ALEX Lesson Plan


The Comics of The Canterbury Tales

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  This lesson provided by:  
Author:Lauren Rittenberry
  General Lesson Information  
Lesson Plan ID: 33132


The Comics of The Canterbury Tales


Students will take their knowledge of varying tales in The Canterbury Tales and create comic strip representations of them. 

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

 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (12)
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]
ELA2015 (12)
8. Demonstrate knowledge of foundational works of European literature with a concentration in British literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] (Alabama)
ELA2015 (12)
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.) [W.11-12.4]
ELA2015 (12)
23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-12.) [W.11-12.5]

Local/National Standards:


Primary Learning Objective(s):

  • Students will summarize various tales from The Canterbury Tales in comic strip format.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Texts from The Canterbury Tales. Some of the more popular tales for high school seniors include "The Nun's Priest's Tale," "The Pardoner's Tale," and "The Wife of Bath's Tale."

Most senior literature textbooks include two or more tales from The Canterbury Tales.

Technology Resources Needed:


  • Prior to this activity, students should have read available tales from The Canterbury Tales. It is up to teacher discretion whether to discuss tales prior to this activity or not.
  • Teacher should assign students to groups of about four students.

1. Assign students to groups. Each group must choose one of the tales from The Canterbury Tales that was read as part of the class. Each group will summarize its tale so that it will fit into one short comic strip. Comic strips must contain at least 6 boxes, and every box must contain either dialogue or a caption.

2. If students have access to the Internet, they may use a comic strip creator via the Internet. Possible websites to use are included in the "Technology Resources" section. For students who do not have access to the Internet, they can draw out their comic strips on typing paper or cardstock. 


Assessment Strategies

Each group will be assessed on the following:

  • accurate summary of tale
  • at least 6 boxes
  • dialogue/captions


For higher level learners, students will be required to compose their own "tale" in the style of Chaucer and his tales. Tale must include an overall lesson like Chaucer's tale did.

Students will also be required to create a visual representation of their tale. Students can create it online, digitally, or some type of tangible representation of the tale.


Students may be grouped according to ability level or stories may be assigned based on complexity. 

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.