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Course, Subject

English Language Arts (9-12), English Language Arts (2005)

Assessment

Rubrics should be developed for each task and used for evaluation.

Author

Hahn, Charlene B., Cohoes High School

Duration

1-2 weeks

Description

Objectives:

• Students will use a traditional work of literature as the basis for workplace writing.
• Students will complete applications.
• Students will create a website.

Activity:

• After reading and discussing “The Prologue,” “The Nun's Priest's Tale,” and “The Pardoner's Tale,” students are provided with the following situation:

  “You own and operate a travel agency that is offering an escorted trip to Canterbury, England. Many people have contacted you about making reservations. The number of travelers must be limited, and the participants will be selected on the basis of submitted applications.”

• Students determine the criteria for selecting participants for the trip and create an application form that all will use.
• Each student uses information from The Canterbury Tales to complete an application for each traveler identified in the three readings.
• Teacher presents the students with the following situation: “The travelers would like to share information about their trip and communicate with the ‘folks back home'.”
• Students work in teams to create a website for The Canterbury Tales.
• The site should have basic information about your travel agency and should include:
  • An e-mail message
  • Links to a map of the travel route
  • A biography of Chaucer
  • A description of each traveler
  • Weather
  • An itinerary
• Students work together to create a newsletter featuring news of the travelers for their relatives at home, using a desktop publishing program.

Materials/Resources

• Text: The British Tradition , Prentice-Hall Publishers
• Computers with access to the Internet
• Software programs for developing websites (e.g., Publisher or ClarisWorks)
• Word processing programs
• Desktop publishing programs

Comments/Modifications

Teachers may want to do only one of these writing tasks.

Source

Hahn, Charlene B. “Write This Way to Canterbury.” In Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum. New York State Department of Education, 191.

Related Academic Standards

New York State

WST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

WST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CDOS.C.2.1.A Students demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives.

CDOS.C.3a.BS.1.A Students use a combination of techniques to read or listen to complex information and analyze what they hear or read; convey information confidently and coherently in written or oral form; and analyze and solve mathematical problems requiring use of multiple computational skills.

CDOS.C.3a.TS.2.A Students demonstrate the ability to organize and process information and apply skills in new ways.

MST2.C.ES.IS.1.1 Students access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.

ELA2.C.SW2A Students present responses to and interpretations of works of recognized literary merit with references to the principal features of the genre, the period, and literary tradition, and drawing on their personal experiences and knowledge.