Common Core Unit26
ELA Grade 12 The Road to Canterbury, Lesson 3Resource 3.1APartner Pilgrim Analysis – “The Knight”The Canterbury Tales – The General PrologueWith your partner, read the narrator’s description of your assigned pilgrim. Underline anyconfusing diction (words) in your passage. Look at the structure of the sentences to help youunderstand what is being said. Use footnotes in the text and the dictionary to define these words.Write these on your own paper.Pilgrim: Page in Text:1. After defining any confusing or antiquated (outdated) words in your section, find one lineor sentence that really defines or identifies your pilgrim. Write this below (be sure to usethe correct quotation punctuation).2. What character traits does the above quotation reveal about your pilgrim?3. Write down any specific physical traits that are revealed about your pilgrim. Considerheight, weight, hair color, skin tones, facial qualities, hair (or not), etc.4. What is your pilgrim wearing that might help us characterize him? (Include clothing,head covering and/or jewelry.)SAUSD Common Core Unit27
ELA Grade 12 The Road to Canterbury, Lesson 3Resource 3.1A5. Does your pilgrim carry anything? List any items in the space below along with what youthink they might represent or symbolize.6. Does your pilgrim have a companion? This may be another pilgrim he/she is riding withor an animal (Chaucer may even describe a pilgrim’s horse). Describe this “companion”and what he/she/it might signify (tell us) about the pilgrim.7. Explain your pilgrim’s motivation for going on a pilgrimage. This may be something youwill have to infer (to guess based on evidence) from your passage.8. Finally, is your pilgrim “virtuous” or “dishonest”? What is your evidence for this? Writea line or more to support your analysis.SAUSD Common Core Unit28
ELA Grade 12 The Road to Canterbury, Lesson 3Resource 3.2Partner Pilgrim AnalysisNAMESThe Canterbury Tales – The General PrologueWith your partner, read the narrator’s description of your assigned pilgrim. Underline anyconfusing diction (words) in your passage. Look at the structure of the sentences to help youunderstand what is being said. Use footnotes in the text and the dictionary to define these words.Write these on your own paper.Pilgrim: Page in Text:1. After defining any confusing or antiquated (outdated) words in your section, find one lineor sentence that really defines or identifies your pilgrim. Write this below (be sure to usethe correct quotation punctuation).2. What character traits does the above quotation reveal about your pilgrim?3. Write down any specific physical traits that are revealed about y
Resource 2.4 “The Prologue to the Canterbury Tales” (Middle English Version) 22 Resource 2.5 Do-Say Chart 23 Resource 2.6 The Prologue – Text-dependent Questions 24 Resource 2.7 Wreck the Text Activity 25-26 Lesson 3: The Pilgrims Resource 3.1A Partner Pilgrim Analysis: Knight 27-28 Resource 3.2 Partner Pilgrim Analysis 29-30
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Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
SAUSD Curriculum Map: ELA Grade 8 Year at a Glance Title Sug. Time Suggested Big Idea Suggested Essential Questions Performance Task Texts Unit 1: Text Structures (Fiction & Argumentative) 7-8 . SAUSD English
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