creative writing project modern day canterbury tales

Modern day Canterbury Tales refreshes Chaucer to tell the lost stories of refugees

Professor in English, University of Kent

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David Herd is a co-organiser of Refugees Tales.

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In Geoffrey Chaucer’s The Canterbury Tales, his unfinished account of a 13th-century pilgrimage, the host, in his cheerful and accommodating manner, suggests that as they walk the pilgrims should tell tales. Not their own tales, which might be the modern way, but the tales of other people. It becomes clear too that the tales themselves are largely the result of other journeys.

In so structuring the work, Chaucer inscribes into the language (which he was helping to create) a deep connection between poetry and human movement. And so a disparate group of fellow travellers bind themselves through the telling of other people’s stories.

It is for these reasons that The Canterbury Tales is the perfect model for Refugee Tales , an extraordinary project in which I am currently involved. Conceived a year ago by the Gatwick Detainees Welfare Group , the aim is to tell some of the stories of refugees and detainees during a walk from Dover to Crawley (home to Gatwick Airport), two key points of entry into the UK. Following the route of the old Pilgrim’s Way across the North Downs (not the route Chaucer’s pilgrims actually took but one their contemporaries would have recognised), our nine day, 80-mile walk started on June 13 in Dover’s Market Square.

Setting out to celebrate the contributions migrants make to the UK, while symbolically recognising the journeys they have made, the key demand of the project is an end to indefinite immigration detention. As I write, we have reached the village of Chilham, having stopped in Shepherdswell and Canterbury en route – and, as we go, more walkers join us every step of the way. The reason they are joining us, as they tell us with a sense of relief, is that they want to participate in this spectacle of welcome.

The key similarity between our project and Chaucer’s poem is that at every stopping point writers help to tell other people’s tales: The Migrant’s Tale, The Unaccompanied Minor’s Tale, The Lawyer’s Tale, The Detainee’s Tale, among others. In each case, a novelist or poet has collaborated with the person whose tale is being told to help communicate the experience of coming to or living in the UK. The tales are clear in their articulation of the journeys undertaken, of the deeply damaging effects of indefinite immigration detention and also of the bare life that follows detention that is the experience of tens of thousands of people currently living in the UK.

Telling others’ stories

There are multiple echoes of Chaucer’s project in The Refugee Tales. One such echo is the simple fact that the tales are being told by other people. This approach is not without its difficulties, as the organisers of the project are acutely aware. But one crucial consideration for all concerned is that while the people whose tales are being presented badly want them to be told, they often do not want to be seen or to be heard telling them. This is principally because having been detained they fear the prospect of being re-detained, a dismayingly common occurrence .

The fear and secrecy that surrounds immigration detention is well understood by those who work with detainees. What we didn’t fully anticipate was the effect of the collaboration itself. A number of the writers involved in the project have reported on the effect that the process has had on their thinking about writing. Each of the tales takes its own form, from Patience Agbabi’s heroic crown of sonnets, to Ali Smith’s narrative, to Dragan Todorovic’s dialogue with Chaucer – but in each case the language is clearly marked by the demand of presenting another person’s story, by the ethical and aesthetic considerations of helping to shape another person’s account.

As things stand, the realities of immigration detention and the post-detention regime are not often talked about. This is perhaps starting to change, thanks to a growing pressure from detainees and activists. But as I have discussed elsewhere , arbitrary and confusing as the immigration and asylum process appears to the person at the receiving end of its tortuous delays and decision-making, one thing that holds the apparatus together is the systematic exclusion of the utterance of the person detained.

This is most apparent in the detention bail hearing, the occasion when the detainee seeks release. On those occasions, the detainee is not permitted to attend, but is mediated by a video link from the detention centre which, as well as being frequently faulty, fundamentally impedes any effect of actual human presence. Additionally, the proceedings of the hearing are not written down . This part of the story, like just about all aspects of the detainee’s story, is kept from the record. Just as when Chaucer wrote his sequence, so the purpose of The Refugee Tales has been to re-open the language to the facts of human movement, to put the stories of people seeking asylum in the UK on the record.

The sequence of The Refugee Tales (16 in total, with two performed each night of the walk) is constructed so as to trace the trajectory from arrival to final decision. “The Migrant’s Tale” tells the story of a person who left Syria on his second attempt, smuggled in a lorry from Turkey to the UK, hidden behind packing cases while suffering the pain of kidney stones. When he arrived:

I was put in a detention centre, at Gatwick. It was as bad as in Syria. I was very ill … it took them a hundred days to let me go.

Then there’s “The Unaccompanied Minor’s Tale”, which starts “under a jeep in a car park in Khartoum” with the young girl trying to stifle “the laughter which is as ripe as fruit in her mouth”. The tale traces a journey through the desert and then across the Mediterranean where the unaccompanied children see dolphins and “the water-drenched flesh of refugees”.

“The Appellant’s Tale” tells the story of a man who arrived in the UK in 1984, recruited in his home country to work for the BBC World Service. After 28 years of entirely legal work he was picked up on the basis of a tip-off by the UK Border Agency and plunged in to the Kafka-esque world of the British detention system. As he tells it, describing the sheer impossibility of making himself heard from within detention: “the way it looks, you are a nobody. It means you have no story”.

“The Arriver’s Tale” is the story of a man who has been in the UK for eight years, having left his country of origin when he objected to FGM. Since arriving in the UK he has been detained, has been unable to work and has been relocated each time he started to establish a community. This, he explains patiently, is the definition of limbo.

As writers on The Refugee Tales have observed, what one finds on going back to The Canterbury Tales is a political geography we can recognise, as in “The Man of Law’s Tale”, for instance, with its account of a deeply troubled journey from Rome to Syria, and then from Syria to the north of England where a young refugee, Constance, finds herself falsely accused.

More fundamentally, by appropriating Chaucer for a project aimed at communicating the accounts of people who have experienced immigration detention, Refugee Tales looks to help re-open language to the realities of human movement, and to share and circulate stories that have been scandalously silenced.

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Modern Day Canterbury Tales

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Tips and ideas for teaching high school ELA

5 Activities to Engage Your Students When Teaching The Canterbury Tales

Like Beowulf, The Canterbury Tales is often a staple in British Literature classrooms. However, it can be difficult for students to understand. The archaic language and the sheer length provide roadblocks. Teaching The Canterbury Tales can sometimes feel like a chore – just another box on the Brit Lit canon checklist.

Teaching this medieval masterpiece doesn’t have to be a daunting task. In this blog post, we’ll explore six engaging activities that will captivate your students’ interest and deepen their understanding of Chaucer’s timeless tales. Get ready to bring The Canterbury Tales to life in your classroom!

Before starting any long text, I like to provide background and historical context for the students. In the past, that information came in the form of the tried-and-true (albeit boring) PowerPoint presentation and guided notes. Over the last few years, however, I’ve started making the shift away from that method and started looking for more engaging ways to get the same material across.

Enter virtual field trips.

Transport your students on an immersive virtual field trip to the historic city of Canterbury, right from the classroom. Through online resources and multimedia platforms, they can experience the sights, sounds, and ambiance of the Canterbury Cathedral and its surroundings. This activity enhances their visual understanding of the setting, making teaching the Canterbury Tales more vibrant.

I opted to go a little broader for my Canterbury Tales virtual field trip . Each “day” focuses on a different aspect of the knowledge that I want students to get before we start the unit: Chaucer’s background and biography; the evolution of the English language; and a Google Earth exploration of Canterbury.

Another go-to activity for any longer work is character analysis graphic organizers. There are so many characters in The Canterbury Tales that keeping track of them all can be daunting. Character analysis graphic organizers make that task a little bit easier.

A few ideas:

Give each student a character analysis organizer for each of the pilgrims mentioned in the Prologue. As students read the Prologue (and any accompanying tales), have them complete the handout.
Assign each student or group of students a specific pilgrim to track. This will allow students to focus on one character and not get overwhelmed by the number of pilgrims mentioned.

Students can explore their pilgrim’s historical role, physical description, class hierarchy, contribution to the theme, and personality traits.

If you chose option #2, students can then take the information on their graphic organizers and teach the rest of the class about their pilgrim (Canva is a great tool for creating impressive presentations).

This activity develops critical thinking skills and fosters a deeper understanding of Chaucer’s characters.

Students often wonder what is the point of studying something so old; they don’t often realize that these classic, canonical texts have served as the inspiration for so many other works.

One way to bridge the gap between medieval literature and the modern world is by exploring modern adaptations of The Canterbury Tales . Encourage students to discover and analyze contemporary adaptations, such as film adaptations, TV series, or even graphic novels inspired by Chaucer’s tales. Through group discussions or individual reflections, students can explore the relevance of these adaptations and discuss the ways in which timeless themes are portrayed in a modern context. This activity will highlight the enduring impact of The Canterbury Tales on contemporary storytelling.

My go-to is A Knight’s Tale starring the late Heath Ledger as a squire seeking to remake himself into a knight. Paul Bettany (who many students may recognize as Vision from the Marvel franchise) plays Chaucer. This film was one of my first introductions to the Medieval era; I even did a whole presentation on it in my undergrad Medieval Lit class.

Another activity for teaching The Canterbury Tales is a modern retelling. Similar to the modern Beowulf activity mentioned here, this short writing lesson encourages students to tap into their creativity by challenging them to write their own tale inspired by The Canterbury Tales or create a modern retelling of Chaucer’s stories. Guided by storytelling elements, students can present their work through written narratives, illustrated stories, or even dramatic performances. This activity empowers students as storytellers, reinforcing their understanding of narrative structure while teaching The Canterbury Tales in an exciting and personal way.

I did this as part of my 12th-grade English class and still have my version somewhere (I may have a bit of a problem throwing out things 🤫). This is a great activity to not only practice those speaking and listening standards that oftentimes get overlooked but also for students to learn more about each other.

Another idea for adding some fun while teaching The Canterbury Tales is to bring the characters of The Canterbury Tales to life through a character interview podcast. In pairs or small groups, students select a character and imagine a conversation, asking thought-provoking questions about their experiences, motivations, and perspectives. Students can record and edit their interviews, infusing their interpretations and voices into the dialogue. This activity encourages creative expression, critical thinking, and oral communication skills.

One of my choices for my Crucible semester exam projects was a podcast. Students got into groups of three or four and recorded on one of their phones. They had to include at least one host and one character to be interviewed. The results were fantastic.

One of the concepts that may be hardest for students to understand when reading The Canterbury Tales is that of a pilgrimage. Many people today don’t participate in them, but pilgrimages were quite normal back in the Middle Ages.

Connect the concept of pilgrimage to students’ lives by organizing a modern-day pilgrimage experience. This can be done in two ways:

Encourage students to embark on personal journeys, whether exploring local historical sites, engaging in acts of service, or pursuing personal growth. Documenting their experiences through journals, photographs, or videos, students draw parallels to the pilgrimage theme in The Canterbury Tales. This activity cultivates reflection, empathy, and a deeper understanding of the tales being taught.
Take your students on a modern-day pilgrimage to a local landmark, such as a museum or historical site. Encourage them to document their journey and reflect on the experience, drawing connections between their pilgrimage and the journey of the characters in The Canterbury Tales.

There you have it. Five activities to engage your students when teaching The Canterbury Tales .

What are your favorite CT lessons and activities? Leave a comment and let me know.

And as always, happy teaching 😀

Looking for low-prep resources to add to your Canterbury Tales plans? Check out The Canterbury Tales Unit Plan.

Interested in reading more about my favorite British Literature units? Check out this post:

7 Units for a Complete Brit Lit Curriculum

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The Canterbury Tales – Modern or Middle?

I recently found a very fine two volume Folio Society 1961 edition of Geoffrey Chaucer’s The Canterbury Tales bound in brown leather and fawn cloth with woodcut illustrations in black and white from artist Edna Whyte. My edition also contains a series of colour postcards illustrating the various tales sprinkled throughout and I’m not at all sure whether a previous owner has introduced these or if they came as original with the first printing. It’s a lovely book. The text itself is the ‘modern English translation’ by Nevill Coghill and anyone from the past thirty or forty years who has had to study Chaucer at almost any level will recognise that name because Coghill’s is the version used for the Penguin Books Classics edition.

I studied English literature at university in the early 1970’s and I don’t think I’ve picked up a copy of Coghill’s version since that time. Reading The Prologue and The Knight’s Tale that follows it, was enough to remind me of my disgruntled, ruddy-faced university tutor staring in disbelief at the sight that confronted him: half a dozen callow and hairy seminar students that the poor fellow had inherited all with Penguin Classic copies of The Canterbury Tales on their laps – some better thumbed than others.

This was one of the very first tutorials we’d be scheduled to attend and we’d been set the task of reading Chaucer’s Prologue and at least one of the following tales so that we could spend a gainful hour pontificating and considering what we had gleaned from the exercise. For my part, I have to be honest and confess that I was hoping someone else had more to say than I did because my insights seemed less than piercing. But we never actually got to discuss any of Chaucer’s verse because, working hard to keep a lid on his mounting apoplexy, our much-put-upon tutor, purple of face, asked whether any of us had actually taken the time to study the reading list. It was quite clear, he said with growing self-control, that Canterbury Tales in modern English were not appropriate reading matter for university students. Chaucer, he said, wrote in Middle English, beautiful and poetic Middle English and that’s what we had to read. We were summarily dismissed from his room and sent on a mission to find a reputable version.

Upstairs on my bookshelves I still have my copy of The Complete Works of Geoffrey Chaucer, edited by F.N. Robinson I bought that day from the local bookshop and it still has the clumsy pencil annotations I made in preparation for the re-run seminar the following week. I don’t remember too much about the actual seminar but I will never forget the look of outraged hurt on my tutors face as he looked poisonously at the Penguin Coghill translations we all pulled out of our bags on that first day.

Ever since that experience I’ve always assumed that there is something fundamentally inferior about modern English interpretations of older texts – I bridle when people ‘update’ Shakespeare or mock the ‘complexity’ of any texts not written in colloquial modern English. But is this fair? Nevill Coghill was, after all, an established and respected Chaucer scholar and there are plenty of people who say kind things about his ‘translation’.

So, putting the two texts side-by-side, I thought I should try again and see if the Coghill version was one I could read and enjoy. But skilful as Coghill had been, reading it still felt clumsy and prosaic when compared with the wonderful rhythmic muscularity of Chaucer. Coghill had preserved the sense of the original but had somehow ironed-out the magic of the language. What follows is the opening Preface, first in translation from Coghill and followed by Chaucer’s original:

When in April the sweet showers fall

And pierce the drought of March to the root, and all

The veins are bathed in liquor of such power

As brings about the engendering of the flower,

When also Zephyrus with his sweet breath

Exhales an air in every grove and heath

Upon the tender shoots, and the young sun

His half-course in the sign of the Ram has run,

And the small fowl are making melody

That sleep away the night with open eye

(So nature pricks them and their heart engages)

Then people long to go on pilgrimages

And palmers long to seek the stranger strands

Of far-off saints, hallowed in sundry lands,

And specially, from every shire’s end

Of England, down to Canterbury they wend

To seek the holy blissful martyr,* quick

To give his help to them when they were sick.

Whan that Aprille with his shoures sote

The droghte of Marche hath perced to the rote,

And bathed every veyne in swich licour,

Of which vertu engendred is the flour;

Whan Zephirus eek with his swete breeth

Inspired hath in every holt and heeth

The tendre croppes, and the yonge sonne

Hath in the Ram his halfe cours y-ronne,

And smale fowles maken melodye,

That slepen al the night with open yë,

(So priketh hem nature in hir corages):

Than longen folk to goon on pilgrimages

(And palmers for to seken straunge strondes)

To ferne halwes, couthe in sondry londes;

And specially, from every shires ende

Of Engelond, to Caunterbury they wende,

The holy blisful martir for to seke,

That hem hath holpen, whan that they were seke.

Chaucer’s verse takes a little getting used to, I will agree. You have to do a little bit of work to adjust your expectations but once you’ve hit the rhythm, the sense is not too hard to follow – no harder than Shakespeare in my opinion. By the way, it helps to read it out loud….

The argument that the modern English version will make it accessible and immediate seems like common sense but in fact it’s a process that demands a sacrifice – in this case the loss of the poetic essence of the text. And that’s a price I don’t think is worth paying. I’m reminded of the arguments that periodically emerge about the ‘translations’ of the Bible into various modern English versions and whether the poetry of the King James Bible is in some way central to expressing the religious mystery.

If works of literature in their original versions require a bit of work to master then maybe that adds to their value rather than detracts from it. I’m sticking with by old Robinson edition and keeping the Coghill translation as a curiosity….

Terry Potter

October 2021

CANTERBURY TALES PROJECT

The Canterbury Tales Project aims to transcribe, collate, and edit the 88 fifteen-century witnesses of the text. We have pioneered the use of digital tools for the analysis and presentation of textual data.

Here are some of our recent editions. The CantApp was released in February 2020 and has had more than 50.000 downloads.

Over the years, many scholars have contributed to the project. Follow the link to learn about our current staff and collaborators.

Mar 7, 2023

Why should one read the Canterbury Tales today?

Oct 11, 2022

Other People's Editions

Sep 2, 2022

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7 Engaging Ideas For The Canterbury Tales

The king of British literature can be celebrated any time of the year, but we tend to teach our Chaucer’s The Canterbury Tales unit around the winter months. We bring in the sarcasm, irony, and parody, and satire with some Saturday Night Live clips along with some in-class performances . Are you looking for new and exciting ways to celebrate one of the best literary masterpieces of all time? Introducing The Canterbury Tales’ activities into your classroom will make for a fun and memorable unit. Even though it was written during he medieval time period, Chaucer’s work is timeless and humorous in nature. Students will love how their teacher will guide them along the pilgrimage to Thomas Becket’s shrine into their ELA classroom.

The Canterbury Tales Body Biography Project

The Canterbury Tales Body Biography Bundle For Print and Digital is filled with all you need to teach and promote the amazing pilgrims from the medieval timeless tale. Your students will experience the unique approach of using a collaborative poster, Geoffrey Chaucer’s collection, The Canterbury Tales , textual evidence, research, and the body biography project!

** The Canterbury Tales Body Biography Bundle includes the digital body biography file. Includes Google Slides for distance learning **

This middle ages literary project can be used any time of the year. The project bundle includes 16 pilgrims from The Canterbury Tales . Give your students a relevant and modern experience while promoting the 4 C’s, Chaucer, and achievement. Leave the body biographies up all year long! I adapted the body biography concept to align with citing textual evidence, character traits, research, and inference skills.

Here is your list:

Wife of Bath
The Merchant
The Doctor (physician)
The Prioress
The Summoner
The Pardoner
The Oxford Cleric
The Plowman

Geoffrey Chaucer, Author Study, Body Biography Project

Geoffrey Chaucer, Author Study, Body Biography Project is filled with all you need to promote this British author and poet. My love for The Canterbury Tales truly inspired this classroom project. This biography study is a collaborative research activity. This is truly unique, has high-quality vector graphics, and is the most inclusive group project for bringing together a growth mindset, author study, British Literature, and a Geoffrey Chaucer biography study. Learn all there is to know about one of the most influential authors in the world.

Geoffrey Chaucer Author Adventure

This Geoffrey Chaucer Author Adventure is a perfect activity to engage your students in learning about Chaucer and Canterbury Tales , his life, his accomplishments, and his poetry.

In this activity, your students will going on an adventure, and learn all about the esteemed poet. In these five activities , your students will go on a road trip to where Geoffrey Chaucer lived, learn about his life, watch a short video about him, analyze his poetry, and dive deeper into his famous quotes.

This activity is perfect for…

Independent Work & Collaborative Work
Author & Poet Studies
Stations or Centers
Reading Comprehension
Distance Learning

Canterbury Tales Hexagonal Thinking Activity

Students will love this engaging Hexagonal Thinking Activ https://www.teacherspayteachers.com/Product/Canterbury-Tales-Hexagonal-Thinking-Activity-Print-and-Digital-7578181 ity focusing on key vocabulary and concepts from Geoffrey Chaucer’s , Canterbury Tales. This resource includes both a DIGITAL and a PAPER version.

What is Hexagonal Thinking? Hexagonal Thinking is a visual tool to help students make connections and organize ideas on a topic. This activity is great for strengthening and deepening understanding of content, and utilizing different learning styles! Students will be engaged and having fun!

Activity Description This resource could be used in several ways. This activity could be used throughout a unit (with students assembling hexagonal clusters after each lecture, discussion, activity, or chapter. Or, use this activity as a review before an exam or as a summative assessment. After students have finished arranging cards into clusters, students write a short essay using words from their completed clusters. In their essays, students will explain the relationships between the words in their clusters. Or, you may choose to have students write a RAFT-style piece as a summative assessment.

The Canterbury Tales Reading Literature Guide Flip Book

The Canterbury Tales: Interactive Flip Book. Most famous British literature medieval collection of tales. Enjoy the sarcasm, parody, and irony! Each “flap” is ¾ inch and is ready for you to easily line up by using the directions on how to assemble the organizer. Includes:

British Author Geoffrey Chaucer’s Background
The Prologue questions and answer key
The Wife of Bath’s Tale questions and answer key
Wife of Bath writing prompt
The Pardoner’s Tale questions and answer key
Literary Devices Frame Story, Satire, Parody, and Irony
Sarcasm quotes analysis fill ins
Pilgrims chart and answer key
Living in a Medieval Society fill ins and answer key
Medieval Romance fill in and answer key

Medieval Theatre Background and Everyman Creative Writing Assignment

This is a great creative writing assignment that goes really well with The Canterbury Tales. I used this assignment while teaching theatre. The Everyman is timeless and universal. Make connections to our Everyman in today’s society.This pack includes:

Medieval Drama / Theatre Terms and Notes Handouts
-morality plays
-miracle plays
-passion plays
-robin hood plays
-pageant wagons
-medieval theatre background and history
-floor plan of a cathedral for medieval drama performances
Everyman Background
Everyman Assignment Details for Writing the Script or creative short story, focuses on high school issues and the Everyman of today.
Everyman Creative Writing Assignment Rubric
The Medieval Period Test and Key

The Canterbury Tales Task Cards and Student Assignment

This differentiated activity is intended to get students excited about literature in a creative way. Students will create trading cards featuring Pilgrims from The Canterbury Tales.

The activity is flexible and can be adapted to fit the needs of each student and each class.
Begin the activity by talking to the students about the Prologue, and some exciting details.
hands-on activity
study guide

Check out these great activities to enhance your students understanding of this amazing author and The Canterbury Tales! Explore medieval Europe, celebrate literature with the Chaucer’s humor, and get your students moving with these strategies and resources.

I loved reading your blog, it is beautifully written, please keep on writing blogs like this in future as well.

Excellent post!

Great ideas! What Saturday Night Live skits have you used?

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See this, the running head is included. Running head: MODERN-DAY CANTERBURY TALES 1 Modern-day Canterbury tales Name Institution Course Tutor Date MODERN-DAY CANTERBURY TALES The Photographer He stares, illuminating at the awestriking figure of a stranger Her dancing daring eyes, ‘take a picture, it will last longer’ Camera zooms and takes the shot Capturing the moment in time freezing it in spot Absolute tranquillity with the essence of the real form Nature captured by an eye through a lens is the norm The artificial extension of an eye that is man’s creation In just one click an image is caught momentarily. Every emotion, every thought he had is frozen For he is an icon for a past, yet so forgotten Brought to life through a swift deliberate click A disremembered fraction of a history bound in wick The memories shall live within him and without him The fate of the present is put to focus for a future past as it lives on Through his eyes are many stories to tell and shall be told Sad realities of bombing in Syria, Iraq, Darfur, Somalia, the world over. The forgotten wars...

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