Total Duration: |
91 to 120 Minutes |
Materials and Resources: |
Set of index cards for writing interview questions and recording responses.
|
Technology Resources Needed: |
|
Background/Preparation: |
This lesson should follow the reading and discussion of Chaucer's The Wife of Bath's Tale. |
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 fewer. 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 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. |
Assessment Strategies |
Formative assessment of group discussions Ask students to explain the results of the research Allow students to present the differences between the knight's responses and the modern responses Group presentation |
Acceleration: |
Students can write a reflection explaining to what extent literature reflects society. Students can use charts and graphs to report findings to a math class. |
Intervention: |
Students may review graph and chart lessons with math instructors. Students may use Oral Presentation Rubric as guideline for planning the presentation.
|
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
|