ALEX | Alabama Learning Exchange

What Do Women Most Desire?

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This lesson provided by:

Author:	LaSheree Sanford-Davis
System:	Birmingham City
School:	Ramsay High School
The event this resource created for:	CCRS

General Lesson Information

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.

Associated Standards and Objectives

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 12	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 12	14. Actively engage in collaborative discussions about topics and texts, expressing their own ideas by respectfully contributing to, building upon, and questioning the ideas of others in pairs, diverse groups, and whole class settings. Unpacked Content Teacher Vocabulary: 14. Collaborative discussions Pairs Diverse groups Whole class settings Knowledge: 14. Students know: The format and process for respectful, collaborative discussions in a variety of settings. Methods for expressing their ideas, contributing to and building upon others' ideas, and questioning the ideas of others. Skills: 14. Students are able to: Participate in a collaborative discussion in pairs, diverse groups, and whole class settings. Express their own ideas, contribute to and build upon others' ideas, or question the ideas of others. Understanding: 14. Students understand that: They can better understand a topic or text by discussing their ideas with others. There are multiple ways to respond to others in a collaborative discussion, including answering questions, asking questions, or adding to others' ideas.
English Language Arts ELA2021 (2021) Grade: 12	18. Create and deliver an oral presentation, created collaboratively from individual contributions, that is suitable in purpose and tone for its intended audience and occasion. Examples: speaking to defend or explain a digital poster, multimedia presentation, or video in an area of interest related to college or career choices Unpacked Content Teacher Vocabulary: 18. Oral presentation Collaboratively Individual contributions Purpose Tone Intended audience Intended occasion Knowledge: 18. Students know: Methods to deliver ideas in an oral presentation, such as speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest related to college or career choices. Strategies to determine the purpose, tone, audience, and occasion for a presentation. Necessary skills to create and deliver a presentation in a collaborative format. Skills: 18. Students are able to: Create an oral presentation by collaboratively combining individual contributions. Deliver an oral presentation. Adjust audience, purpose, tone, and occasion as required for oral presentations. Understanding: 18. Students understand that: Respectful collaboration with peers is necessary for academic and workplace success. Finished collaborative products can be created by combining each individual's contribution. Audience, purpose, tone, and occasion can change based on the criteria of an assignment.

Local/National Standards:

Primary Learning Objective(s):

Collaborate to generate questions to be used for conducting an interview.

Synthesize and present data.

Demonstrate an understanding of how literature shapes or reflects society.

Additional Learning Objective(s):

Preparation Information

Total Duration:	91 to 120 Minutes
Materials and Resources:	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 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

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.

ALEX Lesson Plan

What Do Women Most Desire?