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This lesson provided by:
Author: LaSheree Sanford-Davis
System:Birmingham City
School:Ramsay High School
Lesson Plan ID: 33114
Title:

What Do Women Most Desire?

Overview/Annotation:

Students will conduct survey-based research and compile data that compares the responses that the knights from The Wife of Bath's Tale received to the response of persons in modern day society.   

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
ELA2013(12) 25. Conduct short as well as more sustained research projects to answer a question, including a self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]
ELA2013(12) 29. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]
Local/National Standards:  
Primary Learning Objective(s):

  • Collaborate to generate questions to be used for conducting an interview. 
  • Synthesize and present data. 
  • Demonstrate understanding of how literature shapes or reflects society.
Additional Learning Objective(s):  
Approximate Duration of the Lesson: 91 to 120 Minutes
Materials and Equipment:

Set of index cards for writing interview questions and recording responses.

 

 

Technology Resources Needed:

http://prezi.com/

Smart phone or digital camera

 

Background/Preparation:

This lesson should follow the reading and discussion of Chaucer's The Wife of Bath's Tale.

Procedures/Activities:

Day 1:

1. After students have read Chaucer's The Wife of Bath's Tale, have them discuss the question that the knight has to answer on his quest.

2. Ask students if they think the responses to the question have changed since Chaucer's time.

3. Divide the class into groups of four or less.

4. Instruct groups to compose five questions that correspond with the question that the knight had to answer.    

5. Have students decide on five people of various ages, genders, grades, and professions whom they can interview using the questions the group compiled.

6. Allow students class time and homework time to go on "a quest" to get the responses and, with the interviewee's consent, record at least one of the interviews.

Day 2: 

7. Have groups to meet and compile the results of their responses and compare them to responses that the knight received.

8. Instruct students to create graphs and charts that reflect the results of the compiled responses.

9. Using the charts, graphs, and interviews, have students create an oral presentation which presents the answers that the group discovered in its modern day quest.           


Attachments:**Some files will display in a new window. Others will prompt you to download. OralPresentationsRubric.docx
Assessment Strategies:

Formative assessment of group discussions

Ask students to explain the results of the research

Allow students to present the differences in the knight's responses and the modern responses

Group presentation 

Extension:

Students can write a reflection explaining to what extent literature reflects society.

Students can use the charts and graphs to report findings to a math class.  

Remediation:

Students may review graph and chart lessons with math instructors.

Students may use Oral Presentation Rubric as guideline for planning the presentation.

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
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The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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