Exploring The Prologue to The Canterbury Tales using Wikis

Student Objectives

Session One

Session Two

Session Three

Extensions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will

• work in groups of two or three to paraphrase portions of Chaucer’s prologue.
• analyze language and imagery from a portion of the Prologue.
• research medieval background for a specific character from the prologue.
• add research and images to their wiki.
• learn about the collaborative nature of wikis.

 

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Session One

1. Take students to the computer lab or media center.
2. Ask the class what they know about wikis. Have students read “Everything Wiki: Wiki Versus Blog” and discuss, as a class, the difference between wikis and blogs. Students can access this on individual computers or the teacher can display the site using a projector.
3. Discuss the class wiki. (See Example Class Wiki)
4. Invite members of each group to join the class wiki. (You do this by clicking Manage Wiki>People>Member. You can simplify this by having students type in their emails while they begin the Canterbury Tales Wiki Worksheet.)
5. Have students work in their groups to complete the Canterbury Tales Wiki Worksheet. Students may want to start with The Middle Ages to help them with this.

 

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Session Two

1. Return to the computer lab or media center for students to complete their Canterbury Tales Wiki Worksheet.
2. While group members work to complete the worksheet, meet with the technical advisors from each group to go over the technical aspects of contributing to the wiki.
3. Have students fill out a group profile for their character using Profile Publisher.
4. Help students with the technical aspects of putting information onto the wiki.

 

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Session Three

1. Continue helping students upload information to the wiki. Encourage them to get creative—graphics, pictures, and hyperlinks are all perfectly acceptable. You may want to have some of your tech-savvy students assist those who need extra guidance. (Explain public domain image sites.)
2. For homework, ask the students to complete the Group Participation Assessment Sheet and the Online Self-reflection Checklist to be used as an assessment tool (if a student does not have Internet access at home, this form can be completed later on at school).
3. Once all the responses are loaded onto the class wiki site, direct your students’ attention to the wiki on your projected screen. Have each group present their character encouraging group discussion. Discuss what could be added to the wiki.
4. Remind the class that the best wikis are the ones that are constantly being taken care of and tinkered with.

 

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EXTENSIONS

• Students can use the suggestions for adding to the wiki and continue to develop it.
• Students can add to another group page.
• Groups can choose one of The Canterbury Tales and create another wiki developing their own criteria and rubric.

 

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STUDENT ASSESSMENT/REFLECTIONS

• Preliminary work (Canterbury Tales Worksheet and Profile Publisher) can be graded for completion. The group website can be assessed using the Online Rubric - Website Design: Canterbury Tales Wiki.
• Student reflections can be assessed with the Online Self-Reflection.

 

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