Essential Question(s): How does understanding dialect and accents from characters of various literary forms contribute to a greater understanding of the text?
Learning Objective(s)
- Students will be able to understand different forms of
literature from different time periods.
- Students will be able to identify text based on
dialect.
- Student will be able to learn the difference between
accent and dialect.
- Students will be able to distinguish accents from
dialect in their society.
CCGPS or GPS Standard(s): CCSS.ELA-LITERACY.RL.7.3: Analyze
how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
Introduction: (10 min) Students will come into class and have a “Due
now” on the board. The “Due Now” will consist of a comic strip. They will read
the comic strip and then draw their own three part comic strip addressing the
topic of dialect. The students need to show in the comic strip a phrase that is
commonly used in one region of the country, but is different in another.
The student will have 10
minutes to complete the “Due Now”. At this time the teacher will take
attendance.
The hook of the lesson
is the teacher will start off with an open discussion. She will ask the
students what type of dialects you normally hear in different books over the
course of the semester, such as, the audio version of “The Adventures of
Sherlock Holmes” or the poetry of “The Tell-Tale Heart” by Edgar Allen Poe. The
teacher will have this discussion open for 5- 10 minutes. Once the teacher has
closed the discussion the teacher will pull up a map (which is located on the
“Teaching Linguistic and English Language Learners”) of the country which is
divided into the regions based on dialect.
Body: (30 min) Students need to take out their notebooks,
and turn to the note section of their notebook. The teacher then will pull up a
“Teaching Linguistic and English Language Learners” website using Weebly.
This website is used to
break down the differences between dialect and accent. The teacher
will discuss the “American Dialect” section of the website.
While the teacher is
going over the information the students are taking detailed notes.
Once the map has been
shown, the students will begin to take a quiz. The teacher will pass out the
classroom laptops and headphones. Each student will need to go to “Where is the Speaker From?” The
direction for the quiz is as follows:
- Student will listen to each sentence and determine which region the speaker is from.
- The student then will drag the letter next to the sentences and place them into the region of which they feel the speaker is from.
- Once the students have answered all 12 questions they will submit their answers.
- Once the test is submitted the students put their thumbs up so the teacher will know they are done.
- The students are not allowed to exit out of the quiz until the teacher has seen their score.
The students will have
15 minutes to complete the quiz. Once the students have completed the quiz, the
teacher will go back to the “Teaching Linguistics and English Language
Learners” and go to the “Language Variation” portion of the website. The
student then will write the highlighted vocabulary in their note section. Using
context clues in the “Language Variation” portion the students will write the
definition of the highlighted words.The vocabulary words are
as follows: dialect, accent, Standard English, Speech Communities, Communities
of Practice, and Code-switching.
The in-class assignment
is to read an Article on "We Real Cool": Dialect in the Middle-School
Classroom by James Lockhart. The students assignment is as follows:
- Student will have the rest of the class period to read the article and highlight words and phrase they are not familiar with.
- Once the students have completed the highlighted phrases they will use the context clues to figure out what that word or phrase mean.
- The students will use the inquiry protocol to search the definition or the history of the phrase to get a better understanding of it.
While the students are
working on their articles, the teacher will inform them on their homework
assignment.
Their assignment is to
create a comic strip and a dialogue to go with it. The dialogue needs to be
from a different time period than the one that is present. The dialogue needs
to be labeled with the time period and what type of accent is being used. The
comic strip should be the visual of at least 3 lines of the dialogue.
Closure: (5 min)
• The
teacher will ask the students, which words or phrases were unfamiliar to them.
• The
students then will respond using this format: The word/phrase I was unfamiliar
was ________, I now know that ________ means _________.
The teacher will have
the students give their $2.00 thought summarize today’s lesson. The student
will park the sticky note into the parking lot on the board.
**A $2.00 thought is
when each word is worth 5cents, and the student has to summarize the lesson.
Differentiation(s) & Accomodation(s):
• If
students finish early with their work they can start on the homework
assignment, or they can read a book from the classroom library.
• If
students need more time or extra help with the assignment the teacher will come
to them individually. As well as, the teacher will explain the assignment in a
different way with more details. She can use text from previous lessons to
explain the purpose of dialect.
• Students
will have plenty of time to complete the assignment. The in-class assignment
will be placed in their notebooks and can be accessed and completed on their
own time. If the students need extra time with the quiz, the teacher will group
them together at one table till they are done, and the teacher will go on with
explaining the directions of the in-class assignment. When they are done, they
can join back with the class and the teacher will re-explain the direction if
it is needed
Formal Assessment:
Discussion, “Where is the Speaker From” quiz and $2.00 thought.
Informal Assessment:
Homework assignment: Dialogue, and comic strip, In-Text Cite
Language Functions: The comic
strip from the “Due Now” is used to get the students to analyze the dialect
used in today’s society.
The students analyze
previously used texts dialect during the discussion, as well as, in the
article.
Using the In-Text citing
the students must use academic language to answer the question at hand. The
format the students need is use is as follows:
The students then will
respond using this format: The word/phrase I was unfamiliar was ________, I now
know that ________ means _________.
Vocabulary: The
student will write the highlighted vocabulary in their note section. Using
context clues in the “Language Variation” portion the students will write the
definition of the highlighted words.
The vocabulary words are
as follows: dialect, accent, Standard English, Speech Communities, Communities
of Practice, and Code-switching.
Using the In-Text citing
the students must use academic language to answer the question at hand. The
format the students need is use is as follows:
The students then will
respond using this format: The word/phrase I was unfamiliar was ________, I now
know that ________ means _________.
Syntax: Using the In-Text citing the
students must use academic language to answer the question at hand. The format
the students need is use is as follows:
The students then will
respond using this format: The word/phrase I was unfamiliar was ________, I now
know that ________ means _________.
Discourse: Create a
comic strip and a dialogue to go with it. The dialogue needs to be from a
different time period then the one that is present. The dialogue needs to be
labeled with the time period and what type of accent is being used. The comic
strip should be the visual of at least 3 lines of the dialogue.
Materials
- Laptops
- Audio Book “The Adventures of Sherlock Holmes”
- Online quiz “ Where is the Speaker From”
- Website “Teaching Linguistics and English Language
Learners”
- Article “We Real Cool, Dialect in the Middle School
Classroom”
Technology
- Laptops
- Audio Book “The Adventures of Sherlock Holmes”
- Online quiz “ Where is the Speaker From”
- Website “Teaching Linguistics and English Language
Learners”
- Article “We Real Cool, Dialect in the Middle School
Classroom”