Modern Day Canterbury Tales English IV

Ms. Roehrich

Due Date _____________________

Student Name: __________________________________________

Task:

Modern Day Canterbury Tales Chaucer’s The Canterbury Tales features pilgrims as presented through the perspective of the narrator. The General Prologue introduces a variety of people, each of which is described as the “best” or the “model” for his or her profession. These pilgrims are stereotypes, representing what medieval society (or simply Chaucer himself) thought about these professions. The same thing could easily be done if applied to modern professions. If you hear the words “computer geek,” what stereotypes immediately come to mind? Nerd? Pocket protector? Lack of “skills”? It is easy to build stereotypes based on how society perceives a certain person or group of people. Therefore, we as a class will do just that. You are a contributing poet in a new adaptation of The Canterbury Tales titled The "R" Tales. This story follows the adventures of modern day “pilgrims” as they trek to the ___________. Along the way, each traveler must tell a tale or two. As a poet, it is your job to create a portrait, a prologue, and a tale for your pilgrim. Requirements: - - A 15 line Portrait describing the characteristics of your pilgrim. - - A 10-15 line prologue introducing the tale. - - One tale that is at least 300-400 words in length or 5 paragraphs. To give you an idea of how long that is, this page contains 420 words, and the miniscule Cook’s Tale contains 618. - - Try to follow the structure of The Canterbury Tales as closely as possible. You are not required to write in heroic couplet, rhyme royal or iambic pentameter, but extra credit will be given to those of you who successfully try to create a rhyming and rhythmic poem. - - Think about the different genres of tales we have heard thus far. Your tale can be epic, heroic, romantic, or fabliau (comic verse) in nature. In other words, you are to write an exemplum which is a brief story used to make a point in an argument or to illustrate a moral truth. Each of the tales also contains a lesson or a moral. Think about what you want your tale to actually say before you being writing. Your tales can be as serious or as humorous as you want, as long as they are well organized and well told. - - Also think about the relationship between the teller and the tale. What kind of tale would the Computer Geek tell? How would his tale differ from that of The Jock? - - Just like in The Canterbury Tales, this is a contest, with the most successful tellers receiving a reward. I will narrow down the field, but leave the winner up to you. The eight best tales will be told in class, with your peers determining The "R' Tales champion. Possible Pilgrim Choices – You may create any type of pilgrim you would like (keep it appropriate please), but here are a few ideas to get you started: - - A Celebrity - - The Feminist - - The Band Nerd - - The Captain of the Team - - The Baseball Player - - The Head Cheerleader - - The Future Business Leader of America

As long as the “profession” is somewhat recognizable, it is fair game. Please ask if you have a question about what is appropriate. Have fun and happy writing! Due Date: _______

Character Attributes

How he/she looks

His/her behavior

His/her thoughts

Character

_____________ _____ ____ His/her statements

His/her flaws according to Seven “Deadly Sins” Medieval Period

Others’ actions towards him/her:

Rhyme Scheme in the Canterbury Tales Poets count rhyme by assigning rhyme sounds letters of the alphabet based on the order of a rhyme's first appearance.

Rhyming Couplet: iambic pentameter lines rhymed in pairs. -

First used by the late 14th century poet, Geoffrey Chaucer (The Canterbury Tales). The first rhyme in a poem is "a," the second "b," etc. Chaucer's most common verse rhyme scheme in the Canterbury Tales, the rhyming couplet, would be described as "aa, bb, cc, dd" because it rarely repeats a rhyme due to the pressures on the poet to keep the narrative moving.

Example:

Note: Each line has 10 syllables and rhyming couplet aa, bb, cc, dd Here begins the Book of the Tales of Canterbury 1

2

3

4

5

6

7

8

9

10

When April with his showers sweet with fruit

A

The drought of March has pierced unto the root

A

And bathed each vein with liquor that has power

B

To generate therein and sire the flower;

B

When Zephyr also has, with his sweet breath,

C

Quickened again, in every holt and heath,

C

The tender shoots and buds, and the young sun

D

Into the Ram one half his course has run,

D

And many little birds make melody

A

That sleep through all the night with open eye

A

11

12

13 14 15

(So Nature pricks them on to ramp and rage)-

B

Then do folk long to go on pilgrimage,

B

And palmers to go seeking out strange strands,

C

To distant shrines well known in sundry lands.

C

And specially from every shire's end

D

16

Of England they to Canterbury wend,

17

The holy blessed martyr there to seek

18

Who helped them when they lay so ill and weal

19

Befell that, in that season, on a day

20

In Southwark, at the Tabard, as I lay

21

Ready to start upon my pilgrimage

22

To Canterbury, full of devout homage,

23

There came at nightfall to that hostelry

24

Some nine and twenty in a company

25

Of sundry persons who had chanced to fall

26

In fellowship, and pilgrims were they all

27

That toward Canterbury town would ride.

28

The rooms and stables spacious were and wide,

29

And well we there were eased, and of the best.

30

And briefly, when the sun had gone to rest,

Writing an Exemplum

The assignment is to write a short story in the form of an exemplum. You need to begin by choosing a particular maxim or aphorism (wise saying) which the story demonstrates. Remember: the story must teach a lesson.

Select a saying that would be appropriate for a parson or minister from “The Medieval Period”/Chaucer’s time to use as the text for a sermon. The story proves the truth of the saying. It can be derived from the Aesop’s Fables, the list below or from any other source of wisdom. It can even be a saying which you dream up, but---it must address moral issues; e.g., how to live a good life, or what to avoid in order to live a good, moral life.

Student Objectives:



Should clearly state a moral



Should develop a plot that relates directly to the moral



Should have memorable characters and incidents



Should contain meaningful dialogue



Should have a title



Should have a header that lists: Your name, Teacher’s name, Class subject and Date



Should edit and produce a final draft



Should save to student folder, print a hard copy, and bring the hard copy to class.

Requirements:

Length: About 300 – 400 words.

(About four or five hefty paragraphs)

Characters: create a minimum of two characters and provide a description of each.

Do not

get too complicated by creating too many characters.

Narrative: the narrative’s voice gives some plot information and the character descriptions. Dialogue: approximately ½ should be dialogue.

Be sure to punctuate dialogue accurately. It

should advance the plot and reveal character.

Moral/Lesson: should be in the narrative at the end of the story. Suggested Morals/Lessons: A stitch in time saves nine. Too many cooks spoil the stew. Better late than never. The early bird gets the worm. Never trust flatterers. Don’t count your chickens before they hatch. A fool and his money are soon parted. A rolling stone gathers no moss. A bird in the hand is worth two in the bush. Three may keep a secret if two of them are dead. People who live in glass houses should not throw stones. A small leak will sink a great ship. The greatest talkers are the least doers.

Rubric + Excellent! You have this area mastered (30 points) √ Satisfactory, but could use some improvement (25 points) – You need some help; please see me (20 points)

 Frame Story Prologue

 States a plausible reason why the various characters have come together  Describes at least five different contemporary teenage or adult archetypes  Descriptions of archetypal teenagers/adult mimic Chaucer’s descriptions of medieval archetypes  States a plausible reason why each of the characters will be telling a story

 Character Prologue    

Foreshadows the subject of the Character Story Elaborates on the character description in the Frame Story Gives readers all pertinent personal information about character Contains dialogue between focus character and at least one other archetypal character

 Character Story    

Further elaborates on key points of the Character Prologue Gives readers further insight regarding the focus character’s philosophies Refers indirectly to the focus character’s beliefs and experiences Uses the focus character’s voice (not the author’s!) to tell the story

 Story as a whole

 Uses satire to critique human follies through the use of irony, derision, or humor  Provides a snapshot of contemporary teenage/adult life (i.e., could serve as a cultural artifact for future generations)  Exhibits intentional word choice: action verbs, few repeats, intentional vocabulary, few unintentional clichés/jargon  Contains few mechanical errors (grammar, spelling, punctuation)

 Student Reflection (separate page questions typed and responses in complete sentences)     

How did you feel during this activity? What did you learn from this activity? What will you do with what you learned? What would you change about this activity? Why? What aspect of the activity did you like the best? Why? _________________ / 150 points