Professional Documents
Culture Documents
Subject: AP Language
NCSCOS Standard: Language 11-12 Standard 3
Date: Day One
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening
Materials needed:
https://www.youtube.com/watch?v=4NriDTxseog (stop at 5:10)
Daybooks
Pens/Pencil
https://prezi.com/a1bpnvgx7kyg/edit/#2_30863873
http://www.blogthings.com/whatkindofamericanenglishdoyouspeakquiz/ (Inserted
into Prezi)
Objectives of the day:
I can define and discuss dialect.
I can relate the idea of dialect to the language used in the South.
As students are watching the video, have them write in their daybooks what
they are thinking as she covers each accent.
I.E. Students may think about how weird each accent sounds if they have
never heard it, or they could write if they know anyone that talks a certain
way.
The purpose behind this is it will get students thinking about the varieties of
Standard American English that exist all around us. As To Kill a Mockingbird
will be read, we will be focusing on the Southern American regional dialect
and how it plays a role in the culture of the novel. The language of the novel
helps set up the overall action and setting of the novel, so this activity will
get students to thinking about dialect/accents, and how different they may
be.
After the video is over, have students pair up and share their findings with
each other.
During this time, students should be thinking about:
Differences and similarities between the accents
Relationships to anyone who speaks using these accents
Grade: 11
Subject: AP Language
NCSCOS Standard: Language 11-12 Standard 3
Date: Day Two
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening
Materials:
Video on Southern Linguistics http://www.ebaumsworld.com/videos/the-true-reasonbehind-the-hillbilly-accent/84222753/
Prezi (will be made and attached later)
Sticky notes
Pencils/Pens
Daybooks
Notecards
Objectives of the day:
I can define and discuss linguistics.
I can discuss my relationship to being Southern in reference with the setting of the
next novel.
Grade: 11
Subject: AP Language
NCSCOS Standard: Language 11-12 Standard 3
Date: Day Three
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening
Reading 11 Standard 10
By the end of grade 11, read and comprehend literature, including stories, dramas,
and poems, in the grades 11CCR text complexity band proficiently, with scaffolding
as needed at the high end of the range.
Materials:
Copy of To Kill a Mockingbird
Daybooks
Grade: 11
Subject: AP Language
NCSCOS Standard: Language 11-12 Standard 3
Date: Day Four
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening
Reading 11 Standard 10
By the end of grade 11, read and comprehend literature, including stories, dramas,
and poems, in the grades 11CCR text complexity band proficiently, with scaffolding
as needed at the high end of the range.
Materials:
Daybooks
Copies of To Kill a Mockingbird
Pens/Pencils
Objectives of the day:
I can synthesize major points in chapters 1-3 of To Kill a Mockingbird.
I can reflect on my own Southern experience to write a larger piece of writing to
relate to the novel To Kill a Mockingbird.
I can work with my fellow students to ensure learning of reading of a novel.
WID: What is in your Southern memory box? Name 3-5 items that you
would include and a brief explanation for each item (5-7 minutes)
Group work on chapter 2 of TKAM (10-20 minutes)
-Divide students into groups of 2.
-Students should try to isolate themselves as much as possible from the other
groups while still being in the classroom.
-During this time, the students will be playing Dumbo and Megaphone.
-This means that for 2 minutes, one student will be the Megaphone, meaning that
they will be doing all of the talking while the other student is Dumbo (who has big
ears) and will listen for two minutes with no talking.
-During the Megaphone portion, that student may summarize, ask questions, or
draw inferences based on the reading for homework of chapter 2.
-As Dumbo is listening, they should be writing in their daybooks to respond to
when their turn comes around.
-After two minutes, the roles will switch.
-After both people have gone, there should be a brief time for the students to
compare notes and discuss what was talked about during this time. Some questions
may be formed during this time.
Whole-class quick discussion on chapter 2 of TKAM (5-10 minutes)
-Teacher should pull the class together and allow the students to have discussion on
the activity.
-The major points here should be questions that were raised during the time,
comments on the reading, and maybe some inferences from what has been read
thus far.
Group reading of chapter 3 of TKAM (20-30 minutes)
Planning Commentary
1. Central Focus
a. Describe the central focus and purpose of the content you will
teach in the learning segment. The central focus and purpose of the
content that I will be teaching is to focus on Southern dialect and the
language around To Kill a Mockingbird. This will be used to enhance the
knowledge of the novel. In particular, this until will enhance learning and
knowledge of the language, characterization, plot, and all other elements
means that this unit will be intensively paced and will delve deeper into
the novel than I might do with learners of other abilities.
c. Describe common student errors or misunderstandings within
your central focus and how you will address them. Some common
misunderstandings of this unit may include ideas such as, So, Southern
dialect is okay everywhere? and Is the novel only about racism?. This
will address these misunderstandings in the way that students will see
that Southern dialect may only be appropriate in certain situations such as
those that are more informal and that the novel is about the Southern
experience and how innocence may be lost easily.
4. Supporting English Language Arts Development Through Language
a. Language Function. Using information about your students
language assets and needs, identify one language function
essential for your students to construct meaning from, respond
to, or interpret text. Students will be able to use dialect to interpret the
text through the language of the text. Students will use the wording of the
novel to think about rhetoric and how it may vary from person to person.
Students will be made aware of the fact that not everyone speaks the
same version of English, and that is okay because we are unique as
speakers of English. Students will be made aware of formal vs informal
English and how to differentiate between when one may be appropriate
more so than the other.
b. Identify a key learning task from your plans that provides
students with opportunities to practice using the language
function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.) In lesson day 2,
students will take knowledge of Southern dialect and apply it to
themselves. This will help with the eventual memoire in which students
will be required to relate their experiences as Southerners to the
characters in the novel. Students will use this day to begin thinking of
themselves as Southerners and will begin at the base level of the
language they use every day. This will play a major role in their memoires
that they will write later on in the unit.
c. Additional Language Demands. Given the language function and
learning task identified above, describe the following associated
language demands (written or oral) students need to understand
and/or use: Vocabulary plus at least one of the following: Syntax
or Discourse. Students will be able to define linguistics as the study of
language and how it is spoken in society. Students will have a greater
understanding of this term and understand how it relates to them as
speakers of English. In addition to this, students will think about discourse
by thinking about the language of the novel and how this relates to them
as readers and learners of the English language.
d. Language Supports. Refer to your lesson plans and instructional
materials as needed in your response to the prompt. Identify and
describe the planned instructional supports (during and/or prior
to the learning task) to help students understand, develop, and