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?
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!
(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:
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.