Beacon Lesson Plan Library

Multicultural Canterbury Pilgrimage

Brenda Biletnikoff
Bay District Schools


After the students have read Chaucer's [The Canterbury Tales], they create travel brochures that detail various people and places that are encountered on the way to Canterbury.


The student drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purpose of the paper; demonstrates a mature command of language with precision of expression; has varied sentence structure; and has few, if any, convention errors in mechanics, usage, punctuation, and spelling.

The student produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.

The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.


-Sample travel brochures
-Access to computers with publishing program
-Colored paper
-Colored pencils/crayons
-Copies of Chaucer's [The Canterbury Tales]
-Internet access


1. Review a list of Canterbury characters and places.
2. Collect samples of travel brochures.
3. Gather colored paper and pencils/ crayons.


Prior knowledge/experience:
Students should have some prior experience with Microsoft Publisher or other publishing software. In addition, they should have prior experience with writing specific details and with organizational skills. Also, they should have already studied [The Canterbury Tales].

Day 1

1. Ask if students have ever looked at travel brochures. Discuss what elements of a travel brochure make a particular place appealing for someone to visit.

2. Brainstorm and discuss the characters of [The Canterbury Tales], in addition to their backgrounds, and the pilgrimage.

3. Let each student choose two characters and places that are encountered by the pilgrims on the way to Canterbury.

4. Students summarize their findings on the characters and places on notebook paper first.

Day 2
1. Students assist others in editing their findings on the characters and places from Day 1.

2. Students continue writing and editing their notes from Day 1.

3. Provide paper for each student if needed.

4. Display examples of travel brochures or have students bring samples of travel brochures to class.

5. Provide students with a copy of the rubrics.

6. Discuss the rubrics with the students.

7. Students begin writing their travel brochures while utilizing the sample travel brochures as models.

Day 3
1. Students complete their own brochures (on the computer or on construction paper).

2. Students display their brochures for other students to view.

3. Teacher assesses activity. (See attached file.)


The students' summaries, drafts, and brochures are assessed using the rubric attached to this lesson.

Web Links

Web supplement for Multicultural Canterbury Pilgrimage
The Canterbury Tales

Web supplement for Multicultural Canterbury Pilgrimage
The Canterbury Tales

Web supplement for Multicultural Canterbury Pilgrimage
The Canterbury Tales

Attached Files

The rubric for assessing the brochure.     File Extension: pdf

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