English IV - Unit 2 - The Medieval Period: England During the Age of Chivalry and Feudalism

Sep 28, 2026

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English IV Unit 2: The Medieval Period focuses on reading and responding to medieval English literature using varied comprehension and reading strategies. Students compare Old, Middle, and modern English while studying genre and themes to support discussion and writing. The unit emphasizes analyzing literature through characterization and humor, interpreting how feudal society and evolving national identity are reflected in texts, and applying vocabulary in context through oral and written responses.

LanguageEnglish

CategoryExam

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Unit Description

Student Understandings

Guiding Questions

Grade Level Expectations (GLEs)

English IV Unit 2: The Medieval Period: England During the Age of Chivalry and Feudalism Time Frame: Approximately four weeks Unit Description This unit focuses on reading and responding to works of the medieval period in English literature. Application of a variety of reading and comprehension strategies will be required. The evolution of the English language and the relationship between Old, Middle, and modern English will be noted as students compare and contrast works. Genre study will lead to discussion and writing, which will result in analysis of literature, experience, grammar skill, and vocabulary. Ongoing activities include oral and written responses to a variety of prompts; grammar instruction differentiated for students’ specific needs; independent reading instruction and monitoring; definition of vocabulary words within the context of the literature; and appropriate use of the words in self-generated sentences. Student Understandings The essential goals of this unit are to read, comprehend, interpret, and analyze the literature of the medieval period. Students will recognize that England is evolving into a country during this time rather than functioning as tribal groups without a common unity. Students should also see that the literature is a reflection of the medieval people and their feudalistic world. Other critical goals are to express supported responses to the texts and to focus on analyzing the effects of the literary elements and devices, particularly characterization and humor. Guiding Questions 1. Can students complete a college or job application and effectively promote themselves? 2. Can students identify the primary characteristics of the medieval period and explain how they are reflected in the literature of the period? 3. Can students explain how Geoffrey Chaucer uses direct and indirect characterization to create the pilgrims in The Canterbury Tales? 4. Can students recognize that Chaucer’s pilgrims are a reflection of the age? 5. Can students analyze Chaucer’s use of humor in his work and evaluate its effectiveness? 6. Can students explain ways in which the genres and the themes of Chaucer’s famous tales reflect the characteristics of the pilgrims who tell them? 7. Can students compare a medieval ballad to the popular music of today? 8. Can students identify character traits of Sir Gawain in themselves, in their friends, and in Chaucer’s famous pilgrims? 9. Can students recognize the importance of legend and myth, both in the world of the Middle Ages and in the world today? | Grade Level Expectations | | | --- | --- | | GLE \# | GLE Text and Benchmarks | | 01a. | Extend basic and technical vocabulary using a variety of strategies, including analysis of an author’s word choice (ELA-1-H1) | | 01b. | Extend basic and technical vocabulary using a variety of strategies, including use of related forms of words (ELA-1-H1) | | 01c. | Extend basic and technical vocabulary using a variety of strategies, including analysis of analogous statements (ELA-1-H1) | | 09a. | Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example, interpreting and evaluating presentation of events and information (ELA-7-H1) | | 09b. | Demonstrate understanding of information in American, British, and world literature using a variety of strategies, including evaluating the credibility of arguments in nonfiction works (ELA-7-H1) | | 09c. | Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example, making inferences and drawing conclusions (ELA-7-H1) | | 09d. | Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example, evaluating the author’suse of complex literary elements (e.g., symbolism, themes, characterization, ideas) (ELA-7-H1) | | 09e. | Demonstrate understanding of information in Am

FAQs

What is the focus of English IV Unit 2?

It focuses on reading and responding to medieval period works in English literature, using comprehension strategies and analyzing how the English language evolves across Old, Middle, and modern stages.

Which literary elements does the unit emphasize when students analyze texts?

Students analyze the effects of literary elements and devices, especially characterization and humor, and connect these elements to the medieval world reflected in the literature.

How does the unit use Geoffrey Chaucer’s The Canterbury Tales?

Students explain how Chaucer uses direct and indirect characterization to create the pilgrims and evaluate Chaucer’s humor, including how the pilgrims reflect the age and how genres and themes shape their stories.

Sep 28, 2026

Upload by Angel