The Great Chaucer Challenge: A cooperative learning game to review the Prologue

This game employs the cooperative learning group format to review thoroughly Chaucer's Prologue to The Canterbury Tales and "The Pardoner's Tale" and "The Nun's Priest's Tale."

A lesson plan for grade 12 English Language Arts

By Julie Shaw

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Related topics

• Learn more about British literature, Chaucer, The Canterbury Tales, cooperative learning, language arts, and review activities.

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Learning outcomes

Students will review the Prologue, “The Pardoner’s Tale,” and “The Nun’s Priest’s Tale” as well as biographical information on Chaucer via active student participation in a game format.

Teacher planning

Time required for lesson

2 hours

Materials/resources

• Chaucer Text: The General Prologue, “The Pardoner’s Tale,” and “The Nun’s Priest’s Tale”
• completed Chaucer study guide
• Teacher prepared instructions for game play, questions, answers, and game pieces. Each group will need the numbers 1-66 in a ziploc.

Pre-activities

Teacher will lead students through a thorough reading of The Prologue to The Canterbury Tales as well as the two tales. Students will have completed an in-depth study guide analyzing specific traits of each of the pilgrims and the tales. This will also include a mini-lecture on the biography of Chaucer as well as historical background on Sir Thomas a Becket and other pertinent information relevant to the study of Chaucer. A classroom bulletin board is also interactive during the reading to aid the visual learner.

Activities

1. The teacher should divide the class into predetermined groups of no more than 4 students. Each group should consist of four members who will work on a rotating basis as follows:
   • The Inquisitor (the person with the questions list) will allow The Authority (the person to your immediate right) to pull a number for a question from the numbers bag. The Inquisitor will then read the question aloud whereby The Authority will respond to the question while The Challenger (the person to the right of The Authority) will challenge or affirm that The Authority’s response is correct with an agreement or additional information to answer the question correctly. The Expert (the person to the right of The Challenger) who will hold the answers will then verify whether or not the response is accurate. Once a group consensus is reached all positions of play are to rotate to the right and the game continues. Students should proceed quickly and encourage one another so that this serves as a learning and mastery tool
2. The teacher will distribute game pieces, questions and answers, as well as the detailed instructions for the game to each group.
3. A discussion of appropriate game playing behavior is necessary at this time. Encourage students to practice wait time, additional questioning, and rephrasing of questions to assist one another. Also encourage students to cheer one another on. It seems to build confidence and foster good classroom relations.
4. Now you’re ready to begin. A sample question should be done to show students how to play, noting each member of the group’s role, and then play should rotate to the left as instructed.
5. The teacher should remain mobile throughout the activity to insure that all students are participating and to clarify answers when needed. Once students get the hang of the process, you can use the same game format for other major works. I find this game increases student scores, for they don’t really know where to begin to study for this test. They like the game and find confidence in their learning when they get answers right.

Assessment

• The most obvious source of assessment will be the test score of each student.
• The teacher can also assess how well each group works together for future reference.
• A record of group member scores must be kept until all students have taken the test so that extra credit scores for groups can be given.

Supplemental information

Comments

As a special incentive for participation, I recommend challenging groups by offering extra credit of no less than 5 points added to each group member’s score on the test if all members of the group score 80 or above. Determine the acceptable score depending on the group.

My students have found this game format a workable means of studying for a test on a large work. We have used this similar format for our study of Macbeth and Beowulf and have been very successful. Good Luck!