Professional Documents
Culture Documents
1 of 9
1
Linguistic
Variety
Unit
Lesson
Plan
Unit
Working
Title:
Use
Your
Voice
Unit
Big
Idea
(Concept/Theme):
Linguistic
Variety
Unit
Primary
Skill
focus:
Audience
&
Purpose
Week
1
of
3;
Plan
1
of
9;
[90
mins.]
Plan
type:
Full-Detail
Content
Requirement
Satisfied:
o Vocabulary
Instruction
o Embedded
Technology
that
supports
instruction
Unit
Learning
Objectives
(numbered)
[from
my
Backwards
Design
Unit
Document],
followed
by
Specific
lesson
objectives
(lettered)
being
taught
in
this
lesson:
Cognitive
(know/understand):
1) Students
will
know
that
English
language
use
varies
across
culture,
ethnicity,
and
location.
a) Students
will
understand
that
there
is
no
superior
form
of
English
and
that
all
linguistic
varieties
are
rule-governed
(1,
2,
8,
9).
b) Students
will
know
the
definitions
of
linguistic
variety,
standardized
English,
slang,
vernacular,
and
jargon
(1).
e) Students
will
understand
that
they
have
their
own
linguistic
variety
that
reflects
their
culture,
background,
and
experiences
(1,
2,
8,
9).
2) Students
will
know
that
language
can
be
manipulated
purposefully
for
your
intended
effect.
a) Students
will
understand
that
changing
registers,
or
the
formality
of
our
language,
is
useful
and
necessary
for
adapting
to
particular
audiences
and
contexts
(1,
4,
5,
6,
7,
8,
9).
b) Students
will
understand
that
the
reason
that
we
adjust
our
language
is
to
effectively
accomplish
our
goal
(1,
4,
5,
6,
7,
8,
9).
3) Students
will
know
that
Standard
English
may
be
expected
in
certain
contexts.
a) Students
will
know
that
standard,
academic,
or
formal
English
refers
to
the
type
of
language
use
that
we
typically
see
in
school
and
in
the
workplace
(1,
5,
9).
Affective
(feel/value)
and/or
Non-Cognitive:
4) Students
will
value
language
differences
in
others.
a) Students
will
interact
open-mindedly
and
respectfully
with
texts
that
do
not
use
standardized
English
(1,
2,
3,
9).
Lesson 1 of 9
Lesson 1 of 9
Procedures/Instructional
Strategies
Beginning
Room
Arrangement:
Students
are
seated
in
desks
grouped
as
3
students.
There
are
21
students,
so
7
groups
of
desks.
Cody
has
a
daily
agenda
on
a
Google
Spreadsheet
where
he
can
check
off
each
stage
of
the
lesson.
Teacher
has
anticipation
guides
and
vocabulary
organizers
ready
on
each
set
of
tables.
1)
[8
min.]
Opening/Hook:
Anticipation
Guide
You
all
did
such
a
great
job
last
week
learning
our
rules
&
routines,
and
team
bonding.
Im
so
proud
of
the
dynamic
we
already
have
in
class,
and
expect
to
see
that
last
through
the
whole
year!
We
are
going
to
start
our
first
academic
unit
today,
and
Im
really
excited
about
it.
First,
lets
look
at
the
Unit
Promo
video
I
made
to
give
you
some
clues
as
to
what
we
are
studying:
https://youtu.be/GD0MW8byrFo
Lesson 1 of 9
Lesson 1 of 9
Has
anyone
seen
a
feature
analysis
chart
before,
perhaps
in
7th
grade?
No?
Ill
explain.
What
we
are
going
to
do
is
this:
1) Youll
work
with
your
table
to
decide
if
the
features
of
that
term
are
yes
or
+,
no
or
-,
or
s
for
sometimes.
2) Fill
in
your
own
charts,
every
single
part.
3) We
will
then
go
over
as
a
whole
group
using
a
SmartBoard
activity.
Take
a
look
at
your
charts.
[Model
a
blank
chart
and
projected
on
doc
cam].
On
the
left
column
you
see
our
new
vocabulary
words
related
to
Language
Use
which
is
written
on
top
of
that
column.
The
columns
to
the
right
are
possible
features
of
these
words.
For
example,
in
column
one
[point],
it
says
Formal
Purpose
like
applying
and
interviewing
for
a
job.
So
we
think
about
our
first
term,
Slang,
and
if
it
has
this
Formal
purpose.
What
do
you
think?
Probably
not,
or
at
least
not
a
good
idea,
so
I
will
put
a
sign
for
no.
[model
on
doc
cam]
What
about
an
informal
purpose
like
talking
about
what
should
we
eat
for
dinner?
Yeah?
So
we
put
a
+
in
that
box.
[model
on
doc
cam]
If
you
feel
like
the
answer
is
sometimes,
or
that
it
depends,
write
an
S
for
sometimes.
Are
you
ready
to
do
this
with
your
table
groups
of
3?
You
can
all
help
each
other.
There
may
be
disagreements,
which
is
expected,
because
these
are
tricky!
Decide
on
the
best
answer,
but
you
can
mark
different
answers
on
your
own
sheets
if
you
feel
strongly.
What
questions
do
you
have
about
this
activity?
Students
all
have
blank
feature
analysis
charts
and
work
together
to
fill
them
in
with
a
+,
-,
or
S.
Teacher
circulates,
answering
questions
and
observing
conversations
to
check
for
comprehension
of
the
actual
activity
as
well
as
their
progress
on
the
chart.
If
I
see
consistently
wrong
answers,
I
could
do
a
Catch
&
Release
activity
to
reteach
the
words
with
new
contextual
examples
or
explain
the
activity.
I
would
remind
students
to
reference
the
definitions
of
the
terms
that
they
copied
on
their
organizers.
I
would
also
keep
the
definitions
displayed
on
the
SmartBoard
for
struggling
students
like
Grace
and
Bethany.
I
would
also
check
on
Bethanys
group
since
she
struggles
to
relate
to
her
peers;
I
could
mediate
disagreements.
20
minutes:
Whole-Group
Vocabulary
SmartBoard
Activity
Ok
it
looks
like
your
groups
have
made
progress.
I
loved
hearing
how
well
you
handled
disagreements
in
your
groups.
Its
okay
if
you
arent
finishedLets
come
together
and
discuss
our
answers.
Listen
closely
to
these
instructions:
As
we
go
through
the
answers
together,
you
need
to
check
your
own
chart
for
accuracy.
Take
out
a
different
color
pen
that
the
one
you
used
to
check
these.
When
you
missed
one,
CIRCLE
that
answer
and
write
the
correct
answer
in
the
upper
right
corner.
[Project
SmartBoard
slide
with
a
blank
SFA
posted]
Lesson 1 of 9
Lets
talk
about
Slang
first.
Would
someone
from
table
1
come
up
and
write
your
answers
onto
the
slide,
just
for
Slang?
Great.
Lets
discuss,
did
anyone
fill
in
their
chart
with
a
different
answer?
Table
1,
can
you
tell
me
more
about
why
you
wrote
S
here.what
about
the
+
there?...
Variations
in
answers
are
encouraged
and
explored,
with
emphasis
on
using
specific
examples.
For
instance,
a
student
could
argue
that
slang
could
be
used
for
formal
purposes
if
your
family
member
was
interviewing
you
to
work
for
them.
This
would
be
framed
as
a
great
example
of
how
complex
language
use
is.
Students
can
write
s
corrections
on
their
papers
for
these
unresolved
answers.
Table
2,
would
a
volunteer
fill
in
the
first
three
columns
for
Vernacular?
Table
3,
would
a
volunteer
fill
in
the
second
three
columns
for
Vernacular?
Repeat
procedure
for
each
table
group
until
all
columns
are
full.
Teacher
goes
through
and
circles
answers
that
are
different
from
hers
(see
key
below).
The
teacher
would
call
on
the
groups
to
explain
their
thinking
for
their
answer.
Students
could
make
valid
arguments
for
other
answers,
and
this
would
be
used
to
deepen
the
discussion
about
how
language
use
is
nuanced.
Students
own
experiences,
culture,
and
background
will
influence
how
we
feel
about
when
certain
types
of
language
use
are
appropriate.
Unresolved
debates
about
answers
could
be
revisited
in
the
future
lesson
plans
as
students
understandings
evolve.
Language
Formal
Informal
Artistic
Formal
Informal
Internati
Use
purpose
purpose
Expression
audience
audience
onal/
(applying
&
(what
should
(poetry,
(bosses,
(friends/
Diplomat
interviewing
we
eat
for
spoken
clients,
family)
ic
for
a
job)
dinner?)
word)
teachers)
audience
(the
UN,
the
public)
Slang
-
+
+
-
+
S
Vernacular
-
+
+
-
+
S
Jargon
S
-
-
S
-
-
Standardize
+
-
+
+
-
S
d
English
Linguistic
-
+
+
-
+
S
Variety
Great
work
on
those
vocabulary
terms.
This
is
all
giving
us
excellent
context
for
talking
about
language
variety.
Go
ahead
and
place
your
organizers
and
definitions
in
your
binder.
Lesson 1 of 9
3)
35
minutes
total:
Background
Knowledge
Text
Set
4
minutes:
Transition
&
Stretch
Break.
We
are
going
to
switch
gears
and
read
some
non-fiction
blog
posts
about
linguistic
variety.
The
purpose
of
this
is
it
gives
you
some
factual
information
about
this
topic
we
are
diving
into.
It
will
help
us
understand
an
amazing
spoken
word
poem
we
are
going
to
study.
I
have
two
short
blog
articles
picked
out,
they
all
make
the
similar
points,
so
you
can
pick
one.
I
have
them
lettered
A,
and
B.
A
is
more
approachable,
and
B
is
more
challenging.
Im
setting
a
timer
for
3.5
minutes.
This
half
of
the
room
go
to
the
windowsill,
this
half
of
the
room
go
to
my
desk,
where
I
have
both
articles
in
two
different
stacks.
Take
4
minutes
to
go
to
one
of
these
two
stations
to
pick
out
your
article.
Use
the
rest
of
the
time
to
stretch
your
legs!
Students
allowed
to
get
up
and
look
at
articles
which
are
all
set
up
at
two
different
stations,
this
allows
them
to
move
after
a
long
class
of
sitting,
and
they
can
choose
their
article.
Teacher
projects
a
timer
on
the
board
so
students
know
when
the
break
is
over,
and
passes
out
the
handout.
She
also
checks
in
to
ensure
that
Grace
and
Bethany
have
chosen
the
approachable
article
and
that
Sam
chose
the
more
challenging
article.
If
Cody
struggles
with
this
unstructured
transition,
he
can
go
to
his
quiet
spot
in
the
reading
nook.
Time!
Everyone
please
move
back
to
your
seats
with
your
blog
post
of
choice.
15
Minutes:
Reading
Informational
Blog
Articles
(*See
materials
appendix)
The
purpose
of
this
activity
is
to
introduce
non-fiction,
informational
text
about
linguistic
variety
and
the
debate
about
Standard
English
being
better
or
not.
This
builds
more
background
knowledge
of
students
about
linguistic
variety.
I
adapted
the
articles
myself
to
be
leveled
at
a
5-6th
grade
level
for
the
lower
readiness
students
(like
Grace
and
Bethany)
and
a
7-8th
grade
level
for
the
higher
readiness
students
(like
Sam).
Take
the
next
15
minutes
to
read
your
article
and
respond
to
the
questions
in
the
Handout.
The
purpose
of
the
handout
is
to
guide
your
reading.
Ill
call
time
at
15
minutes,
and
stop
wherever
you
are
in
your
readingits
okay
if
you
dont
finish!
We
are
going
to
go
over
them
in
pairs.
If
you
finish
early,
you
can
read
visit
the
reading
nook
and
pick
out
a
book
(be
sure
to
check
it
out!).
Read
quietly
until
your
peers
finish.
12
Minutes:
Jigsaw
Pair
Share
Time.
Great
work,
everyone.
Now
I
would
like
a
reader
of
Article
A
to
pair
with
someone
who
read
Article
B
to
tell
each
other
about
your
articles
and
your
answers
to
the
questions.
Get
your
stuff
together
so
you
can
get
ready
to
move.
You
only
need
your
article,
your
handout,
and
a
writing
utensil.
If
you
read
Article
A,
stand
at
the
windowsill.
Article
B,
at
my
desk.
Great,
I
want
Susy
and
Ana
to
work
togetherteacher
pairs
an
A
&
B
student
by
pointing
and
assigning
groups.
You
can
sit
wherever
youd
like.
You
have
10
minutes.
Share
your
article
summary
and
answers.
Use
a
different
color
pen,
like
we
did
in
the
previous
activity,
to
write
down
information
you
learn
from
your
partner.
Help
each
other
fill
in
any
blank
spots
that
were
left
over
on
your
handout!
Lesson 1 of 9
Lesson 1 of 9
Materials
Needed
(list):
Codys
Agenda
Anticipation
Guide
/
Attitude
Survey
Vocabulary
Organizer
with
Semantic
Feature
Analysis
Chart
2
Choice
Blog
Posts
(A-
easier,
B-harder)
Projector,
laptop
Blog
Post
Questions
handout
SmartBoard
slides
(not
included
because
I
dont
have
the
software)
Materials
Appendix:
(e.g.,
supplementary
texts,
Ppts,
overheads,
graphic
organizers,
handouts,
etc.)
Codys
Agenda
Anticipation
Guide
Vocabulary
Organizer
with
Semantic
Feature
Analysis
Chart
2
Choice
Blog
Posts
(A-
easier,
B-harder)
Blog
Post
Questions
handout
Lesson 1 of 9
Codys Agenda
o Opening/Welcome
o Video
o Anticipation guide
o Turn-and-Talk
o Whole-Group Share
o Unit Vocabulary lesson
o Explicit Vocab Lesson
o Vocabulary charting activity
o Whole-group SmartBoard activity
o Article Reading
o Transition and Stretch Break
o Go to my quiet space in the reading nook
o Read informational text of choice
o Share with a peer who read a different article
o Whole-class discussion
o Closing
o Exit Ticket on scratch paper
10
Lesson 1 of 9
11
Day 1
(Write A for Agree or D for
Disagree)
End of Unit
(Write A for Agree or D for
Disagree)
Lesson 1 of 9
Name:__________________
Vocabulary Graphic Organizer
ELA: Ms. Lin
12
Date:__________________
Vernacular
Jargon
Standardized English
Linguistic Variety
Slang
Vernacular
Jargon
Standardized
English
Linguistic
Variety
Formal
Informal
Artistic
Formal
purpose
purpose (what
Expression
audience
(applying &
should we eat (poetry, spoken (bosses, clients,
interviewing for for dinner?)
word)
teachers)
a job)
Informal
audience
(friends/
family)
International/
Diplomatic
audience
(the UN, the
public)
Lesson 1 of 9
13
Article Choice B
Adapted to grade level by Caroline Lin
MAY 18, 2015
Lesson 1 of 9
14
Lesson 1 of 9
15
Article Choice A
Adapted for grade-level by Caroline Lin
By Staci Perryman-Clark
People like to make judgments about the way others speak. They often assume
that those who dont speak traditionally or correctly are not as intelligent.
These judgments even show up on social media. I saw a picture in my
Facebook Newsfeed of a man holding a sign that says, Respect are-country
speak English. The image is ironic because it has bad errors in spelling and
punctuation. The point is that the people who make this kind of judgement
often do not even know what is correct.
In this post, I hope to get rid of myths about writing in correct English. I want
to give some insights on the ways we use words to communicate.
Lesson 1 of 9
16
Lesson 1 of 9
17
Name:__________________ Partners
What does the author of your article say Standard English is?
Does the author think you Standard English is better than other forms?
Do you agree or disagree with them?
What do YOU think about Standard English after reading the article?
Lesson 2 of 9
2
Linguistic
Variety
Unit
Lesson
Plan
18
Unit
Working
Title:
Use
Your
Voice
Unit
Big
Idea
(Concept/Theme):
Linguistic
Variety
Unit
Primary
Skill
focus:
Audience
&
Purpose
Week
1
of
3;
Plan
2
of
9;
[90
mins.]
Plan
type:
Full-Detail
Content
Requirement
Satisfied:
o Texts
that
represent
at
a
minimum,
3
different
genres,
one
of
which
must
be
a
genre
that
incorporates
multimedia.
(Spoken
Word
poetry)
Unit
Learning
Objectives
(numbered)
[from
my
Backwards
Design
Unit
Document],
followed
by
Specific
lesson
objectives
(lettered)
being
taught
in
this
lesson:
Cognitive
(know/understand):
1) Students
will
know
that
English
language
use
varies
across
culture,
ethnicity,
and
location.
a) Students
will
understand
that
there
is
no
superior
form
of
English
and
that
all
linguistic
varieties
are
rule-governed
(1,
2,
8,
9).
c)
Students
will
know
the
definition
of
code-switching
and
how
speakers
and
writers
use
it
to
express
themselves,
fit
in,
or
accomplish
a
goal
(2,
4,
7).
d)
Students
will
know
that
many
famous
texts
we
read
in
school
show
variety
in
language
use
(2,
3).
e) Students
will
understand
that
they
have
their
own
linguistic
variety
that
reflects
their
culture,
background,
and
experiences
(1,
2,
8,
9).
Affective
(feel/value)
and/or
Non-Cognitive:
4)
Students
will
value
language
differences
in
others.
a) Students
will
interact
open-mindedly
and
respectfully
with
texts
that
do
not
use
standardized
English
(1,
2,
3,
9).
b) Students
will
appreciate
that
language
differences
can
add
artistic
depth
to
a
text
(2,
3,
8).
Performance
(do):
7)
Students
will
be
able
to
inquire
about
and
explore
how
language
use
varies
in
written
and
spoken
pieces.
a)
Differentiate
between
Standard
English
and
Non-Standard
English
(2,
3,
4,
7,
8).
Lesson 2 of 9
19
g) Students
will
be
able
to
identify
code-switching
in
written
and
spoken
pieces
and
evaluate
its
purpose
(2,
4).
SOLs:
8.2
The
student
will
develop
and
deliver
oral
presentations
in
groups
and
individually.
e)
Differentiate
between
standard
English
and
informal
language.
8.5
The
student
will
read
and
analyze
a
variety
of
fictional
texts,
narrative
nonfiction,
and
poetry.
b)
Make
inferences
and
draw
conclusions
based
on
explicit
and
implied
information
using
evidence
from
text
as
support.
i)
Summarize
text
relating
supporting
details.
l)
Use
prior
and
background
knowledge
as
a
context
for
new
learning.
m)
Use
reading
strategies
to
monitor
comprehension
throughout
the
reading
process.
CCSs:
CCSS.ELA-LITERACY.L.5.3.B
Compare
and
contrast
the
varieties
of
English
(e.g.,
dialects,
registers)
used
in
stories,
dramas,
or
poems.
Methods
of
Assessment:
Diagnostic
Formative
Summative
KUDs
1.a
(LP
1)
KUDs
1
.a,
1
.b,
1.c,
1.e,
7.a,
7.g
Blog
Post
Worksheet
from
the
prior
class
reveals
student
understanding
of
the
central
idea
of
standard
English
and
how
it
differs
from
non-standard
English.
This
is
pre-requisite
knowledge
to
this
lessons
KUDs.
This
lessons
opening
and
bridge
could
include
remedial
teaching
of
this
before
moving
forward.
Lesson 2 of 9
20
encounter
more
explicit
teaching
about
artistic
value
of
non-
standard
English,
as
well
as
the
presence
of
non-standard
English
in
school
readings,
in
lessons
3
and
4.
No
feedback
provided.
Procedures/Instructional
Strategies
[Note:
Any
words
that
represent
what
I
would
say
directly
to
students
appear
in
italics.]
Beginning
Room
Arrangement:
Students
are
seated
in
desks
grouped
as
3
students.
There
are
21
students,
so
7
groups
of
desks.
Teacher
has
YouTube
video
and
TED
video
prepared
on
projector.
Students
help
handout
the
teacher-annotated
transcript
of
the
poem.
Teacher
passes
back
feedback
on
the
Blog
Post
Worksheet
(LP1).
8
mins.
Bridge/Hook/Opening
to
lesson:
Last
class,
we
learned
5
language
terms.
Remind
me,
what
are
they?
What
is
linguistic
variety?
Can
you
use
it
in
a
sentence?
Standard
English?
Slang?
Vernacular?
Jargon?
Today
we
have
a
new
term.
What
is
code-switching?
Wait
time.
In
a
nutshell,
code-switching
is
when
a
person
shifts
between
their
two
or
more
language
varieties.
Let
me
show
you
a
2
minute
comedy
skit
about
code-switching:
https://www.youtube.com/watch?v=kO-EwelnvxU
Does
anyone
relate
to
this?
Do
you
feel
like
you
have
to
adjust
the
way
you
talk
on
a
daily
basis,
or
even
an
hourly
basis?
Now
lets
watch
a
short
informational
video
that
a
student
made
that
explains
code-switching
with
some
visuals:
https://www.youtube.com/watch?v=9dImB_dV4Pc.
As
you
watch,
think
to
yourself,
When
have
I
used,
or
seen,
code-switching?
Whole
class
debrief:
Someone
raise
your
hand
and
tell
me
a
good
definition
of
code-switching?
Code-switching
is
being
able
to
move
back
and
forth
between
different
languages
OR
between
different
styles
of
the
same
language.
What
were
some
examples
given
of
code-switching
given
in
the
video?
5
mins.
We
have
another
video
to
watch,
and
this
one
is
going
to
blow
your
minds!
This
is
a
powerful
Spoken
Word
performance
by
Jamila
Lyiscott.
This
poem
is
called
3
Ways
to
Speak
English.
Ive
handed
out
the
written
transcript
of
what
she
is
going
to
say.
You
can
Lesson 2 of 9
21
read
along
or
just
listen
for
this
first
listen,
whichever
way
you
prefer.
Reading
along
is
a
great
strategy
if
you
feel
like
she
is
speaking
too
fast!
Just
like
most
poetry,
we
wont
understand
every
word
on
the
first
read,
so
we
will
play
it
again.
For
this
first
listening/reading,
I
want
you
to
listen
with
this
question
in
mind
(write
question
on
board):
Does
the
poet
think
we
should
all
speak
the
same
kind
of
English?
After
the
first
listening,
Ill
give
you
a
moment
to
write
down
your
response.
https://www.ted.com/talks/jamila_lyiscott_3_ways_to_speak_english?language=en
8
minutes:
Listen
&
Respond
#1
Play
1st
time.
Great
job
listening,
everyone.
Look
back
at
that
question
I
wrote
on
the
board.
Take
2
minutes
to
write
your
answer
at
the
end
of
the
poem
handout.
Dont
worry,
we
will
get
to
discuss
the
poem.
If
you
are
confused
by
the
poem,
that
is
okI
only
understood
part
of
it
the
first
time
I
heard
it!
In
general,
I
believe
all
poems
should
be
read
at
least
3
times
before
analyzing
it.
This
is
true
for
you
as
8th
graders
as
well
as
college
students!
5
minutes:
Listen
and
Respond
#2
For
this
viewing,
I
want
all
of
you
to
ALL
read
along
with
the
annotated
transcript.
That
means
I
need
to
see
all
eyes
on
the
paper
with
your
finger
or
pencil
tracking
the
words.
First,
lets
flip
through
it
for
a
moment
and
preview
what
it
looks
like.
o What
is
unique
about
how
it
is
written?
Time
stamps,
broken
into
chunks,
no
punctuation,
etc.
Listen
#2
20
minutes:
Reading
Guide
Now
we
are
just
going
to
do
a
focused
reading
of
the
poem,
without
the
audio.
Im
going
to
give
you
a
Reading
Guide.
We
havent
used
a
formal
reading
guide
before,
so
let
me
explain
the
purpose
of
it.
This
poem
is
a
hard
poem,
probably
aimed
for
an
audience
of
adults
or
college
students.
To
guide
your
understanding
and
focus
your
thinking,
I
went
through
and
decided
which
parts
I
want
you
to
study
and
which
parts
you
can
skim
or
skip
entirely.
You
will
work
on
your
own
with
the
reading
guide.
Now
what
you
will
do
is
spend
the
next
30
minutes
reading
the
poem
transcript
with
the
Reading
Guide
as
your
tour
guide.
Pass
out
reading
guides.
The
reading
guides
are
inherently
differentiated
for
students
at
all
readiness
levels
(see
Differentiation
section).
Look
at
the
Reading
Guide
for
a
moment.
Let
me
know
if
you
have
questions
or
if
you
are
confused
about
what
you
are
doing.
Note
the
features:
It
is
organized
by
line
number.
It
is
usually
broken
into
chunks
of
lines
rather
than
single
lines,
unless
it
is
a
definition
of
a
word.
Lesson 2 of 9
22
Do
you
see
the
parts
where
I
say
Skim
or
Skip?
This
means
that
you
can
take
a
CHALLENGE
and
read
the
section,
or
you
can
skip
it
altogether.
If
you
decide
to
challenge
yourself,
show
me
that
by
writing
your
reaction
to
what
you
read
in
that
box
on
the
guide.
If
you
need
to
look
up
any
other
words,
you
may
use
your
devices.
Your
devices
should
otherwise
be
face
down
on
your
desks.
So
your
eyes
will
be
moving
back
and
forth
between
the
two
documents
at
your
own
pace.
You
will
have
several
places
where
I
ask
you
to
write
your
response.
Ill
be
collecting
these
to
see
how
you
did
with
the
poem!
Teacher
circulates
during
reading
to
see
if
students
are
switching
between
the
guide
and
the
poem
effectively
and
to
answer
questions.
20
minutes:
Think-aloud
&
Deep
Analysis
of
Reading
During
the
table
work,
I
will
be
sure
to
check
on
Bethany
and
Cody
to
see
that
they
have
a
positive
dynamic
in
their
group
work.
If
they
need
it,
they
can
go
to
the
reading
nook
and
work
independently.
Now
I
want
you
to
work
with
your
2
table
partners
on
the
Spoken
Word
piece.
Youre
going
to
flip
to
the
highlighted
sections,
and
write,
in
your
own
words
(as
a
table),
a
brief
translation
of
what
you
think
Jamila
is
saying
in
those
lines.
I
want
you
to
work
in
groups
because
you
all
bring
different
background
knowledge,
especially
now
that
you
read
those
articles,
to
your
group
that
will
help
you
decode
these
super
powerful
lines!
Write
your
translations
at
the
bottom
of
the
Reading
Guide
where
Ive
labeled
it.
Let
me
show
you
what
I
want
you
do
to
with
an
example.
Teacher
does
think-aloud
on
first
section
of
highlighted
text,
using
doc
cam:
The
first
highlight
is
this
line
right
here:
A.
Yes,
I
have
decided
to
treat
all
three
of
my
languages
as
equals
Think
aloud
content:
So
Ms.
Lin
wants
me
to
translate
it
ok,
I
mean
its
in
English
and
I
dont
want
to
just
restate
it
so
Ill
write
what
it
means
to
me,
so
like
my
interpretation
of
this.
She
has
3
languages.
What
are
those
languages?
They
all
sounded
like
English
to
me,
even
though
some
were
confusing
or
maybe
in
vernacular.
She
wants
them
to
be
equals,
which
means
maybe
they
arent
always
equals.
So
Jamila,
despite
being
hated
on,
has
decided
that
her
linguistic
varieties
(vocab
word
alert!)
are
equalthey
are
all
equal
in
value
to
her
and
it
sounds
like
she
wants
us
to
agree
with
her.
Id
write
this:
Jamila,
despite
being
hated
on,
believes
all
her
linguistic
varieties
are
equal
and
valuable.
She
wants
us
to
know
it!
Now
work
with
your
group
and
work
at
translating
the
other
highlighted
lines
into
your
own
words.
They
are
labeled
by
letter
in
the
margins.
Start
with
letter
B
and
go
in
order.
.
Remember
our
norms
for
cooperative
learning
that
we
talked
about
last
week.
Lesson 2 of 9
23
B:
But
Im
here
to
tell
you
that
even
articulate
Americans
sound
foolish
to
the
British
C:
Now
you
may
think
thats
too
hood,
thats
not
cool
01:49
But
Im
here
to
tell
you
that
even
our
language
has
rules
D:
So
I
may
not
always
come
before
you
with
excellency
of
speech
02:24
But
do
not
judge
me
by
my
language
and
assume
02:26
That
Im
too
ignorant
to
teach
02:28
Cause
I
speak
three
tongues
02:29
One
for
each:
02:30
Home,
school
and
friends
E:
This
is
not
a
promotion
of
ignorance
03:55
This
is
a
linguistic
celebration
03:58
Thats
why
I
put
"tri-lingual"
on
my
last
job
application
8
minutes:
Whole-class
debrief
Lets
hear
what
your
tables
came
up
with.
Would
someone
share
with
us
what
your
interpretation
of
B
was?
C?
D?
E?
Great,
pass
those
in!
15
Minutes:
Writing
Reflection
(*See
materials
appendix)
Teacher
passes
out
Exit
Ticket
worksheet.
I
want
to
hear
more
about
your
individual
thoughts
on
the
poem
now
that
we
have
really
analyzed
its
meaning.
Look
at
the
worksheet
Ive
passed
out.
I
want
you
to
really
think
deeply
about
these
questions
and
write
as
thoroughly
as
you
can
your
responses
to
the
questions.
Really
show
me
what
you
learned
today
and
what
you
think.
You
have
about
12
minutes.
2
minutes:
Closing
Time.
Go
ahead
and
pass
those
in.
Today
weve
looked
hard
at
code-switching
and
a
great
example
of
multiple
linguistic
varieties.
Next
class,
we
are
going
to
move
to
viewing
a
Rapper
from
Mississippi
give
2
speechesone
to
a
formal
audience
and
one
to
an
informal
audience.
Lesson 2 of 9
24
We
are
going
to
start
really
thinking
about
audience
and
purpose
and
how
they
affect
our
writing
and
speaking.
Differentiated
Instruction
to
accommodate
one
or
more
of
my
profiled
students:
Codys
Agenda
and
Quiet
Space:
Cody,
with
ASD,
will
have
an
agenda
each
day
at
the
beginning
of
class
that
he
can
check
off
as
the
activities
pass.
During
less
structured
time
like
Workshops,
he
will
get
a
Workshop
Checklist.
There
is
also
a
quiet
space
in
the
reading
nook
of
the
classroom
that
he
can
go
to
when
he
needs
to.
Reading
Guide:
For
students
at
higher
reading
levels,
I
gave
the
option
of
skipping
a
section
or
skimming
it
if
and
responding
to
it,
which
allows
an
extension
for
our
gifted
students
like
Sam.
For
the
lower
readiness
students,
the
reading
guide
itself
is
a
scaffold.
Allowing
students
to
work
at
their
own
pace
will
let
struggling
students
like
Bethany
and
ELLs
like
Grace
have
the
time
they
need
and
make
the
difficult
text
comprehensible
to
them.
PowToon:
The
video-text
is
approachable
to
students
of
all
levels,
but
would
provide
differentiation
on
learning
preferences
by
adding
the
visual
description
of
code-
switching.
Post-reading
activity:
By
having
students
work
in
small
groups
to
translate
the
most
difficult
but
meaningful
parts
of
the
poem,
we
have
the
higher
readiness
students
like
Sam
support
the
comprehension
and
higher-order
thinking
of
the
lower
readiness
students
like
Bethany
and
Grace.
Materials
Needed
(list):
Codys
Agenda
Projector-
Comedy
clip,
Code-switching
and
TED
video
Transcript
of
poem
Reading
Guide
Exit
Ticket
Materials
Appendix:
(e.g.,
supplementary
texts,
Ppts,
overheads,
graphic
organizers,
handouts,
etc.)
Codys
Agenda
Reading
Guide
Poem
Transcript
Exit
Ticket
Lesson 2 of 9
25
Lesson 2 of 9
26
Summary:
Jamila
speaks
3
different
linguistic
varieties
of
Englishone
with
family,
one
with
friends,
and
one
at
school.
Her
parents
are
from
Africa,
so
she
talks
with
them
in
a
special
way.
With
her
Black
friends,
she
talks
casually
and
with
slang.
She
talks
more
in
a
more
formal
register
at
school
and
with
her
teachers,
using
Standard
English
(we
learned
about
this
in
the
blog
posts!).
She
gives
us
examples
in
the
poem
of
each
kind
of
talk,
which
is
code-switching
(remember
the
YouTube
video).
She
tells
us
that
all
of
her
language
varieties
are
equal
and
should
not
be
judged
as
good
or
bad.
Objective
of
your
reading:
The
4
sets
of
highlighted
lines
are
the
most
important
lines
(they
are
indicated
in
the
reading
guide
with
letters).
Your
goal
is
to
get
a
basic
idea
of
what
Jamila
is
saying.
Use
this
Reading
Guide
to
direct
your
reading.
Move
at
your
own
pace.
Remember
you
can
always
go
backwards
and
reread.
Line
1:
Shell
where
my
soul
dwells
=
her
body.
Jamila
is
African
American.
She
describes
a
time
when
a
woman
was
shocked
(baffled)
to
see
that
she
is
articulate.
Line
2:
Articulate
means
able
to
clearly
express
ideas
in
speech
and
writing.
Line
3:
Enunciation
means
saying
words
clearly,
usually
with
no
accent.
Stop
and
Relate:
Has
a
person
ever
acted
shocked
that
you
are
good
at
something?
Did
it
offend
you
that
they
were
so
shocked?
For
example,
as
a
girl,
boys
are
shocked
that
I
can
throw
a
ball
really
hard.
That
makes
me
mad
because
they
thought
I
couldnt
do
it
because
I
am
a
girl!
Your
response:
Lines
6-10:
Skim
or
skip.
Line
11:
Wha
kinda
ting
is
dis?
is
an
example
of
Non-Standard
English.
We
can
make
an
inference
because
the
spelling
is
very
different,
and
because
Jamila
used
an
accent
when
she
spoke
these
lines.
Connection:
We
learned
about
the
controversy
of
Standard
English
in
the
blog
posts
we
read.
Line
12:
Amiss
means
wrong.
Lesson 2 of 9
27
Line
13:
This
is
an
example
of
Irony.
Jamilas
dad
asks
her
a
question
in
Non-Standard
English,
and
Jamila
responds
with
an
exaggerated
use
of
Standard
English.
Line
14:
Make
an
inference:
Where
is
Jamila
when
she
is
on
the
block?
Stop
and
Relate:
Do
you
ever
code-switch?
If
not,
do
you
change,
even
a
tiny
bit,
the
way
you
talk
when
you
are
with
your
friends?
Line
15-
16:
Whats
good
with
you
son?
and
I
jus
fall
out
wit
dem
people
but
I
done!
This
is
an
example
of
a
Non
Standard
English
conversation
between
two
friends.
How
can
we
draw
the
conclusion
that
this
is
Non-Standard
English?
*Hint,
see
Line
11
in
the
Reading
Guide.
Lines
17-19:
Skim
or
Skip.
Lines
20-21:
Jamila
makes
her
main
point
really
clear,
that
all
3
of
her
languages
are
equally
correct
and
valuable.
Line
22-26:
Skip
or
Take
a
Challenge:
Summarize
these
lines.
Even
articulate
Americans
sound
foolish
to
the
British.
How
ironic!
Do
you
think
she
makes
a
good
point
about
Non-Standard
English
here?
How?
Lines
27-29:
Skim
or
Skip.
***
Lines
30-31:
Even
our
language
has
rules.
Connection:
The
blog
posts
talked
about
how
Non-Standard
English
follows
rules
just
like
Standard
English.
This
line
is
a
really
strong
argument,
giving
evidence
for
why
her
Non-
Standard
English
is
just
as
correct
as
the
English
we
learn
in
school.
Lines
32-25:
Skim
or
Skip.
Lesson 2 of 9
28
***Lines
36-39:
Vocal
capacity
here
means
the
ability
to
shout
so
loud
that
the
whole
World
can
hear.
Summarize
this
section
in
your
own
words
***Lines
40-45:
Tongues
is
another
word
for
languages.
Jamila
summarizes
her
main
argument
in
these
lines:
She
will
not
speak
Standard
English
all
the
time,
because
she
loves
her
other
languages.
She
tells
us
not
to
judge
her
or
assume
she
is
stupid.
She
explains
again
that
she
changes
her
talk
for
her
home,
friends,
and
school.
STOP
Critical
Thinking:
Are
you
convinced
by
Jamilas
argument
that
there
is
no
SINGLE
form
of
English
that
is
better
than
others?
Translations:
B
Lesson 2 of 9
00:11
Today, a baffled lady observed the shell where my soul dwells
00:17
And announced that I'm "articulate"
00:22
Which means that when it comes to enunciation and diction
00:26
I don't even think of it
00:27
Cause Im "articulate"
00:30
So when my professor asks a question
00:32
And my answer is tainted with a connotation of urbanized suggestion
00:36
Theres no misdirected intention
00:38
Pay attention
00:39
Cause Im articulate
00:42
So when my father asks, Wha kinda ting is dis?
00:45
My articulate answer never goes amiss
00:48
I say father, this is the impending problem at hand
00:52
And when Im on the block I switch it up just because I can
00:55
So when my boy says, Whats good with you son?
00:58
I just say, I jus fall out wit dem people but I done!
01:03
And sometimes in class
01:05
I might pause the intellectual sounding flow to ask
29
Lesson 2 of 9
30
01:08
Yo! Why dese books neva be about my peoples
01:11
Yes, I have decided to treat all three of my languages as equals
01:15
Because Im articulate
01:19
But who controls articulation?
01:22
Because the English language is a multifaceted oration
01:25
Subject to indefinite transformation
01:27
Now you may think that it is ignorant to speak broken English
01:30
But Im here to tell you that even articulate Americans sound foolish to
the British
01:36
So when my Professor comes on the block and says, Hello
01:39
I stop him and say Noooo
01:42
Youre being inarticulate the proper way is to say whats good
01:46
Now you may think thats too hood, thats not cool
01:49
But Im here to tell you that even our language has rules
01:52
So when Mommy mocks me and says yall-be-madd-going-to-the-store
01:57
I say Mommy, no, that sentence is not following the law
02:02
Never does the word "madd" go before a present participle
02:06
Thats simply the principle of this English
02:08
If I had the vocal capacity I would sing this from every mountaintop,
02:12
Lesson 2 of 9
31
Lesson 2 of 9
32
03:02
By someone who is simply fed up with the Eurocentric ideals of this
season
03:07
And the reason I speak a composite version of your language
03:10
Is because mines was raped away along with my history
03:14
I speak broken English so the profusing gashes can remind us
03:18
That our current state is not a mystery
03:21
Im so tired of the negative images that are driving my people mad
03:26
So unless youve seen it rob a bank stop calling my hair bad
03:30
Im so sick of this nonsensical racial disparity
03:34
So dont call it good unless your hair is known for donating to charity
03:38
As much as has been raped away from our people
03:43
How can you expect me to treat their imprint on your language
03:47
As anything less than equal
03:49
Let there be no confusion
03:51
Let there be no hesitation
03:53
This is not a promotion of ignorance
03:55
This is a linguistic celebration
03:58
Thats why I put "tri-lingual" on my last job application
04:04
I can help to diversify your consumer market is all I wanted them to know
04:08
Lesson 2 of 9
And when they call me for the interview Ill be more than happy to show
that
04:11
I can say:
04:12
Whats good
04:13
Whatagwan
04:14
And of course Hello
04:17
Because Im articulate
04:20
Thank you.
04:21
(Applause)
33
Lesson 2 of 9
34
Name:________________________
Exit Ticket on 3 Ways to Speak English
Answer all questions thoroughly and in complete sentences.
1. What did you like about the poem?
3. What is unique about the poem? What makes it different from other poems you
have read in school?
4. How does Jamilas use of 3 different linguistic varieties impact the poems style?
(Choose 1)
a. Makes it more artistic and creative
b. Makes it bad writing
c. Makes it less artistic and creative
d. Makes it conform to Standard English rules
Explain your answer:
5. What other texts have you read in school that show different types of language use?
Consider that dialogue, or quoting characters speech in stories, often illustrates
different linguistic varieties.
Lesson 3 of 9
3
Linguistic
Variety
Unit
Lesson
Plan
35
Unit
Working
Title:
Use
Your
Voice
Unit
Big
Idea
(Concept/Theme):
Linguistic
Variety
Unit
Primary
Skill
focus:
Audience
&
Purpose
Week
1
of
3;
Plan
of
3
of
9;
[90
mins.]
Plan
type:
Full
detail
Content
Requirement
Satisfied:
o Reading
Experience
o Texts
that
represent
at
a
minimum,
3
different
genres,
one
of
which
must
be
a
genre
that
incorporates
multimedia.
(Video,
Poetry)
Unit
Learning
Objectives
(numbered)
[from
my
Backwards
Design
Unit
Document],
followed
by
Specific
lesson
objectives
(lettered)
being
taught
in
this
lesson:
Cognitive
(know/understand):
1) Students
will
know
that
English
language
use
varies
across
culture,
ethnicity,
and
location.
c) Students
will
know
that
many
famous
texts
we
read
in
school
show
variety
in
language
use
(2,
3).
2) Students
will
know
that
language
can
be
manipulated
purposefully
for
your
intended
effect.
c) Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
purpose
(3,
4,
5,
6,
7,
8).
d) Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
audience
(3,
4,
5,
6,
7,
8).
Affective
(feel/value)
and/or
Non-Cognitive:
4)
Students
will
value
language
differences
in
others.
a) Students
will
interact
open-mindedly
and
respectfully
with
texts
that
do
not
use
standardized
English
(1,
2,
3,
9).
b) Students
will
appreciate
that
language
differences
can
add
artistic
depth
to
a
text
(2,
3,
8).
6) Students
will
begin
to
develop
personal
opinions
about
whether
or
not
having
to
learn
Standard
English
is
ethnocentric.
Lesson 3 of 9
36
b) Students
will
react
to
examples
of
non-standard
English
that
are
presented
by
the
teacher
as
positive
examples
of
texts
(3).
Performance
(do):
7)
Students
will
be
able
to
inquire
about
and
explore
how
language
use
varies
in
written
and
spoken
pieces.
a)
Differentiate
between
Standard
English
and
Non-Standard
English
(2,
3,
4,
7,
8)
b)
Compare
and
contrast
different
language
varieties
within
various
types
of
texts
(3,4).
c) Identify
the
audience
and
purpose
of
two
contrasting
texts
(3,
4).
d) Distinguish
between
informal
and
formal
register
(3,
4,
7,
8).
SOLs:
8.2
The
student
will
develop
and
deliver
oral
presentations
in
groups
and
individually.
e)
Differentiate
between
standard
English
and
informal
language.
8.5
The
student
will
read
and
analyze
a
variety
of
fictional
texts,
narrative
nonfiction,
and
poetry.
b)
Make
inferences
and
draw
conclusions
based
on
explicit
and
implied
information
e)
Compare
and
contrast
the
authors
use
of
word
choice,
dialogue,
form,
rhyme,
rhythm,
and
voice
in
different
texts.
f)
Compare
and
contrast
authors
styles.
i)
Summarize
text
relating
supporting
details.
l)
Use
prior
and
background
knowledge
as
a
context
for
new
learning.
m)
Use
reading
strategies
to
monitor
comprehension
throughout
the
reading
process.
CCSSs:
CCSS.ELA-LITERACY.L.5.3.B
Compare
and
contrast
the
varieties
of
English
(e.g.,
dialects,
registers)
used
in
stories,
dramas,
or
poems.
Methods
of
Assessment:
Diagnostic
Lesson 3 of 9
37
Formative
Summative
Procedures/Instructional
Strategies
[Note:
Any
words
that
represent
what
I
would
say
directly
to
students
appear
in
italics.]
Beginning
Room
Arrangement:
Students
are
seated
in
desks
grouped
as
3
students.
There
are
21
students,
so
7
groups
of
desks.
Cody
has
an
agenda.
Reading
guide
from
prior
class
is
passed
back
with
feedback.
Note
on
the
whiteboard:
Please
pick
up
your
writing
journals
and
have
a
pen
ready.
[5
mins.]
Bridge/Opening/Hook
Wednesday
we
analyzed
the
spoken
word
poem,
looking
closely
at
code-switching
and
how
language
variety
is
so
valuable.
Today,
we
are
going
to
look
at
how
language
use
can
look
really
different
depending
on
whom
you
are
writing
for
(your
audience),
and
why
you
are
writing
(your
purpose).
Lesson 3 of 9
38
Activate
prior
knowledge:
Think
back
to
3
Ways
of
Speaking
English.
How
does
Jamila
change
the
way
she
talks
when
shes
in
the
hood,
or
with
her
friends?
What
about
when
shes
at
school?
Excellent,
youve
already
identified
that
Jamilas
AUDIENCE
affects
the
way
she
chooses
to
speak!
Lets
say
Jamila
wants
to
get
her
father
to
understand
something,
so
her
PURPOSE
is
to
explain,
say,
how
her
day
went
to
her
father.
Which
of
her
3
types
of
English
would
she
use?
Excellent!
So
youre
already
thinking
about
how
PURPOSE
will
impact
how
we
talk.
1. [20
minutes]
Pre-reading
activity:
Considering
Audience
A.
Brainstorm:
[3
min.]
Everyone
turn
to
the
next
blank
page
in
your
writing
journal.
Write
AUDIENCE
at
the
top.
Lets
warm
up
our
thinking
with
a
brainstorm.
For
the
next
3
minutes,
I
want
you
to
brain
dump
everything
that
comes
into
your
head
when
you
think
of
an
audience.
Be
creative!
There
is
no
right
or
wrong
thing
to
say
in
a
brain
dump.
Students
begin
brainstorming
in
their
journal,
teacher
circulates
to
answer
questions
and
to
help
prompt
students
who
are
stuck.
Teacher
is
sure
to
visit
all
ELLs,
like
Grace,
to
check
for
understanding
on
the
concept
of
an
audience.
Grace
can,
as
always,
brainstorm
in
her
home
language.
B.
Brainstorm
Share
[8
min.]
Ok,
great
work
everyone.
You
were
all
focused
on
the
task
and
working
really
hard.
Lets
hear
what
you
came
up
with!
I
need
two
volunteers
to
be
our
scribes
on
the
whiteboard!
Students
volunteer
to
write
while
teacher
facilitates
whole-class
share
out.
Raise
handsLets
hear
what
you
came
up
with!
Anything
at
all
let
us
know
if
you
said
the
same
thing
thats
already
up
there
and
our
scribes
will
put
a
check
mark
next
to
it!
Class
comes
up
with
a
list
of
words
related
to
audience.
C.
Debrief
[5
min.]
Whole-class
debrief
prompting
Qs:
Lets
look
at
our
listwhat
was
the
most
common
answer?
Why
do
you
think
we
all
thought
of
those?
Im
noticing
that
some
of
these
audiences
are
in
person
and
some
are
notcan
someone
help
me
figure
that
out?
Are
there
other
categories
or
groups
of
words
that
have
a
sort
of
similarity
to
them?
I
also
see
some
words
associated
with
audiences,
like
laughter
and
movie
theater.
Those
are
really
specific
and
unique,
would
the
person
who
came
up
with
those
like
to
tell
us
more
about
your
ideas?
D.
Journal
[3
min.]
Lesson 3 of 9
39
Ok,
get
that
writing
journal
back
to
your
page,
and
first
take
a
moment
to
think
to
yourself
we
are
learning
about
using
our
language
in
different
kinds
of
wayswhy
do
you
think
I
had
you
brainstorm
about
audience?
[Pause]
I
gave
you
a
hint
at
the
start
of
class.
Ok,
go
ahead
and
respond
in
your
journal,
why
do
you
think
I
had
you
brainstorm
about
audience?
Wrap
up
your
last
thought.
Would
anyone
like
to
share
their
answer?
So
what
Ive
gathered
from
our
discussion,
and
from
your
answers,
is
that
when
we
use
language
(which
we
do
a
lot
of
in
this
class!),
we
think
about
WHO
IS
LISTENING
or
READING
what
we
say!
Having
students
write-to-think
is
a
great
way
to
foster
more
engagement
and
allow
ELL
students,
like
Grace,
formulate
their
thoughts
before
sharing
out
loud.
[10
mins.]
Pre-reading
continued:
Fake
Obama
and
Audience
Were
going
to
watch
a
short
2
min.
clip
made
by
some
comedians.
Youll
see
that
one
of
the
guys
is
playing
the
role
of
Barack
Obama,
and
hes
greeting
a
bunch
of
his
audience
members
after
a
speech.
We
are
going
to
watch
this
clip
2
times.
The
first
time,
just
take
it
in
and
enjoy
the
humor.
https://www.youtube.com/watch?v=nopWOC4SRm4
Ok,
do
yall
notice
something
interesting
about
Obamas
behavior
in
this
clip?
So
youre
noticing
that
when
he
greets
a
Black
audience
member,
he
acts
one
way,
and
a
white
audience
member,
another
way.
Do
you
remember
when
Obama
was
in
the
news
because
of
this?
He
greeted
a
basketball
player,
Kevin
Durant,
with
a
man-hug,
right
after
a
formal
handshake
with
a
white
guy...(theyve
all
seen
it).
Ok,
watch
the
clip
again,
and
this
time,
write
down
one
quote
of
a
phrase
he
says
to
a
white
audience
member,
and
one
quote
of
a
phrase
he
says
to
a
black
audience
member.
https://www.youtube.com/watch?v=nopWOC4SRm4
I
know
this
may
feel
like
an
uncomfortable
topic,
but
lets
think
about
why
it
might
make
some
sense
for
fake
Obama
to
act
this
way.
There
really
isnt
a
right
answer
here,
but
we
do
want
to
stick
to
our
class
norms
of
being
respectful
and
tolerant
of
different
opinions
when
we
talk
about
hard
issues
like
race.
This
isnt
a
political
talk,
so
lets
not
get
into
a
discussion
about
the
current
election
or
our
feelings
about
Obama.
o Why
do
you
think
he
hugs
other
people,
and
babies,
who
are
black?
o Why
do
you
think
he
shakes
hands
with
white
people?
o
Think-pair-share:
Think
to
yourself
for
a
minute:
Is
there
something
about
being
part
of
a
group
that
changes
the
rules
of
how
we
can
talk
or
act?
Do
you
change
how
you
talk
to
people,
such
as
your
family
vs.
your
friends?
Ok,
turn
to
your
elbow
partner
and
share
what
you
think.
Would
any
groups
like
to
share
out?
Lesson 3 of 9
40
So
yall
are
all
getting
at
the
point
that
when
we
interact
with
people,
we
really
change
our
behavior,
including
our
language,
based
on
who
we
are
interacting
with.
Maybe
we
change
our
language
depending
on
if
we
are
talking
to
someone
in
our
own
culture
or
ethnicity.
Maybe
we
change
our
language
because
we
are
talking
to
our
parents
rather
than
our
friends
Can
anyone
think
of
other
people
we
change
our
language
for?
[4
min.]
Beginning
to
read
L.
Hughes
Poems:
Setting
a
purpose
Now
that
weve
set
the
stage,
we
are
going
to
look
at
two
poems.
Im
not
going
to
tell
you
their
authors
yet!
Im
just
going
to
show
you
their
titles.
Teacher
projects
two
poems,
side-by-side,
on
doc
cam,
with
paper
covering
the
body
of
the
text.
This
poem
is
titled
Theme
for
English
B,
and
the
other,
Mother
to
Son.
[Point
to
lines
as
you
discuss]
Lets
start
with
Theme
for
English
B.
Let
me
give
you
some
context
back
in
the
olden
days,
they
used
to
call
an
ESSAY
a
theme.
So
knowing
that
this
is
an
essay
for
something
called,
English
B,
think
to
yourself,
what
do
you
predict
this
poem
will
be
about?
Write
your
thoughts
in
your
journal.
Raise
your
hand
if
you
want
to
share
your
guess
of
what
English
B
means.
[Students
share]
Those
are
great
guesses
and
I
see
why
you
would
think
that.
When
you
get
to
college,
youll
see
that
this
is
the
name
of
a
class!
English
B
is
probably
an
English
class
that
comes
after
English
A.
I
assume
its
college
level
because
we
typically
dont
refer
to
high
school
English
this
way.
Ok,
now
look
at
the
title
Mother
to
Son.
Think
to
yourself
and
write
in
your
journal,
what
do
you
predict
this
poem
will
be
about?
Students
share.
Great
work
making
inferences.
Yes,
it
sounds
like
it
will
be
a
letter
or
a
note
from
a
mom
to
her
son,
or
it
could
be
about
something
a
mom
gives
her
son.
Now
lets
glance
at
the
poems
to
preview
what
were
going
to
read.
Lets
look
at
the
first
lines
together
Teacher
reads
first
lines,
now
covering
the
rest
of
the
poem
with
a
blank
piece
of
paper:
Theme
for
English
B:
The
instructor
said,
go
home
and
write
a
page
tonight.
Mother
to
Son:
Well,
son,
Ill
tell
you:
Life
for
me
aint
been
no
crystal
stair.
Turn
and
talk
to
your
elbow
partnercan
you
guess
how
these
poems
might
be
different?
Share
your
thoughts
for
about
2
minutes,
and
then
we
will
come
together
as
a
class.
Students
share
out
and
teacher
writes
predictions
on
the
doc
cam.
Lesson 3 of 9
41
Weve
been
talking
about
audience,
yes?
Fake
Obama
adjusted
his
words
based
on
whom
he
was
greeting.
Both
of
these
poems
were
written
knowing
that
somebody
was
going
to
read
them.
Talk
to
your
partner,
what
audience
did
the
poet
probably
write
Theme
for
English
B
for?
How
do
you
know?
What
clues
tell
you
this?
What
audience
did
the
poet
probably
write
Mother
to
Son
for?
Who
do
you
think
the
poet
thought
would
read
it
and
enjoy
it?
Whose
voice
is
featured
in
this
poem?
Share
out
and
teacher
annotates
on
the
doc
cam.
Lastly,
who
do
you
think
wrote
each
poem?
o Theyre
by
the
same
author!
Langston
Hughes.
He
is
a
very
well
known
African
American
poet
who
lived
from
1902-1967.
o How
cool
is
it
that
he
can
write
a
poem
in
both
of
these
ways?
They
are
so
different
looking
and
sound
so
different,
but
the
big
point
here
is
that
they
are
both
such
wonderful
pieces
of
art.
o
He
changed
his
language
for
different
audiences
AND
differentpurposes.
We
will
preview
the
idea
of
purpose
today
and
talk
more
about
it
next
class.
[30
minutes]
During
Reading
Activities
A.
Theme
for
English
B
&
Mother
to
Son
Each
student
gets
a
copy
of
each
poem,
printed
on
the
left
side
of
the
paper
with
space
on
the
right
for
annotations.
Ok,
does
everyone
have
a
copy
of
both
poems?
Great!
Lets
start
by
looking
at
Theme
for
English
B.
I
will
read
it
aloud
for
us.
Teacher
reads
aloud
with
verve.
Now
lets
look
at
Mother
to
Son.
Teacher
reads
aloud
with
verve.
I
want
you
to
work
together
in
pairs.
Ive
assigned
pairs
(project
on
doc
campairings
are
strategic
in
that
my
ELL
students
like
Grace
are
with
higher
readiness
students,
my
students
with
specific
learning
disorders,
like
Bethany,
are
going
to
work
with
me,
and
my
gifted
students
like
Sam
are
together
so
they
can
challenge
each
other).
Im
going
to
let
you
move
around
the
room
to
wherever
you
feel
comfortable,
as
long
as
you
stay
on
task.
Read
the
poem
together
again,
taking
turns,
line
by
line.
You
should
read
it
at
least
twice.
I
had
to
read
each
poem
about
5
times
to
feel
like
I
had
a
good
understanding
of
it!
After
a
few
readings,
start
to
tackle
the
questions
on
the
right
in
the
annotations
box.
The
teacher
will
circulate,
observe
student
progress,
and
conference
with
each
table
to
determine
if
additional
scaffolding
is
needed
to
interpret
the
poems;
if
so,
I
could
model
on
the
doc
cam:
1)
defining
tier
2-3
vocabulary
words,
2)
deciphering
idioms,
3)
giving
or
Lesson 3 of 9
42
eliciting
from
students
cultural
context,
4)
giving
context
on
the
time
period
(60s-70s),
or
5)
giving
context
on
the
poet.
[15
minutes]
After-reading
activity:
Venn
Diagram
You
can
hold
on
to
your
poems
to
use
in
this
next
activity.
I
will
want
you
to
turn
them
in
at
the
end
of
class.
Lets
compare
and
contrast
the
two
poems
you
read.
Im
going
to
show
you
what
youre
going
to
do:
Models
on
Doc
cam,
draw
a
Venn
Diagram
and
label
it
by
poem.
Explain
while
pointing
at
the
model:
With
a
piece
of
butcher
paper
and
markers,
work
at
your
table
(3
students)
to
make
a
Venn
Diagram,
like
so,
that
shows
how
these
poems
are
alike
and
different.
On
the
left,
write
English
B
above
it,
on
the
right,
write
Mother
to
Son.
(Model
on
doc
cam
version)
Think
about
LINGUISTIC
VARITIES,
SLANG,
VERNACULAR,
AUDIENCE,
PURPOSE,
WORD
CHOICE
(teacher
writes
these
words
below
the
Venn
Diagram
model).
When
you
finish,
we
will
have
a
gallery
walk!
Go!
Teacher
circulates
to
prompt
and
guide
with
questions.
[5-10
mins]
Closure:
These
Venn
Diagrams
really
show
that
you
understood
the
purpose
of
reading
these
poems.
I
love
how
you
noticed
that
the
audience,
and
purpose,
were
very
different
for
each.
I
also
love
the
attention
you
paid
to
the
details
of
language
in
each.
Please
grab
a
piece
of
tape
and
place
them
on
the
wall
closest
to
your
desk.
[1.5
min
transition]
[5
min.]
Gallery
walk-
Students
walk
around
and
look
at
each
others
Venn
Diagrams.
[3
min.]
Closure
This
is
the
main
point
I
want
you
to
take
away:
Both
poems
are
equally
valid,
beautiful
pieces
of
literature
written
for
totally
different
purposes,
&
audiences,
and
they
are
written
in
distinct
styles
to
have
a
greater
impact.
We
can
manipulate
language
like
this,
too.
We
are
going
to
look
more
at
audience
&
purpose
tomorrow,
but
instead
of
Langston
Hughes
we
are
going
to
listen
to
speeches
by
David
Banner,
a
rap
artist
from
MS.
Ill
also
introduce
you
to
the
unit
project
we
are
going
to
work
on!
Please
turn
in
your
annotated
poems
and
wait
for
the
bell!
Differentiated
Instruction
to
accommodate
one
or
more
of
my
profiled
students:
Lesson 3 of 9
43
Lesson 3 of 9
44
Lesson 3 of 9
Teacher
copy
for
Doc
Cam:
Theme
for
English
B
The
instructor
said,
Go
home
and
write
a
page
tonight.
And
let
that
page
come
out
of
you--
Then,
it
will
be
true.
I
wonder
if
it's
that
simple?
I
am
twenty-two,
colored,
born
in
Winston-Salem.
I
went
to
school
there,
then
Durham,
then
here
to
this
college
on
the
hill
above
Harlem.
I
am
the
only
colored
student
in
my
class.
The
steps
from
the
hill
lead
down
into
Harlem,
through
a
park,
then
I
cross
St.
Nicholas,
Eighth
Avenue,
Seventh,
and
I
come
to
the
Y,
the
Harlem
Branch
Y,
where
I
take
the
elevator
up
to
my
room,
sit
down,
and
write
this
page:
It's
not
easy
to
know
what
is
true
for
you
or
me
at
twenty-two,
my
age.
But
I
guess
I'm
what
I
feel
and
see
and
hear,
Harlem,
I
hear
you:
hear
you,
hear
me--we
two--you,
me,
talk
on
this
page.
(I
hear
New
York,
too.)
Me--who?
Well,
I
like
to
eat,
sleep,
drink,
and
be
in
love.
I
like
to
work,
read,
learn,
and
understand
life.
I
like
a
pipe
for
a
Christmas
present,
Mother
to
Son
Well,
son,
I'll
tell
you:
Life
for
me
ain't
been
no
crystal
stair.
It's
had
tacks
in
it,
And
splinters,
And
boards
torn
up,
And
places
with
no
carpet
on
the
floor
Bare.
But
all
the
time
I'se
been
a-climbin'
on,
And
reachin'
landin's,
And
turnin'
corners,
And
sometimes
goin'
in
the
dark
Where
there
ain't
been
no
light.
So,
boy,
don't
you
turn
back.
Don't
you
set
down
on
the
steps.
'Cause
you
finds
it's
kinder
hard.
Don't
you
fall
now
For
I'se
still
goin',
honey,
I'se
still
climbin',
And
life
for
me
ain't
been
no
crystal
stair.
45
Lesson 3 of 9
Who
is
the
speaker
in
this
poem?
Why
is
he
writing
the
poem?
46
Lesson 3 of 9
What
do
we
learn
about
the
speaker
throughout
the
middle
of
the
poem?
Do
you
think
the
words
in
this
poem
are
easy
to
read?
Why?
What
words
in
this
poem
do
you
not
understand?
Is
this
poem
grammatically
correct?
Why
or
why
not?
Is
this
poem
conventional?
Why
or
why
not?
Whom
is
this
poem
written
for
(who
is
the
audience?)
47
I
guess
you
learn
from
me--
although
you're
older--and
white--
and
somewhat
more
free.
This
is
my
page
for
English
B.
Lesson 3 of 9
Do
you
relate
to
this
poem?
Do
you
like
it?
Who
is
this
poem
written
for?
Who
is
his
audience?
48
Lesson 3 of 9
Mother
to
Son
Well,
son,
I'll
tell
you:
Life
for
me
ain't
been
no
crystal
stair.
It's
had
tacks
in
it,
And
splinters,
And
boards
torn
up,
And
places
with
no
carpet
on
the
floor
Bare.
But
all
the
time
I'se
been
a-climbin'
on,
And
reachin'
landin's,
And
turnin'
corners,
And
sometimes
goin'
in
the
dark
Where
there
ain't
been
no
light.
So,
boy,
don't
you
turn
back.
Don't
you
set
down
on
the
steps.
'Cause
you
finds
it's
kinder
hard.
Don't
you
fall
now
For
I'se
still
goin',
honey,
I'se
still
climbin',
And
life
for
me
ain't
been
no
crystal
stair.
49
Lesson 3 of 9
Whom
is
this
poem
written
for
(who
is
the
audience?)
Do
you
relate
to
this
poem?
Do
you
like
it?
50
Lesson 4 of 9
51
4
Linguistic
Variety
Unit
Lesson
Plan
Unit
Working
Title:
Use
Your
Voice
Unit
Big
Idea
(Concept/Theme):
Linguistic
Variety
Unit
Primary
Skill
focus:
Audience
&
Purpose
Week
2
of
3;
Plan
#4
of
9;
[90
mins.]
Plan
type:
Full-Detail
Content
Requirements
Satisfied:
o Includes
Writing
Instruction
o Mentor
Texts
o Texts
that
represent
at
a
minimum,
3
different
genres,
one
of
which
must
be
a
genre
that
incorporates
multimedia
(Interviews)
o Technology
Unit
Learning
Objectives
(numbered)
[from
my
Backwards
Design
Unit
Document],
followed
by
Specific
lesson
objectives
(lettered)
being
taught
in
this
lesson:
Cognitive:
1) Students
will
know
that
English
language
use
varies
across
culture,
ethnicity,
and
location.
c) Students
will
know
the
definition
of
code-switching
and
how
speakers
and
writers
use
it
to
express
themselves,
fit
in,
or
accomplish
a
goal
(2,
4,
7).
2) Students
will
know
that
language
can
be
manipulated
purposefully
for
your
intended
effect.
a)
Students
will
understand
that
changing
registers,
or
the
formality
of
our
language,
is
useful
and
necessary
for
adapting
to
particular
audiences
and
contexts
(1,
4,
5,
6,
7,
8,
9).
b)
Students
will
understand
that
the
reason
that
we
adjust
our
language
is
to
effectively
accomplish
our
goal
(1,
4,
5,
6,
7,
8,
9).
c)
Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
purpose
(3,
4,
5,
6,
7,
8).
d)
Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
audience
(3,
4,
5,
6,
7,
8).
Performance
(do):
7)
Students
will
be
able
to
inquire
about
and
explore
how
language
use
varies
in
written
and
spoken
pieces.
a) Differentiate
between
Standard
English
and
Non-Standard
English
(2,
3,
4,
7,
8).
Lesson 4 of 9
52
b) Compare
and
contrast
different
language
varieties
within
various
types
of
texts
(3,
4).
c) Identify
the
audience
and
purpose
of
two
contrasting
texts
(3,
4).
d) Distinguish
between
informal
and
formal
register
(3,
4,
7,
8).
e) Evaluate
the
effectiveness
of
texts
written
for
very
different
audiences
and
purposes
(4).
g)
Students
will
be
able
to
identify
code-switching
in
written
and
spoken
pieces
and
evaluate
its
purpose
(2,
4).
8) Students
will
be
able
to
compose
a
written
piece
with
a
stated
purpose
and
audience,
and
adapt
it
into
a
second
version
to
address
a
different
audience.
a) Use
pre-writing
strategies
to
generate
ideas
for
writing
topics
(4,
5,
7).
b) Identify
the
purpose,
role,
audience,
format,
and
topic
for
two
contrasting
writing
assignments
(4,
5,
7).
SOLs:
8.2
The
student
will
develop
and
deliver
oral
presentations
in
groups
and
individually.
a)
Choose
topic
and
purpose
appropriate
to
the
audience.
e)
Differentiate
between
standard
English
and
informal
language.
8.5
The
student
will
read
and
analyze
a
variety
of
fictional
texts,
narrative
nonfiction,
and
poetry.
e)
Compare
and
contrast
the
authors
use
of
word
choice,
dialogue,
form,
rhyme,
rhythm,
and
voice
in
different
texts.
f)
Compare
and
contrast
authors
styles.
i)
Summarize
text
relating
supporting
details.
l)
Use
prior
and
background
knowledge
as
a
context
for
new
learning.
m)
Use
reading
strategies
to
monitor
comprehension
throughout
the
reading
process.
8.7 The
student
will
write
in
a
variety
of
forms,
including
narration,
exposition,
persuasion,
and
informational.
b)
Use
prewriting
strategies
to
generate
and
organize
ideas.
CCSs:
CCSS.ELA-LITERACY.L.5.3.B
Compare
and
contrast
the
varieties
of
English
(e.g.,
dialects,
registers)
used
in
stories,
dramas,
or
poems.
Methods
of
Assessment:
Diagnostic
Lesson 4 of 9
53
Formative
KUDs
1.c,
1.g,
2.a,
2.b,
2.c,
2.d,
6.a
7.a,
7.b,
7.c,
7.d,
7.e,
7.g
Reading
Organizer
directly
assesses
primary
unit
objectives.
Teacher
circulates
and
observes
students
completing
this
organizer.
KUDs
8.a,
8.b
Topic
Blast.
Teacher
informally
observes
and
conferences
with
students
during
their
brainstorming
and
pre-writing
stages
to
inform
next
stages
of
instruction.
Summative
The
Summative
Project
is
introduced
in
this
lesson.
KUDs
1.c,
1.g,
2.a,
2.b,
2.c,
2.d,
6.a
7.a,
7.b,
7.c,
7.d,
7.e,
7.g
Reading
Organizer
directly
assesses
primary
unit
objectives.
Close
assessment
and
feedback
on
this
will
give
the
teacher
a
very
good
picture
of
student
progress.
Procedures/Instructional
Strategies
[Note:
Any
words
that
represent
what
I
would
say
directly
to
students
appear
in
italics.]
Beginning
Room
Arrangement:
Cody
has
his
agenda.
Students
are
seated
in
desks
grouped
as
3
students.
There
are
21
students,
so
7
groups
of
desks.
The
projector
instructs
students
to
have
their
laptops,
a
pen,
and
to
pull
up
the
Google
Doc
on
blackboard
titled,
David
Banner
Reading
Organizer.
They
are
instructed
to
share
their
Google
Doc
with
the
teacher
and
to
work
on
their
laptops
on
the
questions
following
the
pace
I
will
give
them.
[2
mins.]
Bridge/Hook/Opening
to
lesson:
Last
class
we
looked
at
two
poems
by
Langston
Hughes.
Can
someone
remind
us
of
the
titles?
Can
another
student
give
us
a
brief
summary?
Great!
So
we
saw
how
a
person
can
totally
shift
their
writing
style
for
their
audience
and
purpose.
Today
we
are
going
to
look
at
the
same
concept,
but
in
modern
times.
Instead
of
reading
poetry
we
are
going
to
compare
and
contrast
two
interviews
by
the
same
man.
First,
well
watch
an
informal
interview
response
by
the
rap
artist
David
Banner
on
the
website,
Essence.
Then
well
compare
that
to
an
interview
on
CNN
with
him.
Lesson 4 of 9
54
David
Banner
(Lavell
Crump
is
his
birth
name)
is
a
rapper,
record
producer,
poet,
and
activist.
He
was
born
in
Jackson,
Mississippi!
Lets
first
look
more
closely
at
the
source
of
this
interview.
[3
minutes]
Reading
Organizer,
Previewing
the
source
of
the
text:
Open
a
new
tab
on
your
laptop.
Click
on
the
link
www.essence.com
and
explore
this
site
that
this
was
published
on
for
about
a
minute.
Answer
the
following
questions
in
part
1
of
your
reading
organizer:
Who
might
be
the
primary
audience
of
this
website?
Is
this
a
formal
news
site?
How
do
you
know?
[8
minutes]
Reading
Organizer,
during-viewing
activity:
Pass
out
video
transcript.
https://www.youtube.com/watch?v=iYyYrX3cTfM
(show
2:30-5:10)
For
the
first
viewing,
just
listen
and
watch.
Dont
answer
the
questions
about
the
clip
yet!
Im
going
to
play
the
video
a
second
time.
This
time,
I
want
you
to
think
on
the
questions
in
part
2
of
your
reading
organizer.
Take
a
second
to
read
those
questions
to
yourself.
This
time,
read
along
on
the
transcript
of
the
speech,
with
the
questions
in
mind.
Play
video
again.
Part
2
of
reading
organizer:
Who
does
David
Banner
think
his
audience
is?
What
is
David
Banners
purpose
for
talking
about
police
brutality?
What
does
he
hope
to
accomplish?
How
many
views
does
this
video
have?
Take
1
minute
to
finish
your
thoughts.
Teacher
circulates,
answers
questions,
and
looks
for
trends
in
answers
to
the
questions.
The
teacher
may
address
individual
misconceptions
or
decide
to
reteach
either
the
instructions
for
the
activity
or
the
prior
knowledge
needed,
such
as
the
definition
of
audience
and
purpose.
Students
may
also
be
working
faster
than
anticipated,
so
the
teacher
may
accelerate
the
pace
if
that
happens.
[4
minutes]
Organizer,
After
reading
questions:
Look
at
part
2
of
your
reading
organizer
and
answer
this
question
in
about
2
minutes.
Do
you
think
he
accomplishes
his
purpose,
or
goal,
in
this
particular
context?
Why
or
why
not?
Ok,
go
ahead
and
turn
to
your
elbow
partners
and
share
what
you
wrote
so
far.
Ill
give
you
about
2
minutes.
I
want
to
hear
what
your
thoughts.
Raise
hands
and
share
what
you
and
your
partner
think
with
the
large
group.
[6
minutes]
Large
group
debrief:
Write
student
thoughts
on
projected
Google
Doc.
Lesson 4 of 9
55
[8
minutes]
Reading
Organizer,
Second
text,
pre-viewing:
Now
I
want
to
engage
with
this
transcript
as
a
written
text.
To
me,
when
I
read
this
text,
it
is
a
bit
stream-of-consciousness,
or
basically
just
going
with
the
flow.
I
agree
with
yall
that
Banner
didnt
write
down
what
he
was
going
to
say
or
prepare
a
grand
speech.
Do
you
think
this
made
sense
for
the
context?
You
know
what
I
realized?
He
is
not
even
an
in-person
guest
on
the
show.
He
is
on
the
show
via
Skype.
Does
Skype
make
his
speech
less
formal?
Lets
reimagine
the
context.
Step
into
David
Banners
shoes,
and
imagine
that
someone
else
wants
to
hear
you
speak
about
police
brutality.
This
time,
the
context
is
very
different.
He
will
be
speaking
for
2
minutes
as
a
guest
on
a
major
news
network
at
primetime
about
these
thoughts.
Every
news
network
has
a
different
audience,
so
I
will
give
you
some
stats
on
CNN
to
save
us
some
research
time:
Teacher
gives
facts
on
CNN-
(demographic
breakdown
by
ethnicity,
gender,
education,
political
party,
number
of
viewers)
Write
your
thoughts
down
on
your
reading
organizer,
part
3,
considering
this
new
context:
Who
is
your
audience?
In
this
digital
era,
how
could
that
change?
Has
your
purpose
changed
from
when
you
spoke
to
Essence
magazine?
Would
the
same
speech
be
effective?
Would
the
same
speech
go
viral?
What
needs
to
change
about
your
speech
to
make
it
more
effective
for
this
context?
Teacher
circulates,
answers
questions,
and
looks
for
trends
in
answers
to
the
questions.
The
teacher
may
address
individual
misconceptions
or
decide
to
reteach
either
the
instructions
for
the
activity
or
add
scaffolding
to
the
questions
asked
to
help
students
make
more
abstract
connections.
Students
may
also
be
working
faster
than
anticipated,
so
the
teacher
may
accelerate
the
pace
if
that
happens.
[5
minutes]
Reading
Organizer,
Second
text,
During
viewing:
Lets
view
a
video
where
David
Banner
goes
on
CNN
where
he
discusses
the
same
topic
for
a
new
audience:
Minutes
0-1:20.
Just
watch
and
listen
to
the
video
the
first
time.
I
will
play
it
a
second
time
like
the
first
video
we
watched,
and
we
will
read
the
transcript
as
we
watch.
http://atlantablackstar.com/2014/09/26/david-banner-flawlessly-explains-the-
psychological-warfare-black-men-face-every-day-to-avoid-being-killed-by-police/
Lesson 4 of 9
56
Lesson 4 of 9
57
Clear
your
desks
except
for
a
pencil
and
your
writing
journal.
Now
that
weve
looked
at
two
different
speeches,
its
time
for
us
to
stretch
our
own
writing
muscles.
For
the
rest
of
the
class,
we
are
going
to
begin
the
very
first
stages
of
drafting
a
writing
piece
that
we
will
transform
into
a
speech,
letter,
or
email.
Project
a
drawing
of
a
Topic
Blast
and
have
students
draw
it
on
a
page
in
their
journal.
A
great
way
to
get
started
on
a
topic
is
to
think
about
this:
What
annoys
you
about
the
world?
Here
is
my
list
(prepared
in
advance
to
save
time,
projected
on
doc
cam):
o When
people
pop
their
fingers
o That
plastic
packaging
that
requires
a
knife
to
open
o People
who
stand
too
close
to
you
in
a
line
o Drivers
who
are
cell
phone
drunk
o Waiting
for
the
advertisements
before
your
YouTube
video
o Running
out
of
battery
on
my
iPhone
o Ads
on
Hulu
that
interrupt
your
movie
o The
are
you
still
watching
feature
on
Netflix.
o The
confederate
flag
o Corrupt
politicians
o When
people
say
that
girls
cant
do
math
o Trumps
hair
o People
who
are
only
famous
because
of
who
they
are
related
to
o Google
images
showing
the
WRONG
images
when
you
search
So
you
see
some
of
these
are
silly,
some
are
serious
the
point
is
that
I
just
wrote
down
a
bunch
of
stuff
that
came
to
mind
when
I
was
asked
what
annoys
me.
You
are
going
to
do
this
now,
and
you
can
be
as
serious
or
silly
as
you
want
to
be.
Write
ANNOYS
ME
on
your
Topic
Blast
bolt,
and
take
the
next
8
minutes
to
write
ANYTHING
that
comes
to
mind.
There
is
no
wrong
thing
to
write
on
this.
Any
questions?
Teacher
circulates
while
students
write
on
their
topic
blast,
looking
for
pens
that
arent
moving.
For
these
students,
she
may
give
a
more
specific
prompts
to
get
them
thinking,
like,
is
there
anything
about
your
family
that
annoys
you?
She
may
also
remind
students
that
there
is
no
correct
way
to
brainstorm
and
that
this
isnt
graded.
It
would
be
prudent
to
check
in
with
ESL
students,
like
Grace,
and
offer
that
they
can
write
in
their
home
language
for
the
purpose
of
brainstorming.
Take
1
minute
to
wrap
up
your
thoughts.
Look
over
what
you
wrote.
Are
any
of
these
things
topics
you
can
say
more
about?
Are
there
any
that
are
particularly
meaningful
to
you,
personally?
Lesson 4 of 9
58
Are
there
any
that
you
might
want
to
take
a
stand
on?
In
other
words,
are
there
any
that
make
for
a
good
speech
for
your
project?
These
are
the
ones
I
circled
on
my
page:
o When
people
say
that
girls
cant
do
math
I
think
girls
can
do
everything
boys
can
do!
o The
confederate
flag
I
think
this
should
be
taken
out
of
the
Mississippi
and
Georgia
state
flags.
o People
who
stand
too
close
to
you
in
a
line
I
think
people
need
to
understand
how
to
stand
in
lines
the
right
way.
Circle
any
of
your
thoughts
that
you
might
be
able
to
say
more
about.
Write
an
I
think
talk-back
next
to
it
like
I
did.
Take
about
5
minutes.
You
can
write
new
things
now,
too,
if
you
dont
like
anything
on
your
topic
blast.
Teacher
circulates
and
observes/conferences
with
students.
How
are
we
on
picking
topics?
Give
me
a
thumbs
up
if
youve
picked,
a
thumbs
down
if
you
have
not,
and
a
side
thumb
if
youre
almost
there.
If
majority
thumbs
up,
teacher
will
conference
with
a
small
group
after
directing
the
class
to
the
next
stage
of
writing.
If
less
than
75%
thumbs
up,
teacher
will
give
more
time.
[15
min.]
P-RAFT:
For
the
remaining
15
minutes,
we
are
going
to
develop
the
TOPIC
you
have
chosen.
Are
you
familiar
with
the
RAFT
model
of
writing?
You
probably
used
this
last
year!
We
are
going
to
add
an
additional
element
to
RAFT.
Ours
will
be
P-RAFT.
The
p
is
Purpose.
Pass
out
P-RAFT
organizer
to
students.
It
has
two
sidesone
for
the
first
stage
of
the
summative
project,
labeled
Formal
Register
(Standard
English),
and
the
backside
for
the
second
stage
labeled
Informal
Register,
with
the
note
that
students
may
use
a
linguistic
variety
other
than
Standard
English.
At
the
top,
find
the
side
of
the
page
that
says
FORMAL
REGISTER,
STANDARD
ENGLISH.
That
is
the
one
we
are
going
to
start
with,
like
I
showed
you
on
the
project
handout.
Remind
me
what
we
know
about
Standard
English?
Write
these
things
at
the
top
of
your
organizer!
What
we
use
in
school
and
work
More
formal
Proper
grammar
and
spelling
Have
to
be
appropriate
and
cant
cuss
or
anything
Great,
so
like
I
showed
you
with
the
rubrics,
our
first
piece
of
writing
will
be
in
Standard
English,
or
what
youre
used
to
using
at
school
for
assignments.
Does
anyone
remember
what
each
letter
of
RAFT
stands
for?
Teacher
elicits
answers
from
students
and
model
filling
in
the
blanks
on
the
g/o
using
the
doc
cam.
Lesson 4 of 9
59
R-
role
A-
audiencelets
write
(formal)
in
parenthesis
next
to
this
so
we
remember.
Model.
F-
formatlets
write
(formal)
in
parenthesis
next
to
this.
Model.
T-
topicwhich
youve
already
done!!!
So
remember,
I
picked
the
topic,
I
think
people
need
to
learn
to
stand
in
line
the
right
way.
Its
kind
of
silly,
but
thats
ok
because
I
have
a
LOT
to
say
about
this,
and
I
can
say
it
formally
if
I
need
to.
So
Im
writing
that
topic
in
the
T
box.
Write
your
chosen
topic
in
the
T
box.
Lets
then
go
to
the
top
at
the
P-Purpose
box.
My
purpose
is
to
convince
other
people
that
they
should
stand
in
line
properly.
Is
your
purpose
to
convince
people
to
agree
with
you?
Take
a
moment
to
think
that
through.
Raise
your
hand
if
you
have
a
totally
different
purpose
than
to
convince
people
to
agree
with
you.
Teacher
circulates
and
checks
that
students
are
choosing
purposes
that
will
work
for
the
assignment.
Next
lets
look
at
the
R-Role
box.
I
think
youll
find
that
for
this
assignment,
being
yourself
will
be
the
most
straight-forward
approach.
If
you
want
to
talk
from
someone
elses
perspective,
run
that
by
me
in
a
conference.
So
we
are
writing
myself
in
the
R-Role
box.
A-Audience.
Who
do
I
want
to
tell
to
stand
in
line
correctly?
How
about
New
Yorkers?
I
always
notice
that
people
in
big
cities
knock
each
other
over!
Take
a
moment
to
think
who
you
want
to
talk
to.
Who
is
your
audience?
Who
are
you
convincing
of
your
idea?
F-
Format.
I
can
give
a
speech,
I
can
write
a
letter
or
an
email
what
do
yall
think
I
should
do?
How
about
a
letter
to
New
Yorkers?
That
would
be
fun.
Pick
one,
a
speech,
letter,
or
email.
T-
Topic.
Already
done.
3
Min:
Wrap-up
You
all
accomplished
a
lot
today!
You
analyzed
two
speeches
AND
started
on
the
first
stages
of
our
writing
project.
Tomorrow
we
will
continue
with
the
writing
project,
and
I
will
introduce
you
to
Writing
Workshop,
which
is
a
class
format
that
we
will
use
frequently!
We
have
about
3
minute
before
the
bell.
Go
ahead
and
put
your
organizers
into
your
binder.
Lets
talk.
If
Standard
English
isnt
superior
to
other
types,
why
do
you
think
we
have
to
learn
Standard
English
at
all?
Students
share
out.
Differentiated
Instruction
to
accommodate
one
or
more
of
my
profiled
students:
For
the
first
half
of
the
lesson,
the
reading
activities
inherently
support
the
needs
of
ESL
students
(Grace)
as
well
as
struggling
readers
(Bethany)
by
having
the
reading
organizer
questions
to
scaffold
during-reading
comprehension.
Additionally,
before
all
whole-class
share
outs
or
partner
work,
students
are
given
the
opportunity
to
write
their
thoughts
down,
which
is
a
helpful
practice
in
terms
of
literacy.
Lastly,
the
text
transcripts
Lesson 4 of 9
60
of
our
viewing
activities
(which
we
will
view
twice
to
ensure
comprehension)
provide
literacy
support
for
students
like
Grace
and
Bethany.
Cody,
who
struggles
with
social
cues,
may
have
trouble
seeing
the
differences
in
the
nuanced
language
in
the
news
interviews.
The
questions
in
the
reading
packet
start
with
literal
questions
and
interweave
more
abstract
questions.
I
will
be
intentional
to
check
in
with
him
while
circulating
in
class
and
perhaps
explain
directly
what
cues
I
saw
that
showed
different
levels
of
formality.
During
the
pre-writing
brainstorming
activity,
it
seems
prudent
to
allow
ESL
students,
including
Grace,
to
write
in
whatever
language
they
choose.
For
the
beginning
of
the
drafting
stages,
teacher
conferences
are
meant
to
support
all
students
in
the
class,
including
gifted
students
who
may
be
ready
to
plow
ahead
with
the
actual
unit
project,
which
has
been
handed
out
(Sam).
Materials
Needed
(list):
Digital:
2
youtube
videos
of
the
David
Banner
speeches
Essence.com
website
Google
Doc-
Reading
Organizer
Print:
2
transcripts
of
Banners
speeches
1
model
text
from
Gallagher
showing
a
first
draft
after
a
topic
blast
Unit
Project
student
handout
&
rubric
Classroom:
Doc
Cam,
Projector
Student
writing
journals
Student
laptops
Materials
Appendix:
(e.g.,
supplementary
texts,
Ppts,
overheads,
graphic
organizers,
handouts,
etc.)
Codys
Agenda
David
Banner
on
Essence
interview
&
David
Banner
on
CNN
interview
Reading
Organizer
Google
Doc
*Please
see
Assessments
section
for
Unit
Project
handout
and
rubric.
Lesson 4 of 9
61
Lesson 4 of 9
62
Lesson 4 of 9
63
Lesson 4 of 9
64
4. What is David Banners purpose. In other words, what does he hope to accomplish?
5. How many views does this video have? Do you think Banner expected about this many
views?
6. Do you think he accomplishes his purpose, or goal, in this particular context? Why or why
not?
Lesson 4 of 9
8. Would his purpose change for CNN? In other words, would his goal for saying his speech
change?
9. Would the same speech he gave on Essence be effective for this new audience?
10. What needs to change about his speech to make it more effective for this context?
12.
13.
14.
15.
65
Lesson 4 of 9
66
Purpose
What is your goal?
Role
Who are you?
Audience
Who are you
writing for?
Format
Is this a letter? An
email? A speech?
Other?
Topic
Whats your topic
from your topic
blast?
Lesson 5 of 9
67
5
Linguistic
Variety
Unit
Lesson
Plan
Unit
Working
Title:
Use
Your
Voice
Unit
Big
Idea
(Concept/Theme):
Linguistic
Variety
Unit
Primary
Skill
focus:
Audience
&
Purpose
Week
2
of
3;
Plan
#5
of
9;
[90
mins.]
Plan
type:
Summary
Content
Requirement
Satisfied:
Model
text
Unit
Learning
Objectives
(numbered)
[from
my
Backwards
Design
Unit
Document],
followed
by
Specific
lesson
objectives
(lettered)
being
taught
in
this
lesson:
Cognitive
(know/understand):
2)
Students
will
know
that
language
can
be
manipulated
purposefully
for
your
intended
effect.
a)
Students
will
understand
that
changing
registers,
or
the
formality
of
our
language,
is
useful
and
necessary
for
adapting
to
particular
audiences
and
contexts
(1,
4,
5,
6,
7,
8,
9).
b)
Students
will
understand
that
the
reason
that
we
adjust
our
language
is
to
effectively
accomplish
our
goal
(1,
4,
5,
6,
7,
8,
9).
c)
Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
purpose
(3,
4,
5,
6,
7,
8).
d)
Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
audience
(3,
4,
5,
6,
7,
8).
3)
Students
will
know
that
Standard
English
may
be
expected
in
certain
contexts.
a) Students
will
know
that
standard,
academic,
or
formal
English
refers
to
the
type
of
language
use
that
we
typically
see
in
school
and
in
the
workplace
(1,
5,
9).
Performance
(do):
8)
Students
will
be
able
to
compose
a
written
piece
with
a
stated
purpose
and
audience,
and
adapt
it
into
a
second
version
to
address
a
different
audience.
a)
Use
pre-writing
strategies
to
generate
ideas
for
writing
topics
(4,
5,
7).
b)
Identify
the
purpose,
role,
audience,
format,
and
topic
for
two
contrasting
writing
assignments
(4,
5,
7).
d)
Write
using
specific
word
choice
appropriate
to
the
audience
and
purpose
(5,
6,
8,
9).
e)
Write
using
the
appropriate
register
to
the
audience
and
purpose
(5,
6,
8,
9).
9) Students
will
be
able
to
manipulate
language
for
various
contexts.
Lesson 5 of 9
68
Procedures/Instructional
Strategies
[Note:
Any
words
that
represent
what
I
will
say
directly
to
students
appear
in
italics.]
Beginning
Room
Arrangement:
Cody
has
his
Agenda
and
Writing
Workshop
Checklist.
Students
are
seated
in
desks
grouped
as
3
students.
There
are
21
students,
so
7
groups
of
desks.
Lesson 5 of 9
69
Anchor
activities
have
been
written
on
a
poster
and
displayed
in
the
room
(will
be
explained):
Short
stories-
My
English
by
Julia
Alvarez
and
Mother
Tongue
by
Amy
Tan
supplied
on
Google
Classroom
Topic
Chosen
P-RAFT
#1
Complete
Drafting
#1
Revising
#1
Submitted
#1
P-RAFT
#2
Complete
Audience
#2
Chosen
Drafting
#2
Revising
#2
Submitted
#2
Students
will
ideally
all
have
their
topics
chosen
and
P-RAFT
organizer
complete.
I
will
prioritize
conferencing
with
students
who
have
not
chosen
a
topic,
followed
by
students
working
on
their
P-RAFT.
2. [8
min.]
Explain
Writing
Workshop:
Since
this
will
be
our
first
writing
workshop,
I
will
explain
to
the
students
how
Writing
Workshop
looks
and
feels.
Like
we
just
did,
workshops
will
usually,
but
not
always,
begin
with
a
Status
of
the
Class.
These
are
not
meant
for
judgment
or
grading,
but
to
hold
each
other
accountable
as
a
team,
and
to
see
who
will
like
more
help
in
the
process.
After
SOC,
we
move
into
a
mini-lesson
followed
by
collaborative
and
independent
work
time.
During
this
work
time,
the
expectation
is
that
there
is
low
noise,
meaning
students
can
talk
about
the
assignment
quietly
or
otherwise
work
silently.
It
should
feel
like
a
busy-bee
work
time.
Students
will
be
expected
to
conference
with
me
through
the
process,
and
can
sign
up
during
the
Status
of
the
Class
by
calling
out
conference
or
by
writing
their
names
on
the
whiteboard.
I
will
explain
that
during
collaborative
and
independent
time,
students
work
in
Google
Docs
and
share
their
document
with
me,
so
that
I
can
check
in
and
directly
comment
on
their
work
or
use
the
chat
function
to
give
immediate
feedback
between
in-person
Lesson 5 of 9
70
conferences.
I
will
explain
that
conferences
are
not
graded
and
that
they
are
a
time
for
me
to
collaborate
and
help
with
the
writing
process.
I
will
allow
time
for
questions
about
the
process
or
concerns
they
have.
Cody
will
benefit
from
having
a
Writing
Workshop
Checklist
printed
for
him
to
use
OR
in
a
shared
Google
Spreadsheet
that
I
can
tweak
for
each
day.
This
would
look
like:
o Put
your
name
and
date
on
your
Google
Doc
o Share
your
doc
with
Ms.
Lin
o Look
at
your
P-RAFT
and
find
your
Format
o Decide
how
you
want
to
start
your
letter
o Etc.
Cody
can
always
use
the
quiet
space
in
the
reading
nook
if
he
needs
to.
Writing
workshops
provide
time
for
me
to
conference
with
Grace,
where
I
can
provide
her
encouragement
and
positive
feedback.
I
can
also
encourage
her
to
use
the
Internet
to
search
for
word
translations
as
needed.
I
can
also
check
on
Bethany
and
monitor
her
interactions
with
her
table
to
make
sure
they
are
productive
and
within
the
class
norms.
A
teacher
strategy
for
Writing
Workshop
could
be
to
carry
a
Class
Roster
spreadsheet
where
I
can
write
formative
assessment
observation
notes
and
conference
notes.
3. [25
min.]
Mini
Lesson:
Model
Draft
Writing
Last
class,
I
filled
in
a
P-RAFT
organizer
of
my
own
to
model
how
the
students
should
do
theirs.
I
chose
the
following
categories:
My
Purpose
is
to
persuade
New
Yorkers
to
stand
in
lines
more
politely,
my
Role
is
myself,
my
Audience
is
New
Yorkers,
my
Format
is
a
letter,
and
my
Topic
is
waiting
in
lines
politely.
I
will
put
my
P-RAFT
organizer
on
the
Doc
Cam
and
remind
students
how
we
worked
through
that
decision
making
process.
The
next
step
will
be
to
show
how
to
take
your
choices
from
your
organizer
and
turn
it
into
a
rough
draft.
To
do
this,
I
will
model
the
process
with
a
think-aloud.
For
example,
I
could
say,
Lets
start
with
Format,
because
that
gives
us
an
idea
of
how
to
start.
Place
a
#1
next
to
Format
on
your
organizer.
Since
my
Format
is
a
letter,
I
will
start
my
piece
with
a
salutation,
right?
And
who
is
my
Audience?
New
Yorkers.
This
draft
is
practicing
using
our
FORMAL
REGISTER.
Someone
remind
us
of
what
this
means?
Great,
so
I
dont
want
to
start
with,
Yo,
Bronx
listen
up!
I
will
start
formally
with,
Dear
New
Yorkers
You
will
use
formal
language
like
this
in
YOUR
letters,
emails,
and
speeches.
The
think-aloud
will
walk
through
drafting
the
entire
first
draft
(using
a
projected
Google
Doc
rather
than
hand-write)
being
intentional
to
show
that
making
mistakes
or
having
places
you
want
to
come
back
to
is
an
expected
part
of
drafting.
I
will
elicit
ideas
from
the
students
while
writing
to
engage
them
in
the
process.
The
primary
focus
of
my
think
aloud
will
be
audience
and
purpose.
I
will
constantly
reiterate
and
stress
that
Ive
got
to
use
language,
like
word
choice
and
grammar,
that
will
be
most
effective
for
my
particular
audience
and
purpose.
Lesson 5 of 9
71
I
will
also
illustrate
the
expected
length
of
their
work,
which
is
approximately
one
page
double-spaced.
*This
model
text
is
to
be
re-used
in
the
revision
and
editing
stages
of
drafting,
so
I
will
save
my
changes.
4. [40
min.]
Writing
Workshop:
Students
Write
It
is
now
the
students
chance
to
work
independently
on
their
own
pieces
of
writing,
using
the
same
process
I
used
in
the
think-aloud.
I
will
keep
my
model
draft
projected,
and
ask
students
to
keep
their
P-RAFT
organizers
out
to
reference
while
writing.
They
need
to
keep
tunnel-vision
about
their
specific
audience
and
purpose!
I
will
relay
that
my
expectation
is
that
there
will
only
be
light
conversing,
and
that
any
conversing
should
be
related
to
the
assignment
or
helping
each
other
with
technology.
I
will
reiterate
how
to
sign
up
for
conferences.
During
the
workshop,
I
will
conference
with
students
one-on-one,
starting
with
the
ones
who
were
behind
in
the
Status
of
the
Class
and
moving
into
students
who
asked
for
a
conference.
In-between,
I
circulate
looking
at
how
students
are
progressing
and
answering
questions.
Another
option
is
to
pull
up
their
Google
Doc
papers
on
my
own
computer
and
insert
comments
directly
into
their
active
drafts.
Using
this
technology
is
a
great
was
to
non-intrusively
and
discretely
check-in
with
struggling
students
Grace
and
Bethany,
who
may
need
more
support
than
other
students.
I
can
also
use
this
to
push
Sam
and
other
gifted
students
to
challenge
themselves.
Students
who
finish
early
and
have
an
easy
time
with
their
draft
(students
like
Sam)
are
directed
to
the
anchor
activities.
5. [9
Min.]
Wrap
up
&
Turn
in
Draft
1
Students
will
double
check
that
their
Google
Doc
is
shared
with
me
so
that
I
can
provide
feedback
by
the
next
class,
when
their
Draft
1
will
be
given
a
score
out
of
10
(see
Assessments
for
grading
information).
After
a
think-pair-share
I
will
open
the
class
for
a
whole-class
discussion
about
the
biggest
challenge
they
are
having
with
their
writing.
I
will
compile
a
list
of
these
challenges
as
a
diagnostic
for
the
next
several
lessons
on
writing.
Next
Class,
we
will
get
to
remodel
your
drafts
from
teacher
and
peer
feedback.
Youll
see
why
I
used
the
word,
remodel,
then!
Differentiated
Instruction
to
accommodate
one
or
more
of
my
profiled
students:
Codys
printed
Status
of
the
Class
will
help
him
stay
focused,
organized,
and
structured
during
writing
workshops.
He
will
also
have
a
Writing
Workshop
agenda,
as
usual,
where
he
can
check
off
each
step.
Grace
will
benefit
from
conferencing,
strategic
seating,
positive
feedback
and
encouragement,
as
well
as
the
use
of
Internet
resources
for
translation.
Sam
will
be
directed
to
the
posted
anchor
activities
if
he
finishes
early.
I
will
also
conference
with
him
to
provide
him
a
leveled
challenge.
Bethany-
during
less
structured
times,
like
workshops
and
small
group
work,
I
will
check
in
with
her
and
make
sure
that
her
peer
relations
are
going
well.
She
may
need
to
be
reseated
in
future
classes,
or
could
benefit
from
alone
time
in
the
reading
nook.
Lesson 5 of 9
72
All
ELLs,
students
with
SLDs,
and
students
who
are
behind
in
literacy
skills
will
benefit
from
increasing
the
font
size
on
their
laptops
with
the
shortcut
control
+
during
writing
activities.
Materials
Needed
(list):
Codys
Agenda
Codys
Status
of
the
Class
checklist
Codys
Writing
Workshop
checklist
Laptops
with
Google
Docs
Teacher
Model
P-RAFT
Teacher
Model
Text
P-RAFT
Graphic
Organizers
from
day
before
Doc
Cam,
Projector
Lesson 6 of 9
73
6
Linguistic
Variety
Unit
Lesson
Plan
Unit
Working
Title:
Use
Your
Voice
Unit
Big
Idea
(Concept/Theme):
Linguistic
Variety
Unit
Primary
Skill
focus:
Audience
&
Purpose
Week
2
of
3;
Plan
#6
of
9;
[90
mins.]
Plan
type:
Summary
Content
Requirement
Satisfied:
Syntax
instruction
Use
of
Mentor
Text
Unit
Learning
Objectives
(numbered)
[from
my
Backwards
Design
Unit
Document],
followed
by
Specific
lesson
objectives
(lettered)
being
taught
in
this
lesson:
Cognitive
(know/understand):
2)
Students
will
know
that
language
can
be
manipulated
purposefully
for
your
intended
effect.
a) Students
will
understand
that
changing
registers,
or
the
formality
of
our
language,
is
useful
and
necessary
for
adapting
to
particular
audiences
and
contexts
(1,
4,
5,
6,
7,
8,
9).
b) Students
will
understand
that
the
reason
that
we
adjust
our
language
is
to
effectively
accomplish
our
goal
(1,
4,
5,
6,
7,
8,
9).
c) Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
purpose
(3,
4,
5,
6,
7,
8).
d) Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
audience
(3,
4,
5,
6,
7,
8).
Performance
(do):
8)
Students
will
be
able
to
compose
a
written
piece
with
a
stated
purpose
and
audience,
then
adapt
it
into
a
second
version
to
address
a
different
audience.
d)
Write
using
specific
word
choice
appropriate
to
the
audience
and
purpose
(5,
6,
8,
9).
e)
Write
using
the
appropriate
register
to
the
audience
and
purpose
(5,
6,
8,
9).
9)
Students
will
be
able
to
manipulate
language
for
various
contexts.
a) Demonstrate
use
of
Standard
English,
when
appropriate
(5,
6,
8).
b) Revise
and
adjust
their
writing
to
suit
a
particular
audience
(6,
8,
9).
c) Revise
and
adjust
their
writing
to
suit
their
purpose
(6,
8,
9).
d) Revise
their
writing
for
features
like
double
negatives
(6).
SOLs:
Lesson 6 of 9
74
8.7 The
student
will
write
in
a
variety
of
forms,
including
narration,
exposition,
persuasion,
and
informational.
a)
Identify
intended
audience.
b)
Use
prewriting
strategies
to
generate
and
organize
ideas.
e)
Select
specific
vocabulary
and
information
for
audience
and
purpose.
g)
Revise
writing
for
clarity
of
content,
word
choice,
sentence
variety,
and
transitions
among
paragraphs.
8.8
The
student
will
edit
writing
for
correct
grammar,
capitalization,
punctuation,
spelling,
sentence
structure,
and
paragraphing.
a)
Use
a
variety
of
graphic
organizers,
including
sentence
diagrams,
to
analyze
and
improve
sentence
formation
and
paragraph
structure.
CCSs:
CCSS.ELA-LITERACY.W.8.4
Produce
clear
and
coherent
writing
in
which
the
development,
organization,
and
style
are
appropriate
to
task,
purpose,
and
audience.
CCSS.ELA-LITERACY.W.8.5
With
some
guidance
and
support
from
peers
and
adults,
develop
and
strengthen
writing
as
needed
by
planning,
revising,
editing,
rewriting,
or
trying
a
new
approach,
focusing
on
how
well
purpose
and
audience
have
been
addressed.
Methods
of
Assessment:
Diagnostic
Formative
Summative
KUDs
8.a,
8.b,
8.d,
8.e,
9.a
Draft
1
of
Paper
1
turned
in
last
class
for
formal
feedback
and
a
grade
based
on
the
Unit
Project
Rubric.
Teacher
assesses
students
progress
towards
KUDs
to
inform
this
lesson
on
Revision.
Procedures/Instructional
Strategies
[Note:
Any
words
that
represent
what
I
will
say
directly
to
students
appear
in
italics.]
Lesson 6 of 9
75
Lesson 6 of 9
76
revisions.
Students
will
spend
the
next
30
minutes
revising
their
drafts
like
I
revised
mine.
The
teacher
will
conference
with
students
in
person
per
their
request,
and
in
between
requests,
will
approach
all
students
to
note
progress
and
answer
questions.
Cody
will
have
a
writing
workshop
agenda
to
check
off
the
steps
as
he
works
independently.
I
will
conference
with
Grace
and
Bethany,
who
may
struggle
with
revisions.
Since
they
have
a
lot
of
feedback
to
process,
I
would
hone
their
revision
focus
onto
one
goal
for
growth
(Gallagher,
2009).
4.
[15
min.]
Syntax
Mini-Lesson:
The
Register-Swap
(Anderson,
2005).
Students
will
temporarily
put
aside
revising
for
a
mini-lesson
on
syntax
and
return
to
their
drafts
after
a
syntax
mini-lesson.
Students
clamshell
their
laptops
and
volunteers
pass
out
the
Double
Negative
graphic
organizer.
A
common
mistake,
particularly
for
students
who
have
non-standard
linguistic
varieties,
or
for
students
who
also
speak
Spanish,
is
the
double
negative.
Mike
Andersons
Mechanically
Inclined
provides
an
excellent
example
lesson
for
this,
and
I
will
use
his
lesson
as
a
template
(2006).
I
will
project
a
copy
of
this
mentor
text
on
the
doc
cam
an
annotate
it
in
the
lesson:
Mentor
Text,
passage
from
Bridge
to
Terabithia
by
Katherine
Paterson:
"I
got
plenty
of
chores
need
doing
around
here
this
morning,"
his
mother
announced
as
they
were
finishing
the
grits
and
red
gravy.
His
mother
was
from
Georgia
and
still
cooked
like
it.
"Oh,
Momma!"
Ellie
and
Brenda
squawked
in
concert.
Those
girls
could
get
out
of
work
faster
than
a
grasshopper
could
slip
through
your
fingers.
"Momma,
you
promised
me
and
Brenda
we
could
go
to
Millsburg
for
school
shopping.
"
"You
ain't
got
no
money
for
school
shopping!"
"Momma.
We're
just
going
to
look
around."
Lord,
he
wished
Brenda
will
stop
whining
so.
"Christmas!
You
don't
want
us
to
have
no
fun
at
all."
"Any
fun,"
Ellie
corrected
her
primly.
"Oh,
shuttup.
"
Ellie
ignored
her.
"Miz
Timmons
is
coming
to
pick
us
up.
I
told
Lollie
Sunday
you
said
it
was
OK.
I
feel
dumb
calling
her
and
saying
you
changed
your
mind."
"Oh,
all
right.
But
I
ain't
got
no
money
to
give
you."
Any
money,
something
whispered
in
Jess's
head.
"I
know,
Momma.
We'll
just
take
the
five
dollars
Daddy
promised
us.
No
more'n
that."
Example
discussion
questions
to
get
the
students
to
induce
the
grammatical
errors
in
the
text:
What
is
Ellie
correcting
when
she
responds
to
her
sister?
Why
do
you
think
Ellie
correct
her
sister,
but
not
her
mom,
at
least
out
loud?
Lesson 6 of 9
77
After
a
brief
discussion
we
come
up
with
the
term
double
negative,
and
a
definition
is
generated
inductively.
We
then
talk
explicitly
about
formal
and
informal
register,
and
how
the
double
negative
is
okay
in
informal
language,
and
how
it
is
an
accepted
grammar
form
in
Southern
English,
Appalachian
English,
and
Spanish,
but
it
probably
not
the
best
language
use
for
a
purpose
like
job
interviews.
There
are
only
a
few
examples
in
the
text,
so
rather
than
passing
out
copies,
I
will
model
the
changes
with
the
whole
class
on
the
doc
cam.
On
the
bottom
of
the
mentor
text
handout,
I
draw
a
T-chart
with
informal
register
on
the
left
and
formal
register
on
the
right.
Under
the
informal
column,
we
put
the
sentences
with
double
negatives
from
both
the
mentor
text
and
from
our
experiences.
I
have
students
translate
the
double
negatives
on
the
left
side
of
the
chart
into
the
formal
register,
where
we
put
the
new
sentences
on
the
right
side
of
the
T-chart.
5.
[20
min.]
Syntax
Practice
&
Continuing
Revisions
Students
are
directed
to
open
their
laptops.
I
will
pass
out
a
graphic
organizer
with
a
box
at
the
top
listing
sneaky
negative
words
for
a
scaffold
while
students
look
through
their
own
writing
for
double
negatives.
This
list
includes
words
like
barely,
nobody,
and
the
contractions
that
end
in
nt.
I
will
make
sure
to
explain
that
double
negatives
are
not
inherently
bad,
but
that
they
dont
fall
under
the
formal
register.
What
is
formal
register,
again?
This
scaffolding
should
support
students
who
struggle
with
literacy
(Bethany
and
Grace)
and
every
student.
Students
will
read
their
drafts
looking
for
double
negatives
to
change,
and
then
tackle
a
T-
chart
on
the
graphic
organizer
that
has
double
negatives
on
the
left
column
and
blanks
on
the
right
column
to
fix
the
double
negative.
I
will
check
in
with
Cody
to
help
him
through
this
multi-tasking
moment.
This
graphic
organizer
will
be
collected
as
a
formative
assessment,
returned
to
students
in
the
next
class.
Students,
like
gifted
student
Sam,
who
may
not
have
any
double
negatives
or
who
is
ahead
in
revisions,
can
search
their
papers
for
informal
words
or
weak
adjectives
like
happy,
good,
bad,
that
can
be
changed
into
more
complex
words.
They
may
also
look
at
the
organization
of
their
sentences
and
paragraphs,
looking
to
see
if
the
flow
of
ideas
is
logical,
concise,
and
coherent.
It
may
be
helpful
to
have
a
checklist
with
these
categories
to
share
via
Google
Docs
for
students
who
feel
ready
to
move
forward.
For
the
remainder
of
the
writing
workshop,
students
will
focus
on
wrapping
up
their
revisions.
6.
[4
min]
Status
of
the
Class
and
Closure
A
status
of
the
class
will
identify
where
each
student
is
in
the
process.
Students
should
be
finished
or
almost
finished
with
Revising
#1
and
some
should
have
Submitted
#1.
Great
work
today
revising
your
work.
I
expect
that
you
will
all
get
more
points
on
the
project
for
all
of
this
progress
youre
making.
Next
class,
we
will
all
finish
and
submit
our
second
drafts.
We
will
then
pick
a
new
audience
we
want
to
address
for
our
second
writing
piecethis
time,
an
informal
audience!
This
one
will
be
fun
and
allow
you
to
express
creativity.
Go
home
tonight
and
think
about
how
you
might
pick
and
audience
that
allows
you
to
use
your
special
linguistic
variety.
Lesson 6 of 9
78
Differentiated
Instruction
to
accommodate
one
or
more
of
my
profiled
students:
Cody
will
have
his
class
agenda
and
his
writing
workshop
checklist
to
check
off
the
steps
as
he
works
independently.
During
a
multi-tasking
moment
that
happens
during
a
transition
between
revising
and
working
on
a
graphic
organizer,
I
will
stop
by
his
desk
and
help
him
work
through
it
if
he
needs
that.
During
writing
workshop,
I
will
conference
with
Grace
and
Bethany,
who
may
struggle
with
revisions.
Since
they
have
a
lot
of
feedback
to
process,
I
would
hone
their
revision
focus
onto
one
goal
for
growth
(Gallagher,
2009).
The
graphic
organizer
will
have
a
word
bank
that
should
help
support
students
who
struggle
with
literacy
(Bethany
and
Grace),
and
every
student.
Students,
like
gifted
student
Sam,
who
may
not
have
any
double
negatives
or
who
is
ahead
in
revisions,
can
search
their
papers
for
informal
words
or
weak
adjectives
like
happy,
good,
bad,
that
can
be
changed
into
more
complex
words.
They
may
also
look
at
the
organization
of
their
sentences
and
paragraphs,
looking
to
see
if
the
flow
of
ideas
is
logical,
concise,
and
coherent.
It
would
have
a
checklist
with
these
categories
to
share
via
Google
Docs
for
students
who
feel
ready
to
move
forward.
Grace
will
be
allowed
to
use
the
Internet
to
translate
if
needed.
Both
she
and
Bethany
will
be
reminded
of
the
Control
+
function
to
increase
their
font
size.
With
my
student
roster,
I
will
make
notes
about
Bethanys
behavior
as
well
as
other
observations
about
student
needs
and
growth.
Materials
Needed
(list):
Teacher
Model
Text
on
a
Google
Doc
with
last
class
revisions
on
it
Summative
Project
Rubric
Projected
image
of
a
house
before
and
after
renovations
T-Chart
g/o
with
Double
Negatives
on
left
and
Standard-English
translation
on
Right
Handout
on
Double
Negatives
w/
Sneaky
Words
Google
Doc
of
next
level
revisions
for
students
who
are
ahead
Mentor
Text
for
doc
cam,
excerpt
from
Bridge
to
Terabithia
Lesson 7 of 9
79
7
Linguistic
Variety
Unit
Lesson
Plan
Unit
Working
Title:
Use
Your
Voice
Unit
Big
Idea
(Concept/Theme):
Linguistic
Variety
Unit
Primary
Skill
focus:
Audience
&
Purpose
Week
3
of
3;
Plan
#7
of
9;
[90
mins.]
Plan
type:
Summary
Unit
Learning
Objectives
(numbered)
[from
my
Backwards
Design
Unit
Document],
followed
by
Specific
lesson
objectives
(lettered)
being
taught
in
this
lesson:
Cognitive
(know/understand):
1)
Students
will
know
that
English
language
use
varies
across
culture,
ethnicity,
and
location.
c)
Students
will
know
the
definition
of
code-switching
and
how
speakers
and
writers
use
it
to
express
themselves,
fit
in,
or
accomplish
a
goal
(2,
4,
7).
2)
Students
will
know
that
language
can
be
manipulated
purposefully
for
your
intended
effect.
a)
Students
will
understand
that
changing
registers,
or
the
formality
of
our
language,
is
useful
and
necessary
for
adapting
to
particular
audiences
and
contexts
(4,
5,
6,
7,
8,
9).
b)
Students
will
understand
that
the
reason
that
we
adjust
our
language
is
to
effectively
accomplish
our
goal
(4,
5,
6,
7,
8,
9).
c)
Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
purpose
(3,
4,
5,
6,
7,
8).
d)
Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
audience
(3,
4,
5,
6,
7,
8).
Performance
(do):
7)
Students
will
be
able
to
inquire
about
and
explore
how
language
use
varies
in
written
and
spoken
pieces.
a)
Differentiate
between
Standard
English
and
Non-Standard
English
(2,
3,
4,
7,
8)
d) Distinguish
between
informal
and
formal
register
(3,
4,
7,
8).
8)
Students
will
be
able
to
compose
a
written
piece
with
a
stated
purpose
and
audience,
and
adapt
it
into
a
second
version
to
address
a
different
audience.
a)
Use
pre-writing
strategies
to
generate
ideas
for
writing
topics
(4,
5,
7).
b)
Identify
the
purpose,
role,
audience,
format,
and
topic
for
two
contrasting
writing
assignments
(4,
5,
7).
Lesson 7 of 9
80
SOLs:
8.2
The
student
will
develop
and
deliver
oral
presentations
in
groups
and
individually.
(all
lessons)
e)
Differentiate
between
standard
English
and
informal
language.
8.7
The
student
will
write
in
a
variety
of
forms,
including
narration,
exposition,
persuasion,
and
informational.
a)
Identify
intended
audience.
b)
Use
prewriting
strategies
to
generate
and
organize
ideas.
e)
Select
specific
vocabulary
and
information
for
audience
and
purpose.
8.8
The
student
will
edit
writing
for
correct
grammar,
capitalization,
punctuation,
spelling,
sentence
structure,
and
paragraphing.
a)
Use
a
variety
of
graphic
organizers,
including
sentence
diagrams,
to
analyze
and
improve
sentence
formation
and
paragraph
structure.
CCSs:
CCSS.ELA-LITERACY.W.8.4
Produce
clear
and
coherent
writing
in
which
the
development,
organization,
and
style
are
appropriate
to
task,
purpose,
and
audience.
CCSS.ELA-LITERACY.W.8.5
With
some
guidance
and
support
from
peers
and
adults,
develop
and
strengthen
writing
as
needed
by
planning,
revising,
editing,
rewriting,
or
trying
a
new
approach,
focusing
on
how
well
purpose
and
audience
have
been
addressed.
Methods
of
Assessment:
Diagnostic
Formative
Summative
KUDs
2.a-d,
8.a,
8.b
Pre-Writing
Activities
(P-RAFT
Organizer):
As
students
write
in
their
journals
and
fill
in
their
new
P-RAFT
organizers,
teacher
will
observe
and
assist
as
needed,
assessing
how
well
the
students
understand
the
concept
of
the
writing
assignment.
KUDs
1.c,
2.a,
7.a,
7.d
Register
Sort.
Teacher
observation
of
this
activity
will
show
what
the
students
really
know
about
register.
KUDs
1.c,
2.a,
7.a,
7.d
Gallery
Walk
&
Debrief.
The
teacher
will
ask
further
questions
to
assess
students
understanding
of
what
is
standard
and
what
is
Lesson 7 of 9
81
Procedures/Instructional
Strategies
Beginning
Room
Arrangement:
Students
are
seated
in
desks
grouped
as
3
students.
There
are
21
students,
so
7
groups
of
desks.
I
will
check
in
with
students
who
did
not
submit
their
pieces
(such
as
struggling
students
like
Bethany).
1.
[3
min.]
Bridge
Good
morning
everyone!
Last
class
we
were
wrapping
up
those
revisions
and
started
submitting
our
pieces.
We
are
going
to
start
today
with
about
10
minutes
for
wrapping
up
and
turning
in
Draft
#2.
At
the
end
of
10
minutes,
Ill
have
you
submit
what
you
haveeven
if
you
arent
finished.
Dont
worry,
you
will
get
plenty
of
points
for
any
improvements.
For
those
of
you
who
are
finished,
look
at
our
anchor
activities!
The
short
stories
are
really
great
and
funny,
too.
2.
[10
Min.]
Wrap-Up
First
Draft
and
Anchor
Activities
Students
who
have
not
submitted
their
drafts
will
have
this
time
to
wrap
up
their
revisions
and
submit.
I
will
visit
each
of
these
students
and
give
them
encouragement
and
positive
feedback.
For
students
who
dont
feel
finished,
I
will
encourage
them
to
turn
in
what
they
have.
This
is
our
first
paper
of
the
year,
after
all,
and
Im
not
grading
for
perfection
or
even
completeness!
3.
[14
Min.]
Pick
Audience
#2:
Revisiting
our
P-RAFTs
Next
we
are
going
to
dive
in
to
our
informal
version
of
this
writing
piece.
My
goal
is
that
you
all
will
feel
the
freedom
to
write
using
your
own
linguistic
variety.
Do
you
remember
Langston
Hughes
Mother
to
Son
poem,
written
in
AAVE?
We
also
heard
Jamilla
Lysicott
speak
in
her
three
different
linguistic
varieties.
You
hear
me
use
my
Southern
English
all
the
time!
Students
will
take
out
their
P-RAFT
graphic
organizer
and
turn
to
the
back,
which
is
labeled
informal
register.
I
will
put
the
one
I
created
on
the
doc
cam
and
explain
the
changes
I
will
make
for
an
informal
audience.
Our
purpose
and
topic
should
stay
the
same
for
the
sake
of
simplicity
and
focus.
Teachers
Model
P-RAFT:
Same
purpose,
to
convince
New
Yorkers
to
stand
in
lines
nicely.
Lesson 7 of 9
82
Our
role
can
change
if
you
want
to
become
a
different
person
or
perspective
who
may
speak
differently.
Our
audience
needs
to
change
to
an
audience
that
is
informal.
I
will
provide
examples
of
informal
audiences
(your
family,
friends,
social
media,
the
public
from
an
informal
pedestal,
student
examples!).
Our
format
can
change
to
suit
our
new
audience.
Our
topic
should
not
change.
Id
give
students
about
5
minutes
to
fill
in
their
new
P-RAFT.
Id
ask
for
students
to
share
out
their
new
audiences,
which
may
help
undecided
students
get
new
ideas.
4.
[7
min.]
Brainstorm:
How
might
our
second
draft
look
different
from
our
first?
Students
will
brainstorm
on
the
aforementioned
question
on
their
own
journals
for
about
4
minutes.
I
will
privately
give
Cody
the
instructions
to
make
a
T-chart
with
one
side
labeled
first
draft
and
second
side
labeled
second
draft
changes
to
give
him
more
structure.
I
will
privately
reiterate
to
Grace
that
she
can
always
brainstorm
in
her
native
language.
After
4
minutes,
I
will
have
the
class
share
their
ideas
with
their
table
for
about
2
minutes,
and
then
we
will
share
out
as
a
whole
class.
I
will
list
their
ideas
on
the
board.
If
not
included,
I
will
add
these
main
points:
Word
choice,
format,
grammar,
spelling,
and
REGISTER.
5.
[20
min.]
Practice
in
Code-Switching:
Register
Sort
Activity
What
is
that
term
called
when
you
change
from
one
linguistic
variety
to
anotheror
from
one
register
to
another?
Code-Switching.
I
will
explain
that
the
task
the
students
are
doing
is
essentially
code-switching.
We
will
recall
what
code-switching
is
and
I
will
ask
them
targeted
discussion
questions
about
Jamila
Lysicotts
spoken
word
performance.
Could
their
second
drafts
go
in-between
language
varieties?
Absolutely!
Their
second
drafts
could
be
written
completely
in
their
own
linguistic
varieties
(but
not
in
a
totally
different
language
category
like
Portugese,
because
I
do
have
to
be
able
to
read
it
after
all!).
Remember
the
passage
from
Bridge
to
Taribithia?
There,
the
linguistic
variety
was
showcased
in
the
dialogue!
If
you
feel
confident
with
dialogue
(we
havent
covered
it
yet
this
year)
and
are
thinking
of
using
standard
English
with
linguistic
variety
in
the
dialogue,
push
yourself
and
give
it
a
try!
Each
table
group
will
then
get
a
piece
of
chart
paper,
markers,
glue
sticks,
and
an
envelope
of
words
and
terms
for
a
register
sort.
They
will
label
the
poster
Register.
The
should
draw
a
T-chart,
the
left
side
saying
Formal
and
the
right
side
saying
Informal
[Model
on
board].
These
are
examples
of
the
types
of
words,
terms,
and
sentences
they
will
sort:
Double
Negatives,
Standard
English,
He
be
going
to
the
grocery
vs.
He
is
going
to
the
grocery,
sentences
using
Chicana
English
or
Creoles,
subject-verb
agreement
examples
and
non-examples,
word-choice
examples
like
yo!
vs.
incorrigibly.
The
teacher
will
circulate
and
conference
with
small
groups,
prioritizing
groups
that
arent
talking
or
moving
around.
ESL
student,
Grace,
as
well
as
Bethany
who
is
behind
in
her
literacy
skills,
will
benefit
from
the
cooperative
learning
of
this
activity
in
that
she
can
see
her
table-mates
thinking
aloud
about
terms
and
explaining
the
meaning
of
terms
as
she
works
with
them.
At
Sams
table,
I
Lesson 7 of 9
83
will
assign
roles
so
that
he
does
not
take
overi.e.
scribe,
facilitator,
and
fact
checker.
Sam
will
be
a
great
fact
checker
and
will
be
allowed
to
use
his
laptop
for
research.
[6
min.]
Gallery
Walk
&
Debrief:
Students
will
tape
their
chart
paper
onto
the
walls
of
the
class
and
we
will
do
an
informal
gallery
walk
to
look
at
others
charts
and
see
if
we
all
agreed,
followed
by
a
whole-class
discussion
and
reflective
debrief.
What
was
hard
about
the
activity?
Did
anything
surprise
you
about
others
answers?
What
did
you
learn
from
having
to
sort
these
terms?
Do
you
have
any
new
ideas
for
your
second
writing
piece?
[25
min.]
Teacher
Model:
We
will
once
again
revisit
the
teacher
model
#1.
With
a
highlighter
and
pen,
I
will
have
students
tell
me
which
parts
of
my
letterwords
I
chose,
grammar
I
used,
etc.
to
New
Yorkers
make
the
letter
formal
in
register.
I
will
then
remind
students
that
I
chose
to
change
my
audience
to
my
friends
and
family
in
New
York
and
my
format
to
a
social
media
post.
What
could
we
do
with
these
highlighted
formal
pieces
to
make
it
informal?
This
will
be
an
it
depends
moment,
because
everyone
has
a
unique
way
of
speaking
informally
(to
be
discussed
next!).
For
the
sake
of
the
model
text,
I
will
illustrate
my
use
of
Southern
English.
I
may
open
another
Word
document
next
to
the
first
Google
doc
and
draft
my
second
piece
of
writing
(remember
its
a
first
draft!).
I
will
use
Southern-isms
in
the
new
draft
and
start
it
with
an
informal
greeting
like,
New
York,
listen
to
me
when
Im
talkin
to
you!
Mercy,
yall
are
gonna
send
me
to
an
early
grave
with
the
way
yall
push
and
shove
me
when
Im
tryin
to
wait
in
a
line
Like
the
first
time,
I
will
walk
through
a
drafting
process
with
a
think-aloud
and
eliciting
student
feedback,
all
the
while
reiterating
my
purpose
and
audience
to
justify
my
writing
choices.
[5
min.]
Discussion
&
Hook/Bridge
to
Tomorrows
Class
I
used
Southern
English
for
my
informal
piece
of
writing.
I
encourage
students
to
showcase
their
own
linguistic
varieties
in
their
piece.
I
will
ask
students
to
share
with
their
table,
then
to
share
with
the
class
if
comfortable,
examples
of
phrases
and
language
they
may
use
that
are
distinct
to
them.
I
will
remind
the
class
of
the
validity
of
Chinana
English,
AAVE,
Southern
English,
and
Appalachian
English.
In
fact,
like
we
saw
with
Langston
Hughes
poems
and
in
Jamilla
Lysicotts
Spoken
Word
piece,
using
non-standard
Linguistic
Varieties
can
add
artistic
depth
to
a
text.
Some
students
may
not
identify
as
having
a
unique
linguistic
variety,
so
I
will
remind
them
how
everyone
switches
registers
depending
on
the
context,
and
that
the
use
of
slang
is
a
great
way
to
be
informal.
Great
work
today,
everyone.
Your
homework
is
to
think
about
how
you
want
to
write
your
next
letter/email/blog
posthow
can
you
showcase
your
unique
voice?
Think
creatively
and
be
bold!
Time
permitting,
extension
question:
Do
you
think
that
using
your
unique
linguistic
variety
could
be
more
persuasive
for
an
audience?
Differentiated
Instruction
to
accommodate
one
or
more
of
my
profiled
students:
(This
is
where
you
identify
specific
aspects
of
this
lesson
which
have
been
differentiated
in
order
to
address
the
needs
of
one
or
more
of
your
profiled
studentsidentify
them
by
name)
Lesson 7 of 9
84
The
10
minutes
at
the
start
of
class
is
a
time
to
allow
struggling
students
to
complete
their
thoughts
and
receive
additional
help
as
needed.
I
will
check
in
with
students
who
did
not
submit
their
pieces
(such
as
struggling
students
like
Bethany)
and
see
what
kind
of
support
they
need.
I
can
help
in
that
10
minutes
or
set
a
time
like
after
school
for
remediation.
During
the
Brainstorm
I
will
privately
give
Cody
some
structured
instructions
to
make
a
T-chart
with
one
side
labeled
first
draft
and
second
side
labeled
second
draft
changes
to
give
him
more
structure.
I
will
privately
reiterate
to
Grace
that
she
can
always
brainstorm
in
her
home
language.
Register
Sort:
ESL
student,
Grace,
as
well
as
Bethany
who
is
behind
in
her
literacy
skills,
will
benefit
from
the
cooperative
learning
of
this
activity
in
that
she
can
see
her
table-mates
thinking
aloud
about
terms
and
explaining
the
meaning
of
terms
as
she
works
with
them.
At
Sams
table,
I
will
assign
roles
so
that
he
does
not
take
overi.e.
scribe,
facilitator,
and
fact
checker.
Sam
will
be
a
great
fact
checker.
Extension
questions/opportunities:
Using
dialogue
to
showcase
a
linguistic
variety
would
be
a
challenge
at
the
beginning
of
the
school
year,
so
offering
this
challenge
may
inspire
gifted
students
like
Sam.
Additionally,
the
extension
question
about
persuasion
is
a
way
to
push
critical
thinking
skills
for
higher
readiness
students.
Materials
Needed
(list):
Agenda
for
Cody
P-RAFT
graphic
organizers
Teacher
copy
of
P-RAFT
Writing
Journals
Register
Sort
terms
printed
for
each
table
Chart
paper
Glue
sticks
Markers
Projector
and
Doc
Cam
Lesson 8 of 9
85
8
Linguistic
Variety
Unit
Lesson
Plan
Unit
Working
Title:
Use
Your
Voice
Unit
Big
Idea
(Concept/Theme):
Linguistic
Variety
Unit
Primary
Skill
focus:
Audience
&
Purpose
Week
3
of
3;
Plan
#8
of
9;
[90
mins.]
Plan
type:
Summary
Unit
Learning
Objectives
(numbered)
[from
my
Backwards
Design
Unit
Document],
followed
by
Specific
lesson
objectives
(lettered)
being
taught
in
this
lesson:
Cognitive
(know/understand):
1)
Students
will
know
that
English
language
use
varies
across
culture,
ethnicity,
and
location.
a)
Students
will
understand
that
there
is
no
superior
form
of
English
and
that
all
linguistic
varieties
are
rule-governed
(1,
2,
8,
9).
e)
Students
will
understand
that
they
have
their
own
linguistic
variety
that
reflects
their
culture,
background,
and
experiences
(1,
2,
8,
9).
2)
Students
will
know
that
language
can
be
manipulated
purposefully
for
your
intended
effect.
a)
Students
will
understand
that
changing
registers,
or
the
formality
of
our
language,
is
useful
and
necessary
for
adapting
to
particular
audiences
and
contexts
(4,
5,
6,
7,
8,
9).
b)
Students
will
understand
that
the
reason
that
we
adjust
our
language
is
to
effectively
accomplish
our
goal
(1,
4,
5,
6,
7,
8,
9).
c)
Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
purpose
(3,
4,
5,
6,
7,
8).
d)
Students
will
know
that
we
adjust
how
we
speak
and
write
depending
on
our
audience
(3,
4,
5,
6,
7,
8).
Affective
(feel/value)
and/or
Non-Cognitive:
4)
Students
will
value
language
differences
in
others.
b)
Students
will
appreciate
that
language
differences
can
add
artistic
depth
to
a
text
(2,
3,
8).
5)
Students
will
develop
pride
in
their
language
variations.
a)
Students
will
reflect
on
how
their
language
use
is
unique
and
valuable
(1,
8).
Performance
(do):
7)
Students
will
be
able
to
inquire
about
and
explore
how
language
use
varies
in
written
and
spoken
pieces.
a)
Differentiate
between
Standard
English
and
Non-Standard
English
(2,
3,
4,
7,
8).
Lesson 8 of 9
86
c)
Adapt
the
language
of
a
second
written
piece
to
appeal
to
a
different
audience
(8).
d)
Distinguish
between
informal
and
formal
register
(3,
4,
7,
8).
8)
Students
will
be
able
to
compose
a
written
piece
with
a
stated
purpose
and
audience,
and
adapt
it
into
a
second
version
to
address
a
different
audience.
d)
Write
using
specific
word
choice
appropriate
to
the
audience
and
purpose
(5,
6,
8,
9).
e)
Write
using
the
appropriate
register
to
the
audience
and
purpose
(5,
6,
8,
9).
9)
Students
will
be
able
to
manipulate
language
for
various
contexts.
a)
Demonstrate
use
of
Standard
English,
when
appropriate
(5,
6,
8).
b)
Revise
and
adjust
their
writing
to
suit
a
particular
audience
(6,
8,
9).
c)
Revise
and
adjust
their
writing
to
suit
their
purpose
(6,
8,
9).
SOLs:
8.7 The
student
will
write
in
a
variety
of
forms,
including
narration,
exposition,
persuasion,
and
informational.
a)
Identify
intended
audience.
b)
Use
prewriting
strategies
to
generate
and
organize
ideas.
e)
Select
specific
vocabulary
and
information
for
audience
and
purpose.
g)
Revise
writing
for
clarity
of
content,
word
choice,
sentence
variety,
and
transitions
among
paragraphs.
CCSs:
CCSS.ELA-LITERACY.W.8.5
With
some
guidance
and
support
from
peers
and
adults,
develop
and
strengthen
writing
as
needed
by
planning,
revising,
editing,
rewriting,
or
trying
a
new
approach,
focusing
on
how
well
purpose
and
audience
have
been
addressed.
Methods
of
Assessment:
Diagnostic
Formative
Summative
KUDs
2
.c,
2
.d,
7
.a,
7
.d
KUDs
2
.a,
2
.b,
2.c,
2.d,
7.c,
8.d,
8.e
Annotations
show
the
students
ability
to
differentiate
between
registers
and
types
of
language
use.
KUDs
1.a,
1.e,
4.b,
5.a
Quick-Write
assesses
students
understanding
of
their
own
linguistic
variety
and
attitudes
about
it.
This
will
show
the
teacher
if
the
students
need
more
positive
exemplars
of
different
linguistic
varieties
before
continuing.
KUDs
2.a,
2.b,
2.c,
2.d,
7.c,
8.d,
8.e
Part
1
Conferences
&
Google
Doc
check-ins
show
students
Lesson 8 of 9
87
Procedures/Instructional
Strategies
[Note:
Any
words
that
represent
what
I
will
say
directly
to
students
appear
in
italics.]
Beginning
Room
Arrangement:
Cody
has
his
agenda
and
writing
workshop
checklist.
Students
are
seated
in
desks
grouped
as
3
students.
There
are
21
students,
so
7
groups
of
desks.
Writing
Journals
are
passed
out
to
each
table
group.
[4
min.]
Bridge
&
Status
of
the
Class
Last
class,
you
all
helped
me
transform
my
formal
letter
into
an
informal
social
media
post.
You
are
going
to
do
this
for
your
writing
today!
Lets
start
with
a
Status
of
the
Class
to
see
where
we
are.
Remember
you
can
say
Conference
if
youd
like
to
talk
with
me.
Students
should
be
on
Audience
#2
Chosen
after
last
class
and
after
the
remedial
time
with
students
over
the
past
two
days.
[10
min.]
Writing
Workshop
Warm-up:
Since
we
did
the
mini-lesson
in
the
last
class
about
adjusting
register,
we
will
go
ahead
and
transition
into
the
writing
workshop
this
brief
review
of
what
we
learned
about
adjusting
register.
First,
the
students
will
go
through
their
own
papers
and
highlight/annotate
the
parts
that
make
it
formal
(like
I
did
last
class).
This
is
so
nuts,
yall,
because
we
are
basically
doing
the
opposite
of
what
we
usually
do
in
school
we
are
making
our
papers
informal
rather
than
trying
to
make
them
conform
to
rules!
Have
fun
with
this
freedom!
They
can
also
write
in
the
margins
what
makes
their
paper
formal:
Big
words?
Formal
opening
and
closing?
Clear
organization?
Lack
of
slang?
After
annotating,
they
will
take
out
their
P-RAFT
#2
organizers
to
focus
their
attention
on
the
key
components
of
their
writing
assignment,
which
havent
changed!
I
will
use
my
class
roster
to
circulate
the
room
and
note
how
students
are
doing
with
annotating
(this
could
be
Lesson 8 of 9
88
a
diagnostic
for
their
annotating
skills,
which
are
probably
just
beginning
to
form).
I
will
also
stop
and
conference
with
students
who
are
stuck
or
having
trouble
understanding
annotation.
I
will
stop
by
Graces
desk
to
see
if
she
understands
the
concept
of
annotation,
and
explain
if
needed.
[8
min.]
Quick-Write
Warm-Up:
Next,
on
a
piece
of
paper
to
turn
in,
I
will
have
students
reflect
on
how
their
language
is
unique
by
having
them
respond
to
the
following
prompt
in
writing:
Do
you
use
one
of
the
linguistic
varieties
we
have
talked
about,
read,
or
heard
during
this
unit
(Chicana
English,
AAVE,
Southern
English,
Appalachian
English)?
If
not,
how
is
the
way
you
talk
to
your
family
and
friends
unique?
Students
will
think-pair-share
before
offering
their
thoughts
to
the
whole
class.
I
will
ask
students
what
kinds
of
things
they
say
differently
than
we
do
in
school,
and
encourage
them
to
use
that
in
their
new
writing!
This
second
piece
of
writing
is
a
creative
project
in
a
way,
in
that
it
is
about
self-expression
and
Using
Your
Voice!
I
will
encourage
students
by
reminding
them
that
the
rubric
does
not
require
standardized
English!
The
assignment
is
for
them
to
address
their
audience
and
purpose
effectively,
which
in
this
new
context,
is
informal
and
unique.
Students
will
pass
in
their
quick-writes
for
points.
[40
min.]
Writing
Workshop
Cody
will
benefit
from
the
writing
workshop
agenda
to
structure
his
time.
Students
will
begin
the
first
draft
of
writing
piece
#2.
They
will
work
on
a
Google
Doc,
shared
with
me.
I
will
continue
conferences
with
students.
In
between
conferences,
I
can
comment
and
chat
with
them
on
Google
Docs
while
assessing
their
progress.
I
will
be
sure
to
conference
with
Grace
and
Bethany,
and
to
make
sure
Sam
is
challenging
himself
by
pushing
his
writing.
Catch
&
Release
(during
workshop
time):
I
want
the
students
to
feel
uninhibited
about
using
their
linguistic
variety,
so
I
will
use
constant
encouragement
and
positive
feedback.
I
will
ask
students
that
I
have
noticed
using
really
great
illustrations
of
linguistic
varieties
if
I
may
project
their
drafts
for
the
class,
as
inspiration.
Students
will
submit
their
first
draft
over
Google
Docs
at
the
end
of
this
40-minute
writing
session
for
teacher
feedback
by
next
class.
[15
min.]
Mini-Lesson
on
Revising
for
Audience
&
Purpose:
Now
that
youve
submitted
that
first
draft,
we
are
going
to
revise
it
just
like
the
first
piece
you
wrote.
Im
excited
to
see
growth
in
your
second
piece!
This
piece
of
writing
is
not
about
conforming
to
the
rules
of
standardized
English,
so
revision
has
a
different
meaning
in
this
context.
We
will
revisit
the
photos
of
a
house
before
and
after
renovation
that
we
used
for
the
first
writing
component.
The
renovations
were
made
for
an
audience
of
wealthy
home-buyers.
Talk
with
your
table:
How
might
we
renovate
this
house
differently
if
we
want
a
famous
Rap
artist
to
buy
it?
(Hot
tub,
much
larger,
chandeliers,
etc.).
The
point
is
that
the
renovations
we
make
for
a
Rapper
are
going
to
be
different
than
those
we
give
to
the
average
wealthy
home-buyer.
Our
renovations
are
the
revisions
of
our
writing
pieces!
Lesson 8 of 9
89
We
will
adjust
our
writing
to
make
it
the
most
appealing
to
our
audience
as
possible.
Revision
here
is
not
about
fixing,
but
changing.
Its
also
not
about
lowering
the
quality
of
the
writing!
I
didnt
say,
demolish
the
house,
just
change
the
renovations
for
a
new
audience.
[8
min.]
Rubric
Check
We
will
look
at
the
rubric
for
Audience,
Purpose,
and
Register.
The
students
will
look
through
their
draft
and
tailor
it
even
more
for
the
standards
in
the
rubric.
I
will
also
encourage
students
to
check
for
unintentional
spelling
and
grammar
errors
that
dont
fit
with
their
linguistic
variety
or
their
purpose.
[3
min.]
Closing
You
all
worked
so
hard
today
and
I
am
very
impressed.
I
am
so
excited
to
see
how
you
use
your
own
voice
in
your
second
writing
pieces!
In
our
next
class
on
Friday,
we
will
finish
our
unique
pieces
and
youll
have
the
opportunity
to
share
with
your
table
or
the
class.
Differentiated
Instruction
to
accommodate
one
or
more
of
my
profiled
students:
While
students
work
on
annotating
their
writing,
I
will
walk
around
to
observe
who
is
struggling
with
the
concept
of
annotating
and
conference
with
them.
Grace
may
have
trouble
so
I
would
be
sure
to
check
on
her.
The
catch-and-release
during
the
writing
workshop
is
meant
to
support
lower
readiness
students
by
showing
them
a
peer
model
text.
The
mini-lessons
on
audience
and
purpose
as
well
as
the
rubric
comparison
provide
scaffolding
for
all
students.
Cody
has
his
agenda
and
writing
workshop
checklist.
Materials
Needed
(list):
Codys
agenda
and
writing
workshop
checklist
Printed
students
copies
of
their
Paper
#1
Writing
Journals
P-RAFT
#2
Organizers
Student
laptops
and
Google
Docs
Project
Rubric
Lesson 9 of 9
9
Linguistic
Variety
Unit
Lesson
plan
90
Unit
Working
Title:
Use
Your
Voice
Unit
Big
Idea
(Concept/Theme):
Linguistic
Variety
Unit
Primary
Skill
focus:
Audience
&
Purpose
Week
3
of
3;
Plan
#9
of
9;
[90
mins.]
Plan
type:
Summary
Unit
Learning
Objectives
(numbered)
[from
my
Backwards
Design
Unit
Document],
followed
by
Specific
lesson
objectives
(lettered)
being
taught
in
this
lesson:
Cognitive
(know/understand):
1)
Students
will
know
that
English
language
use
varies
across
culture,
ethnicity,
and
location.
a)
Students
will
understand
that
there
is
no
superior
form
of
English
and
that
all
linguistic
varieties
are
rule-governed
(1,
2,
8,
9).
e)
Students
will
understand
that
they
have
their
own
linguistic
variety
that
reflects
their
culture,
background,
and
experiences
(1,
2,
8,
9).
2)
Students
will
know
that
language
can
be
manipulated
purposefully
for
your
intended
effect.
a)
Students
will
understand
that
changing
registers,
or
the
formality
of
our
language,
is
useful
and
necessary
for
adapting
to
particular
audiences
and
contexts
(1,
4,
5,
6,
7,
8,
9).
b)
Students
will
understand
that
the
reason
that
we
adjust
our
language
is
to
effectively
accomplish
our
goal
(1,
4,
5,
6,
7,
8,
9).
3)
Students
will
know
that
Standard
English
may
be
expected
in
certain
contexts.
a)
Students
will
know
that
standard,
academic,
or
formal
English
refers
to
the
type
of
language
use
that
we
typically
see
in
school
and
in
the
workplace
(1,
5,
9).
Affective
(feel/value)
and/or
Non-Cognitive:
4)
Students
will
value
language
differences
in
others.
a)
Students
will
interact
open-mindedly
and
respectfully
with
texts
that
do
not
use
standardized
English
(1,
2,
3,
9).
5)
Students
will
develop
pride
in
their
language
variations.
a)
Students
will
reflect
on
how
their
language
use
is
unique
and
valuable
(1,
8,
9).
Performance
(do):
8)
Students
will
be
able
to
compose
a
written
piece
with
a
stated
purpose
and
audience,
and
adapt
it
into
a
second
version
to
address
a
different
audience.
Lesson 9 of 9
91
d)
Write
using
specific
word
choice
appropriate
to
the
audience
and
purpose
(5,
6,
8,
9).
e)
Write
using
the
appropriate
register
to
the
audience
and
purpose
(5,
6,
8,
9).
9)
Students
will
be
able
to
manipulate
language
for
various
contexts.
b)
Revise
and
adjust
their
writing
to
suit
a
particular
audience
(6,
8,
9).
c)
Revise
and
adjust
their
writing
to
suit
their
purpose
(6,
8,
9).
SOLs:
8.7
The
student
will
write
in
a
variety
of
forms,
including
narration,
exposition,
persuasion,
and
informational.
a)
Identify
intended
audience.
e)
Select
specific
vocabulary
and
information
for
audience
and
purpose.
g)
Revise
writing
for
clarity
of
content,
word
choice,
sentence
variety,
and
transitions
among
paragraphs.
CCSs:
CCSS.ELA-LITERACY.W.8.4
Produce
clear
and
coherent
writing
in
which
the
development,
organization,
and
style
are
appropriate
to
task,
purpose,
and
audience.
CCSS.ELA-LITERACY.W.8.5
With
some
guidance
and
support
from
peers
and
adults,
develop
and
strengthen
writing
as
needed
by
planning,
revising,
editing,
rewriting,
or
trying
a
new
approach,
focusing
on
how
well
purpose
and
audience
have
been
addressed.
Methods
of
Assessment:
Diagnostic
Formative
Summative
Procedures/Instructional
Strategies
Lesson 9 of 9
92
[Note:
Any
words
that
represent
what
I
will
say
directly
to
students
appear
in
italics.]
Beginning
Room
Arrangement:
Cody
has
an
agenda
and
writing
workshop
check
list.
Students
are
seated
in
desks
grouped
as
3
students.
There
are
21
students,
so
7
groups
of
desks.
[2
min.]
Bridge
&
Welcome
Last
class,
we
began
revising
our
creative
pieces
to
turn
in
today.
I
want
to
give
you
more
time
at
the
beginning
of
todays
class
to
finish
your
second
draft
and
submit
it.
I
would
love
to
have
you
share
yours
aloud
to
the
class,
if
you
feel
comfortable!
For
now,
lets
just
get
them
finished
(although
writing
is
never
really
finished
or
perfect!).
Pass
back
graded
rubrics
of
first
draft.
You
can
look
at
your
Google
Doc
for
more
feedback!
Feedback
on
the
Google
Doc
is
aligned
with
the
rubric.
[3
min.]
Status
of
the
Class
The
status
of
the
class
should
start
to
feel
routine
to
everyone
do
you
think
we
can
make
it
even
quicker
today?
This
way
we
arent
feeling
bored
during
the
whole
thing
[Model
how
it
might
sound
to
go
through
quickly].
The
SOC
should
reveal
that
all
students
are
either
revising
draft
#2
or
have
submitted
draft
#2.
[2
min.]
Transition
&
Instructions
If
the
class
is
on
target,
I
will
instruct
them
to
open
up
those
laptops
and
finish
their
revisions.
I
will
state
that
I
am
eager
and
available
to
assist
with
any
questions,
and
as
always,
will
conference
with
students.
These
instructions
are
given
for
students
as
they
finish
(as
their
finishing
rates
may
be
quite
staggered):
When
you
finish,
submit
it
on
Google
Classroom,
then
you
can
do
an
anchor
activity.
I
really
encourage
you
to
read
one
of
the
short
stories
posted
in
Google
Classroom.
Students
who
finish
early
can
also
help
their
peers
by
proof
reading
and
giving
feedback,
if
desired
by
both
peers.
[30
min.]
Writing
Workshop
Students
continue
working
on
their
last
set
of
revisions,
using
the
feedback
I
gave
them
on
their
rubrics
and
in
Google
Docs.
They
are
encouraged
to
read
each
others
pieces
and
give
peer
feedback,
or
advice,
(since
we
havent
officially
talked
about
peer
review),
as
they
are
comfortable.
The
noise
level
should
be
low,
and
students
who
are
not
actively
working
on
their
pieces
should
be
doing
an
anchor
activity,
quietly.
This
is
a
time
for
meeting
with
Grace
and
Bethany
to
assist
them
with
their
writing
and
encourage
them
that
this
draft
doesnt
have
to
conform
to
standardized
English.
Students
like
Sam
will
finish
ahead,
so
I
will
point
him
to
anchor
activities
(specifically,
the
higher
readiness
short
story,
or
if
he
has
finished
that
one,
the
second
story).
At
the
end
of
this
time
period,
I
will
tell
students
to
submit
their
work
on
Google
Classroom.
They
will
get
a
grade
and
feedback
next
class
(Monday).
[35
min.]
Class
Share-Out
Lesson 9 of 9
93
I
will
start
by
reading
my
teacher
model
to
help
students
feel
more
comfortable
(because
it
will
probably
be
pretty
silly),
and
then
ask
students
to
share
their
pieces
out
loud.
They
dont
need
to
stand
up
or
give
any
kind
of
formal
oration
(as
oral
presentation
is
not
assessed
or
taught
in
this
unit),
but
are
invited
to
share
for
enjoyment
and
celebration
of
our
voices.
If
students
are
reticent
to
share,
I
may
encourage
certain
students
who
I
learned
are
proud
of
their
work
(during
conferences)
to
share
for
us.
In
my
ESL
placement
and
in
teaching
videos
from
Content
Area
Reading,
I
have
seen
teachers
read
student
work
for
them
when
the
student
has
literacy
struggles
or
is
ESL.
I
could
offer
to
read
student
work
for
them,
but
wouldnt
rely
on
this
because
I
do
want
students
to
use
their
own
voices!
If
students
are
still
reticent,
I
will
have
back-pocket
activities
to
use
after
the
Reflection
stage
of
class
(see
end
of
lesson).
[12
min.]
Return
to
Anticipation
Guide
&
Reflection
I
will
pass
back
students
anticipation
guides
from
the
first
day
of
the
unit,
and
ask
them
to
mark
their
new
answers
in
the
second
column.
I
will
have
a
printed
Reflection
Exit
Ticket
which
asks
questions
like,
How
have
your
ideas
about
language
changed
since
the
start
of
the
unit?
This
reflection
will
assess
many
of
the
Affective
KUDs
as
well
as
the
Cognitive
KUDs.
[5
min.]
Closing
Everyone
turn
in
your
Exit
Tickets.
Speak
with
your
table
for
2
minuteswhat
changed
on
your
anticipation
guide?
Any
surprises?
Would
any
table
like
to
share
what
you
talked
about?
Thank
you
so
much
for
a
fantastic
unit.
Give
yourself
a
round
of
applause!
Back-Pocket
Activities:
Video
of
Look!
by
Nate
Marshall
(beat
poetry):
https://www.youtube.com/watch?v=vgZAb3eWIG0
Video
of
George
Lopez
on
Spanglish
Longer
reflection
and
discussion
time
Differentiated
Instruction
to
accommodate
one
or
more
of
my
profiled
students:
Cody
will
have
his
class
agenda
and
writing
workshop
checklist.
Students
have
a
large
amount
of
choice
in
this
project,
so
it
is
important
to
conference
with
students
like
Grace
and
Bethany
to
help
focus
their
decision
making
so
that
this
is
not
a
hang-up
for
them.
On
the
other
hand,
advanced
students
like
Sam
should
really
use
this
aspect
of
choice
to
push
themselves
and
do
something
new
for
them,
like
use
dialogue
to
showcase
code-switching.
As
always,
conferences
provide
an
opportunity
for
immediate,
individualized
feedback
for
all
students
as
well
as
time
for
teacher
support
of
struggling
students.
I
would
have
my
class
rubric
to
take
notes
about
students
to
better
serve
them
in
future
lessons.
Unstructured
workshop
time
is
also
a
good
opportunity
to
monitor
Bethanys
peer
relations
and
help
her
resolve
conflicts
and
communicate
effectively.
Lesson 9 of 9
94
In
the
sharing
activity,
if
students
are
not
ready
to
share
out,
I
will
offer
to
read
students
work
aloud
as
this
supports
students
struggling
with
literacy
and
ESL
students.
Materials
Needed
(list):
Laptops
with
Google
Docs
Rubrics
w/
Feedback
Exit
Ticket
Reflection
Anticipation
Guides
from
first
day
of
unit