Reading Strategies (compiled by Trent Mikesell) |Pre-Reading | During Reading | Post-Reading | Pre-Reading Strategies 1. Chaucer, Geoffrey. The Canterbury Tales. Voices of British Literature: Volume One. Rd. J.B. Bessinger. Longman Publishers, 2003. This recording of the General Prologue in Middle English could be used for a variety of purposes. It could be used as an anticipatory set to introduce students to The Canterbury Tales. Additionally, it could be used to begin a discussion on Middle English before reading the story. 2. “Chaucer’s Pronunciation, Grammar, Vocabulary.” Geoffrey Chaucer. 16 September 2004 Harvard. 12 October 2004. "http://www.courses.fas.harvard.edu/~chaucer/pronunciation/" A good website for introducing students to Middle English – an important part of the tales. Students could use this to explore pronunciation of ME words, ME grammar, and also ME vocabulary. This becomes particularly useful if a teacher decides to read the tales in ME. It can also be fun for the students because they get to explore “another language.” 3. Collinson, Peter. The Canterbury Tour. 13 October 2002. 12 October 2004. "http://www.hillside.co.uk/tour/" Collinson’s website allows people to take a tour of modern day Canterbury. Although this may not be too applicable, it does include pictures of old buildings including the Canterbury Cathedral. The site may aid in helping students visualize the area so that it is not something distant and unfamiliar. 4. “European Medieval Pilgrimage Project: Pilgrim's Motives.” Medieval Pilgrimage. 8 March 2004. Virtual School. 12 October 2004. http://www.intst.net/humanities/vs/pilgrims/motive.htm Allows students to explore pilgrim’s motives for undertaking pilgrimages. This could be used to introduce students to the concept of pilgrimages and people’s reasons for taking them. This could be presented as a lecture or the teacher could allow the student to explore the website and find interesting facts. 5. The Feudal System. Mountain City Elementary School. 12 October 2004. http://www.mce.k12tn.net/middleages/feudalsystem.htm Most students do not understand the feudal system. As this is an important concept in the tales, teachers could use this fun and easy to understand site to help students understand the concept. It includes a graphic model that could be implemented in a number of ways. 6. “The Itchy and Scratchy Show.” Wikipedia: The Free Encyclopedia. 7 October 2004. 12 October 2004. http://en.wikipedia.org/wiki/The_Itchy_%26_Scratchy_Show The Canterbury Tales is a frame story – something that students should understand before reading it. However, this is a difficult idea to grasp. Watching this television program or discussing it in class should help students understand as well as pique their interest as this is a part of pop culture. The Itchy and Scratchy Show is a television program within the television program The Simpsons. 7. "The Murder of Thomas Becket, 1170.” EyeWitness to History. 1997. 12 October 2004. "http://www.eyewitnesstohistory.com/becket.htm" Although discussing Thomas Becket is not essential in understanding the tales, it is a fascinating story that students would enjoy hearing and studying. Thus, it could be used as a way to connect students to the tales. This site could be used to help teachers learn the story or could be used to help students research about it. 8. Sigona, James. Bibliography of Chaucer. CSIS. 12 October 2004. "http://www.csis.pace.edu/grendel/projs2c/bib.html" 8a. ---. Geoffrey Chaucer – A Monlogue. CSIS. 12 October 2004. "http://www.csis.pace.edu/grendel/projs2c/mono.html" These two sites can help students learn important details about Chaucer. They are easily understood and are written for a high school audience. The monologue is useful because it allows students an opportunity to “interact” with Chaucer. It also introduces them to the tales and the role that Chaucer plays in them. Students should know something about the author before they study his works; these sites can facilitate that. 9. Swift, Jonathan. “A Modest Proposal.” The Art Bin. 12 October 2004. "http://art-bin.com/art/omodest.html" “A Modest Proposal” is an excellent example of satire that students should enjoy reading. Reading this accomplishes two things. First, it introduces students to an excellent and funny example of satire. Satire plays an important role in the tales, and this could be used to introduce a lesson on satire. Second, it also exposes them to another important author and work. 10. Zatta, Jane. “Some Important Events in the Fourteenth Century.” Chaucer: The Canterbury Tales. 31 January 1999. Southern Illinois University Edwardsville. 12 October 2004. "http://www.siue.edu/CHAUCER/14thcent.html" Understanding historical events can be an important part of understanding a literary work. This site is an excellent resource because it summarizes important events of the 14th century and each summary is accompanied by a rich illustration. These illustrations make it more interesting to read and study and should serve to draw students into the history of this time period. Back to Top During Reading Strategies 1. “A Guide to Medieval and Renaissance Instruments.” Musica Antiqua. South Hamilton High School. 12 October 2004. "http://www.s-hamilton.k12.ia.us/antiqua/instrumt.html" 1a. “Medieval Music.” Middle Ages. 1997. Annenberg/CPB. 12 October 2004. "http://www.learner.org/exhibits/middleages/artsact.html" Medieval music and instruments are discussed in The Canterbury Tales. Therefore, these sites may be useful to help students understand these instruments as they most likely have never heard of them. It is also a fun and interesting way to teach them about the time period and help them get more incorporated into the story. The second site can be used as a way to test knowledge of medieval instruments. A sound is played and the hearer has to guess what instrument made that sound. 2. “Code of Chivalry: A Definition of Chivalrous Ideals.” Virtual Camelot. 12 October "http://www.virtualcamelot.net/knightsofvc/codes2.html" 2a. Marshall, James. The Code of Chivary. 9 April 2002. University of Maryland College Park. 12 October 2004. "http://www.astro.umd.edu/ ~marshall/chivalry.html" Chivalry plays an important role in the time period and its influence is seen in the tales. These sites can be used as resources to help students learn about the code of chivalry and how it impacted the time period. A discussion can then ensue about how chivalry affects characters in the tales. 3. Encyclopedia of Greek Mythology. 19 December 2003. 12 October 2004. "http://www.mythweb.com/encyc/" The Knight’s Tale is based on Greek mythology. As a result, students need to understand the frequent references to mythological characters. This site is useful as it allows students to type in terms they are unfamiliar with and see a detailed description that often contains a visual as well. This will help them to understand this tale. 4. “England Map.” Lonely Planet. 12 October 2004. "http://www.lonelyplanet.com/mapshells/europe/england/england.htm" 4a. Matterer, James L. “Pilgrims Passing To and Fro.” Gode Cookery. 10 September 2004. 12 October 2004. "http://www.godecookery.com/pilgrims/pilgrm04.htm" Most students will be unfamiliar with the route the pilgrims traveled. The first site contains a map of present day England that includes Canterbury. This will allow teachers to place the story and help students see where the events are occurring. The second site supplements the first because it shows the route the pilgrims travel. This route can be pointed out on the first map. 5. Jokinen, Anniina. “Julian of Norwich.” Anthology of Middle English Literature. 3 January 2004. Luminarium. 12 October 2004. "http://www.luminarium.org/medlit/julian.htm" 5a. ---. “Margery Kempe.” Anthology of Middle English Literature. 3 January 2004. Luminarium. 12 October 2004. "http://www.luminarium.org/medlit/margery.htm" To understand the Wife of Bath’s tale, students need to better understand how women were viewed in this time period. These sites allow students to explore some unique medieval women and see how they were affected by the attitudes of the period. Students will be able to see, to some extent, a model of medieval women and hopefully gain a better understanding of the wife’s character. 6. Matterer, James L. “Medieval Macabre.” Gode Cookery. 2000. 12 October 2004. "http://www.godecookery.com/macabre/macabre.htm" This was a superstitious time, and several of the tales contain references to superstitious religious beliefs. Matterer’s site gives several good illustrations and outlines beliefs associated with them. As the name indicates, most of these are somewhat dark in nature, but students often seem attracted to all things macabre. This should be a good way to pull them into the stories and help them understand how religious beliefs and superstitions influenced several of the characters as well as their stories. It could be used in conjunction with The Pardoner’s tale as an example. 7. “Roman Catholic Church.” Wikipedia: The Free Encyclopedia. 8 October 2004. 12 October 2004. "http://en.wikipedia.org/wiki/Roman_Catholic_Church" Obviously, Catholicism plays a huge role in The Canterbury Tales. Thus, a study of it could be used as a pre-reading strategy. However, it can also be used as a during reading strategy. Teachers may want to expose the students to the religious elements and then discuss what they understood and what they did not after a reading of the stories. The majority of the tales as well as the prologue are religious in nature, and the Catholic Church plays a huge role in the pilgrim’s intents and motives. By understanding the Catholic Church, students will better understand the characters and their tales. 8. “The Wedding of Sir Gawain and Dame Ragnell.” Lone Star Internet. 12 October 2004. "http://www.lone-star.net/mall/literature/gawain.htm" This story is similar to the Wife of Bath’s tale. However, there are a few differences. Teachers could use it in conjunction with the tale and have students compare the differences. Another use would be to replace the wife’s tale with this as it is may be a little easier to read and comprehend. 9. Tovey, Paige. The Arthurian Legend: A Web Quest. Pleasant Grove High School. Worksheet. 24 September 2004. This worksheet allows students to explore everything Arthur. As Arthurian legends play a major role in the Wife of Bath’s tale, students should understand the references to him and his court. Additionally, this could be used to accompany a general discussion of the tales and the many allusion and references therein to Arthuriana. 10. “Vocabulary Classic Texts: Canterbury Tales.” 2004. Vocabulary University. 12 October 2004. "http://www.vocabulary.com/VUctcanterbury.html" Much of the vocabulary in the tales will be difficult for students to understand. This site gives a great list of vocabulary words found in the tales. Teachers can use these in a number of ways (vocabulary lists, word games, vocabulary bookmarks, etc.). Students understanding of these words will greatly enhance their understanding of the tales. As a bonus, this site also says that learning these words will help students in preparing for college level courses. Back to Top Post-Reading Strategies 1. Buttrey, Glenna. “Taking a Pilgrimage to Canterbury.” The Educator’s Reference Desk. 16 December 1999. 12 October 2004. "http://www.eduref.org/cgi- bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Literature/LIT0200.html" Although Buttrey gives this plan as something to do before reading The Canterbury Tales, it is also something that could be used after. Students take their own “pilgrimages” through the school and then write a poem about them. If using it after a reading of the tales, teachers may want to alter it to have the students try to mimic Chaucer’s work. Even if teachers decide not to do this, Chaucer’s work provides a great example for the students as they try to write their own tale about a pilgrimage they have taken. 2. Brydges, Kim. “Phase Four: Individual Assignment.” Ha! That’s Funny, But Why?. 27 August 2003. Wheat Ridge High School. 12 October 2004. "http://www.wrhsonline.org/~kbrydges/Satire_files/thequest" After studying satire in the tales, teachers may want to have students attempt to write their own satires. This activity gives a great model for having students do this. It can be altered in a number of ways, but it should be a great way for students to see how much work goes into creating a satire. In addition, it should help them better understand satire. 3. Kline, Daniel T. “Fifteen Simple Activities and Assignments.” The Chaucer Pedagogy Page. 5 December 2003. University of Alaska Anchorage. 12 October 2004. "http://hosting.uaa.alaska.edu/afdtk/assignments.htm#k-12" The majority of these activities can be easily altered to fit other novels or short stories beyond The Canterbury Tales. However, most of them are great ways to gauge student’s comprehension of the tales through writing essays, scripting plays, doing advertisements and much more. Nearly all of the activities require the student to have read the work before completing them. 4. Little Flower Pilgrimages. 24 May 2000. 12 October 2004. "http://www.littleflowerpilgrimages.com/" Many students may not realize that people still take pilgrimages even today. This site allows students to explore some modern day pilgrimages. Teachers can have students plan their own pilgrimages using this site, or just use it as an example to place the tales in modern society. Either way, this resource should help students see how what they read applies to them and others even today. 5. Matterer, James L. “Medieval Recipe Translations.” Gode Cookery. 12 October 2004. "http://www.godecookery.com/mtrans/mtrans.htm" Food is a great way to capture people’s attention, and this site lists many recipes that were used in medieval times. This could be used to create a medieval “party” after reading the tales to, again, allow students to see modern applications of old texts. 6. Monty Python and the Holy Grail. Dir. Terry Gilliam & Terry Jones. Perf. Graham Chapman, John Cleese, Eric Idle, and Terry Gilliam. 1975. DVD. Columbia Tri Star, 2001. This movie could be a great accompaniment to a reading of the tales. It is a great example of modern day satire; it allows students to see Arthurian elements; it could be used to help students see a better picture of elements in the tales such as the feudal system, the Catholic church or the code of chivalry; most importantly, however, it is just a really great movie. 7. The Canterbury Tales I (Animated). Dir. Jonathan Myerson. Perf. Robert Lindsey, Sean Bean, and John Fortune. 1998. VHS. S4C, 1998. This is an animated version of the General Prologue, The Nun’s Priest’s Tale, The Knight’s Tale, and the Wife of Bath’s tale. It can be effective as another medium to teach tales the students have already read. 8. “The Kingdomality Personal Preference Profile.” Career Management International. 12 October 2004. "http://www.cmi-lmi.com/kingdom.html" This website could easily be used as a pre-reading, during reading, or post-reading strategy. However, it seems especially effective as a post-reading strategy because it allows students to see what medieval occupation they might have filled. As a result, the student can place themselves in the story and better relate to what they have read. An essay or short response could accompany it which could allow the student to reflect on their medieval occupation and relate it to character’s from the story. In addition, this site allows students to reflect on their occupational personality and how it could apply in modern society. 9. Tovey, Paige. Character Report and Drawing. Pleasant Grove High School. Worksheet. 24 September 2004. This group activity allows students to further explore characters from the tales. It can be used to help students further delve into characters who, perhaps, were touched upon only briefly in class. They must analyze the character and present a report based on their findings. Students then present their reports to one another which allows the entire class to learn more about each character (and perhaps their tales as well). Modifying this a little, teachers could have students study only the character’s tale and present a report on what they learned about this character based only on their tale. 10. What Women Want. Dir. Nany Myers. Perf. Mel Gibson, Helen Hunt, and Maris Tomei. 2000. DVD. Paramount Home Video, 2002. What Women Want is a great modern day adaptation of the Wife of Bath’s tale. Teachers can use the entire movie or clips from it to assist students in better understanding her tale. Additionally, teachers could have students write an essay on what they think women or men want and how it applies to the wife’s tale.