![The Canterbury Tales - Caricatures Based on "The General Prologue"](http://cdn.storyboardthat.com/storyboard-srcsets/kristy-littlehale/caricatures-based-on--the-general-prologue-.png "The Canterbury Tales - Caricatures Based on "The General Prologue"")
Activity Overview
When reading “The General Prologue”, one may notice that the naïve narrator focuses on particular traits, and overlooks others. Before starting, make sure students know: caricatures in literature are a description of a person using exaggeration of some characteristics and oversimplification of others.
What is the purpose of caricatures in literature?
- To criticize
- To entertain
- To compliment
- To politicize
Start by having students make a list of each student in the class. Have them write down ONE thing that they know about each person, e.g. what town is the student from, what is their favorite is hobby. Have the students collaborate and create a list for each student. For example, everyone knows that Johnny is from Boston, he loves baseball, and his favorite food is lasagna. Some other students may add in that they know he’s a night owl, he loves the color blue, and his mother is from Italy. Johnny will take that list and circle the things that appear more than once. These are the things that will make up Johnny’s caricature.
Have the students take the common things from their caricature lists, and create a storyboard of themselves. In addition, have them write an 8-12 line poem of the caricature traits their classmates have come up with that are important to them (in Chaucerian or modern English, your choice!). They can make the storyboard between 3-6 cells, depending on how long their poems are, how many students are in the class, and how many common traits appear on their lists! Below is a sample of a four-cell caricature board.
Cell 1: Basketball
My name is Haley and I am so tall
Of course you know I play basketball
Cell 2: Cooking and Reading
When I get home, I love to cook!
And then I sit down to read a book!
Cell 3: French
My family hails from France, and all my friends know
“Bonjour!” means hello!
Cell 4: Dogs
I have two dogs, they brighten my day
My name is Haley, and this is my caricature- yay!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective:Create a 3-6 cell storyboard about yourself, based on the caricature list your classmates made.
Student Instructions:
- Click “Start Assignment” and give your storyboard a name.
- In the titles, write a few words that identify the each characteristic.
- In the description boxes, write a few lines, in poetry form, that describe each characteristic.
- Illustrate each characteristic using scenes, characters, items, and dialogue if it fits.
- Save and exit when you are done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Illustrations | The illustrations use appropriate scenes, characters and items. | The illustrations are difficult to understand. | The illustrations do not clearly relate to the assignment. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
When reading “The General Prologue”, one may notice that the naïve narrator focuses on particular traits, and overlooks others. Before starting, make sure students know: caricatures in literature are a description of a person using exaggeration of some characteristics and oversimplification of others.
What is the purpose of caricatures in literature?
- To criticize
- To entertain
- To compliment
- To politicize
Start by having students make a list of each student in the class. Have them write down ONE thing that they know about each person, e.g. what town is the student from, what is their favorite is hobby. Have the students collaborate and create a list for each student. For example, everyone knows that Johnny is from Boston, he loves baseball, and his favorite food is lasagna. Some other students may add in that they know he’s a night owl, he loves the color blue, and his mother is from Italy. Johnny will take that list and circle the things that appear more than once. These are the things that will make up Johnny’s caricature.
Have the students take the common things from their caricature lists, and create a storyboard of themselves. In addition, have them write an 8-12 line poem of the caricature traits their classmates have come up with that are important to them (in Chaucerian or modern English, your choice!). They can make the storyboard between 3-6 cells, depending on how long their poems are, how many students are in the class, and how many common traits appear on their lists! Below is a sample of a four-cell caricature board.
Cell 1: Basketball
My name is Haley and I am so tall
Of course you know I play basketball
Cell 2: Cooking and Reading
When I get home, I love to cook!
And then I sit down to read a book!
Cell 3: French
My family hails from France, and all my friends know
“Bonjour!” means hello!
Cell 4: Dogs
I have two dogs, they brighten my day
My name is Haley, and this is my caricature- yay!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective:Create a 3-6 cell storyboard about yourself, based on the caricature list your classmates made.
Student Instructions:
- Click “Start Assignment” and give your storyboard a name.
- In the titles, write a few words that identify the each characteristic.
- In the description boxes, write a few lines, in poetry form, that describe each characteristic.
- Illustrate each characteristic using scenes, characters, items, and dialogue if it fits.
- Save and exit when you are done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Illustrations | The illustrations use appropriate scenes, characters and items. | The illustrations are difficult to understand. | The illustrations do not clearly relate to the assignment. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How Tos about Caricatures in \"The General Prologue\"
How can I help students analyze caricatures in literary texts?
Guide students to identify exaggerated traits in characters by closely reading descriptive passages. Encourage them to look for words or phrases that seem over-the-top or highlight specific features. This helps students recognize author intent and understand how caricature reveals character or theme.
Model making connections to historical or modern figures.
Invite students to compare literary caricatures with public figures or celebrities who are often portrayed with exaggerated traits. This activity builds engagement and makes analysis more relatable by connecting literature to real-world examples.
Facilitate a class discussion on the impact of caricatures.
Lead a conversation about how caricatures can influence readers’ opinions of characters or groups. Prompt students to consider if caricatures are always fair, and when they might be used for criticism, humor, or social commentary.
Assign a creative rewrite of a caricature.
Challenge students to choose a character from “The General Prologue” and write a short scene or poem that exaggerates different traits than the original. This boosts understanding of author choices and allows students to experiment with tone and perspective.
Encourage reflection on the use of caricature in students’ own writing.
Ask students to review their storyboards or poems and reflect on how exaggerating certain traits shapes the way readers perceive a character. This reinforces literary concepts and helps students apply critical thinking to their creative work.
Frequently Asked Questions about Caricatures in \"The General Prologue\"
What is a caricature in literature, and how is it used in 'The General Prologue'?
A caricature in literature is a description of a person that exaggerates certain traits and oversimplifies others. In 'The General Prologue' of The Canterbury Tales, Chaucer uses caricatures to highlight key characteristics of each pilgrim, often for entertainment and social criticism.
How can I teach students to create their own literary caricatures?
Guide students to list unique traits about each classmate, identify repeated characteristics, and use these to craft a caricature. Students then create a storyboard and write a short poem highlighting those traits, helping them understand how authors like Chaucer build memorable characters.
What is the purpose of using caricatures in teaching 'The Canterbury Tales'?
Caricatures help students see how Chaucer criticizes, entertains, and comments on society by exaggerating features of his characters. This approach makes the text more relatable and encourages students to analyze character traits critically.
Can you give examples of a student-created caricature storyboard?
Yes! For example: Cell 1: Basketball – 'My name is Haley and I am so tall, of course you know I play basketball.' Cell 2: Cooking and Reading – 'When I get home, I love to cook! And then I sit down to read a book!' Each cell uses poetry and images to showcase a different trait.
What are some tips for making this caricature lesson engaging for high school students?
Encourage creativity by letting students use modern or Chaucerian English in their poems, illustrate with fun visuals, and collaborate on trait lists. Making the activity personal and interactive helps students connect with the material and each other.
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