Transcript Document 7120050

Perry Tales
Warm Up
In your own words, define the term
‘parody.’
List parodies you are familiar with
(TV/movies/books/music/etc.).
Stereotypes
• Chaucer used stereotypes of
medieval characters, professions,
behaviors, etc.
• Define ‘stereotype’
• What are some stereotypes that we
can identify here at Perry?
Brainstorm ‘safe’ stereotypes:
Techie
Athlete
Cheerleader
Bandy
Preppie
Skater
Cowboy
Princess
Nerd
The Loner
Others????
TODAY
You are a pilgrim traveling to the
“holy land of the diploma.”
Pack your luggage…
We’re off to the Herbert Inn…
Meet your fellow pilgrims…
Objective
• To create your own ‘pilgrim’
• To identify and describe your own
stereotypical character
• To collaboratively fit the ‘pilgrims’
together into a ‘prologue’ parody
Purpose of your Pilgrimage
Each ’pilgrim’ will
Create and write about a
‘Perry pilgrim’
Your ‘tour group’ will
Write and present one unified
prologue which includes as many
pilgrims as are in your group
Learning Goal
I can analyze the author’s choices in
developing the poem; I can analyze how
the author’s choices affect the overall
meaning of the poem. I can distinguish
between what the author directly says
and what he means. I can write a
parody of a story/poem working
collaboratively with a supportive group.
Learning Scale
4
3
2
1
0
I totally get it!
I get it.
I’m beginning to get it.
I need help.
I’m totally lost.
The NO’s
• NO specific or direct
representation of ANY individual
student names
• NO meanness!
• NO school inappropriateness
• NO stereotypes related to
race/religion/sexual preference
The Basic Rules
• Chaucer rhymes – so will you!
• Chaucer uses rhyming couplets –
so will you!
• Chaucer writes in 3rd person – so
will you!
Rules for your Pilgrim
Group
Your prologue must have
– An introduction (minimum 2 lines)
– A closure (minimum 2 lines)
Rules for Each Pilgrim
• One stanza each
• Stanza = minimum of 6 lines
– Describe your character
•
•
•
•
•
Personalities
Professions
Dress
Physical features
Etc.
Learning Goal
I can analyze the author’s choices in
developing the poem; I can analyze how
the author’s choices affect the overall
meaning of the poem. I can distinguish
between what the author directly says
and what he means. I can write a
parody of a story/poem working
collaboratively with a supportive group.
Learning Scale
4
3
2
1
0
I totally get it!
I get it.
I’m beginning to get it.
I need help.
I’m totally lost.
Chaucer made us laugh.
He shocked us.
He made us think.
He made us question our own thinking.
He made us think deeper!
Be Creative
Be Unique
Be Chauceresque!
Rubric
Points
Pilgrim Details
(includes personalities, professions, dress,
physical features, etc.)
10
Content
(has a moral/entertains)
10
Originality
(unique/creative)
10
Construction
(rhyming couplets/makes
sense/conventions)
10
Presentation
(everyone participates/entertaining)
10
Learning Goal
I can analyze the author’s choices in
developing the poem; I can analyze how
the author’s choices affect the overall
meaning of the poem. I can distinguish
between what the author directly says
and what he means. I can write a
parody of a story/poem working
collaboratively with a supportive group.
Learning Scale
4
3
2
1
0
I totally get it!
I get it.
I’m beginning to get it.
I need help.
I’m totally lost.
Your Ticket Out the Door!
– Assess where you are on the
learning scale
– Make of list of tasks your
group will need to complete
tomorrow so that you can
present your final product!