Lesson Plan – Examining the Nuances of the Prioress as an Authority Figure

Overview: Analyzing the Prioress

The objective of the lesson is to lead students to read through “The Prioress’ Tale,” Katherine Lewis’ “The Prioress and the Second Nun,” and Anne Laskaya’s “Chaucer’s Approach to Gender in ‘The Canterbury Tales'” in relation to the Prioress’ position as a woman in power.

Materials:

“The General Prologue” and “The Prioress’s Tale” from The Canterbury Tales by Geoffrey Chaucer

“The Prioress and the Second Nun” in Historians on Chaucer: The ‘General Prologue to the Canterbury Tales’ by Katherine J. Lewis

“Chaucer’s Approach to Gender in ‘The Canterbury Tales'” by Anne Laskaya

Discussion Questions:

In what ways does Chaucer present the Prioress in relation to her socioeconomic position? To what extent does her behavior and attire deviate from this position?
How does the irony in the Prioress’ Tale reflect on the Prioress herself?
Why do you think Chaucer emphasizes the Prioress’ behavior?
What arguments does Lewis make?
Do you think Lewis’ criticisms against Chaucer are fair?
Laskaya presents Chaucer as “masquerading under the female voice.” What do you think is Chaucer’s goal by exploring female narration?

Lesson Plan:

Students are to gather in one large circle and discuss the assigned questions. Deviations that add to the general topic at hand are welcome. This style of class leaves the development of class understanding in the hands of the students, with the lecturer stepping in to guide and correct and mishaps that should arise. The lecturer takes a passive role in this setup and allows for students to discuss in a more friendly environment with everyone facing each other. Students are encouraged to bring up relevant outside experiences and knowledge to add to class discussion.