Sample Prestwick House Teaching Unit - MsEffie
Sample Prestwick House Teaching Unit Chapter-by-Chapter Study Guide The Canterbury Tales by Geoffrey Chaucer Learning objectives Study Guide with short-answer questions Background information Vocabulary in context Multiple-choice test Essay questions Literary terms A Tale of Two Cities CHARLES DICKENS Click here to learn more about this Teaching Unit! reorder no. xxxxxx Click here to find more Classroom Resources for this title! More from Prestwick House Literature Literary Touchstone Classics Literature Teaching Units Grammar and Writing College and Career Readiness: Writing Grammar for Writing Vocabulary Vocabulary Power Plus Vocabulary from Latin and Greek Roots Reading Reading Informational Texts Reading Literature
Chapter-by-Chapter Study Guide The Canterbury Tales by Geoffrey Chaucer Learning objectives Study Guide with short-answer questions Background information Vocabulary in context Multiple-choice test Essay questions Literary terms P.O. Box 658, Clayton, DE 19938 www.prestwickhouse.com 800.932.4593 ISBN: 978-1-58049-009-2 Copyright 2017 by Prestwick House Inc. All rights reserved. No portion may be reproduced without permission in writing from the publisher. Item No: 300157
The Canterbury Tales TEACHING UNIT The Canterbury Tales Objectives By the end of this Unit, the student will be able to: 1. discuss the individual personalities of the pilgrims and comment on those personality features that could be called “universal character traits.” 2 identify those characteristics of the pilgrims that represent some of the virtues and vices found in Chaucer’s society. 3. explain the role that social class plays in The Canterbury Tales. 4. point out examples of Chaucer’s humor and, from these examples, draw a generalization as to how Chaucer created his humor. 5. define satire and discuss the kind of satire seen in The Canterbury Tales. 6. define the term allusion and provide examples from the text. 7. cite comments and/or incidents from The Knight’s Tale which depict the theme of free will versus Divine Providence. 8. distinguish between various genres, including romance, fabliau, fable, and sermon. 9. discuss life in the medieval period as portrayed in The Canterbury Tales. 10. cite examples of Chaucer’s criticism of the Catholic Church. 11. consider the position of women in medieval European society. 4 OBJECTIVES
The Canterbury Tales TEACHING UNIT The Canterbury Tales Questions for Essay and Discussion The General Prologue 1. Show that the presentation of figures in The General Prologue ranges from gentle criticism of human failings to a stronger criticism that exposes, and perhaps condemns, serious misbehavior. 2. List the pilgrims according to their social rank; specify their secular or religious classification. 3. Discuss the framework of The Canterbury Tales and compare it to a modern story or movie with a similar framework. The Knight’s Tale 1. Explain the aspects associated with the medieval code of chivalry. 2. Discuss the theme of friendship in its various forms as depicted in this tale. 3. Why do you suppose that Chaucer uses ancient Greece as the setting for The Knight’s Tale? Support your generalizations with examples from the text. 4. Explain what “the code of courtly love” involves and illustrate your explanation with examples from the text. The Miller’s Tale 1. Compare and contrast The Knight’s Tale and The Miller’s Tale. 2. Identify and comment on the role of biblical allusions in The Miller’s Tale. 3. In what way does the tale match the miller’s persona? 4. Based on the tale, do you suppose that May/December marriages were popular during the medieval era? 8 QUESTIONS FOR ESSAY AND DISCUSSION
The Canterbury Tales 2. What is the setting as the story begins? 3. The story begins: STUDENT COPY “WHEN APRIL with his showers sweet with fruit The drought of March has pierced unto the root And bathed each vein with liquor that has power To generate therein and sire the flower [ ].” (lines 1 – 4) What imagery do these lines contain, and how does it pertain to the story? 4. The narrator tells us that he is going to describe the pilgrims, “who they were, and what was their degree” (line 40). Why is the knight the first character described? 5. What do we learn of the knight’s character, appearance, and history? 6. What do we learn about the squire? How is he similar to and different from his father? 7. Describe the yeoman. 3 STUDY GUIDE
The Canterbury Tales STUDENT COPY The Knight’s Tale Vocabulary aghast – pail; surprised caveat – a warning ere – before fain – glad, eager hart – a deer hie – to hurry kite – a type of scavenging bird thrall – a slave twain – two vestments – clothes weal – goodness wight – man 1. Who is the narrator in The Knight’s Tale, and how does this story suit him? 2. Theseus weds Queen Hippolyta and brings his wife and her sister, Emily, to Athens after a campaign against the Amazons. As their group nears Athens, who stops them, and what is their complaint? 3. A lamenting woman tells Theseus, “Thanks be to Fortune and her treacherous wheel, / There’s none can rest assured of constant weal” (line 49 – 50) Explain the pun that Chaucer uses with these lines. In addition, what does this passage imply about fate? 4. How does Theseus’ attack on Thebes correspond with the honor code which was followed by knights of medieval times? 9 STUDY GUIDE
The Canterbury Tales STUDENT COPY The Miller’s Tale Vocabulary jape – a joke 1. Who lives with John the carpenter and his wife, Alison? How is he described? 2. Why is John jealous when it comes to his wife? 3. What simile is used to describe Alison that hints at her dishonesty? 4. How does Nicholas act towards Alison, and what is her response? 5. Who is Absalom and what is ironic about the description of him? What is Chaucer inferring about the church with his description of Absalom? 17 STUDY GUIDE
Vocabulary Vocabulary Power Plus Vocabulary from Latin and Greek Roots Reading Reading Informational Texts Reading Literature More from Prestwick House Chapter Learning objectives Study Guide with short-answer questions Background information Vocabulary in context Multiple-choice test Essay questions Literary terms The Canterbury Tales
Prestwick House Teaching Unit . Tangerine TEACHING UNIT INTRODUCTION AND OBJECTIVES Tangerine Objectives By the end of this unit, students will be able to: 1. identify the protagonist in the novel. 2. understand the author’s use of suspense. 3. summarize sections of the novel to demonstrate understanding.
Author Elie Wiesel has chosen simply to separate the chapters of Night with white space rather than titling or numbering them. This gives you the opportunity to make up titles for the chapters as you read along. Sometimes, chapter titles provide an overview of a chapter’s content or point towards a significant incident or character in that .
Vocabulary Vocabulary Power Plus Vocabulary from Latin and Greek Roots Reading Reading Informational Texts Reading Literature More from Prestwick House Click here to find more Prestwick House resources! SampleVocabulary, Reading, and Writing Exercises SAT Power Prep Vocabulary, Reading, and Writing Exercises P.O. Box 658 Clayton, Delaware 19938
Vocabulary Vocabulary Power Plus Vocabulary from Latin and Greek Roots Reading Reading Informational Texts Reading Literature More from Prestwick House P.O. Box 658, Clayton, DE 19938 www.prestwickhouse.com 800.932.4593
Vocabulary Vocabulary Power Plus Vocabulary from Latin and Greek Roots Reading Reading Informational Texts Reading Literature More from Prestwick House P.O. Box 658, Clayton, DE 19938 www.prestwickhouse.com 800.932.4593
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Vocabulary Vocabulary Power Plus Vocabulary from Latin and Greek Roots Reading Reading Informational Texts Reading Literature More from Prestwick House Night by Elie Wiesel Night by Elie Wiesel Prestwick House, Inc. Visit our website at: www.prestwickhouse.com 1SBN: 978-1-58049-213-3 Item No. 200627 Vocabulary study based on literature enhances .
Abrasive Jet machining can be employed for machining super alloys and refractory from materials. This process is based on surface erosion process. The process parameters that control metal removal rate are air quality and pressure, Abrasive grain size, nozzle material, nozzle diameter, stand of distance between nozzle tip and work surface. INTRODUCTION: Abrasives are costly but the abrasive .
