Strategy ScenarioStrategy: Frame, Type 1 Content: Characterization of Chaucer’s pilgrims in the Prologue to “The Canterbury Tales”Title: “Who’s Who?”Time Required: 45 minutes Number of Participants: only limited to class sizeTarget Audience: high school English students/college undergraduatesGoal of Activity: to describe, analyze, and evaluate the Canterbury pilgrims Chaucerdepicts in his ProloguePurpose of Script: use Type 1 framing to facilitate students’ recall and comprehension aswell as determine relationships among the charactersLearning Outcome(s), Gagne’s Taxonomy: Intellectual Skill (defined concepts) Learning Outcome(s) HEO Taxonomy: Cognitive DomainLearner Characteristics: Average to above average student high school students (dependingon whether or not the instructor chooses to have the class read the Prologue in MiddleEnglish); average college students Setting: High school or college classroomEntry Skills: Average to above average reading skills; (students have previously beenassigned to read the Prologue as a homework assignment); some introduction to “TheCanterbury Tales”Media: Handout containing incomplete frame of the pilgrims and their characteristics (withthe knight as an example)Process:1. The teacher gains the students’ attention by asking who has recently taken a trip and for what purpose. This is followed by a brief discussion of the eclectic menagerie of pilgrims and their apparent motives for taking their pilgrimages.2. The teacher then hands out the frame and groups the students in pairs.3. The teacher explains the frame by telling the students to use their texts to fill in the blank areas. They are to look at the example of the Knight to help them complete the rest of the frame. Not all the pilgrims are represented because some are only mentioned by Chaucer; however, the students’ task is to complete theframe by locating specific information from the text and to make inferences as to Chaucer’s purpose for including this character type on the pilgrimage. Students arereminded to surmise motives.4. Students, working in pairs, complete their frames. 5. Discussion of the frames will follow the next class. Strategy Assessment: Given the name of a pilgrim, can the students correctly describe him or her? Given the name of a pilgrim, can the students evaluate the pilgrim’s apparent motive for going to Canterbury and Chaucer’s view of him or her?Author: Barry R. NowlinReferences: West, C., Farmer, J., & Wolff, P. (1991). Instructional Design: Implicationsfrom Cognitive Science. Englewood Cliffs, NJ: Prentice Hall. Prologue to “The Canterbury Tales”PilgrimPhysical Occupa- Chaucer’s Sin/Virtue Number Middle Addtional Description tion/Position View of of lines English CommentsPilgrim devoted VocabKnight 18on horse; defender of genteel; Humble fabliau most sociallyarmor rusty; the crown loved truth; exemplum prominentnoble; agingchilvaric; shotte pilgrim; servednever his king well;boasted; role tells first talemodelSquireYeomanPrioressMonkFriarMerchantClerkFranklinCookDoctorPrologue to “The Canterbury Tales”Wife of
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