Lin Lessonplans Final

Lesson
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
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).
6) Students will begin to develop personal opinions about whether or not having to learn
Standard English is ethnocentric.
a) Students will analyze and reflect on informational articles about the controversy
around Standard English (1).

Performance (do):
7) Students will be able to inquire about and explore how language use varies in written
and spoken pieces.
f) Students will be able to analyze the similarities and differences of key terminology
about language use: linguistic variety, standardized English, slang, vernacular, and
jargon (1).

SOLs:

8.4 The student will apply knowledge of word origins, analogies, and figurative language to
extend vocabulary development within authentic texts
b) Use context, structure, and connotations to determine meaning and differentiate
among multiple meanings of words and phrases.

8.6 The student will read, comprehend, and analyze a variety of nonfiction texts
a) Draw on background knowledge and knowledge of text structure to understand
selections.
l) Use reading strategies to monitor comprehension throughout the reading
process.

CCSs:
CCSS.ELA-LITERACY.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
b. Use the relationship between particular words to better understand each of the
words.

Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used
in this lesson or which are related to this lesson and come in a future lesson. After each
assessment, indicate in brackets the number(s) and letter(s) of the unit objective and the
related lesson objectives that the assessment is evaluating.

Diagnostic
Formative
Summative
Lesson 1 of 9
KUDs 1.a, 1.e, 4.a, 5.a, 6.a

Anticipation Guide. This is an
attitude survey which pre-
assesses students existing values
and beliefs about language
variety. It will be returned at the
end of the unit so students can
see their growth. This is not
graded.
KUDs 1.b, 7.f

Vocabulary Semantic Feature
Analysis (SFA). During small group
work, the teacher observes each
groups progress to check their
understanding. A catch & release
activity with new contextual
examples of terms could be
appropriate remediation. The
whole-group share-out checks
student skills with analyzing the
terms in relation to one another.

KUDs 1.a, 2.a, 2.b, 3.a, 6.a
Blog Post Worksheet. Teacher
observes and formatively assesses
progress towards these KUDs.
KUDs 1.b, 7.f

Vocabulary Semantic Feature
Analysis (SFA). During small group
work, the teacher observes each
groups progress to check their
understanding. A catch & release
activity with new contextual
examples of terms could be
appropriate remediation. The
whole-group share-out checks
student skills with analyzing the
terms in relation to one another.
Collection of the SFA Organizer
from the teacher helps the teacher
summatively assess the students
on an individual level.

KUDs 1.a, 2.a, 2.b, 3.a, 6.a
Blog Post Worksheet. Students will
turn in their worksheets for
teacher assessment of their
understandings of standard English
as a concept and their personal
reaction to the question of it is
ethnocentric. Returned with
feedback next class.

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
4 Min: Anticipation Guide (*See materials appendix)

Before we discuss what you saw, I want you to reflect on what you personally think about
language. On your desks each of you grab an Anticipation Guide, and it gets us thinking about
the essential questions of this unit of study. There is no RIGHT or WRONG answer to thisits
about what YOU think, and I will not judge or grade your answers. Youre just filling out the
first column with A if you agree with that statement, or D if you disagree with the
statement. Please take about 4 minutes.

2 min: Turn-and-Talk
Now Id like for you to talk with your table about what you wrote. Take about 2 minutes,
remembering what we learned last week about how to have respectful discussions.
Did you have different responses?

2 min: Whole-group Share
Ok, lets come back together. Did any group have disagreements? Would you share with us?
Now think to yourself, what do you think this unit is going to be about? Make a prediction
and write it on the bottom of your anticipation guide. Take 1 minute.

Everyone please pass those in. I am going to keep track of these until the last day of the unit,
when youll get to see if your ideas change!

Now we are going to transition into an interactive vocabulary lesson. Can I have 2 students
help me pass out the vocabulary organizers? Students pass out vocabulary graphic
organizers while teacher opens SmartBoard projector and computer slides.

2) [38 min.] Unit Vocabulary Instruction & Practice (*See materials appendix)
We are going to learn 5 essential vocabulary terms about Language Use using these handy-
dandy feature analysis charts. These terms will help us navigate the unit with a toolbox of
words to use.
The first step of our lesson, Ill teach you each word on a SmartBoard slide. We will then do
the activity at the bottom of your page.

8 minutes: Explicit vocabulary instruction
Look at your vocabulary organizer and fill in the top sections with the definitions of words as
we go.
SmartBoard slides show one word with a succinct definition and 1-2 young adult relevant
examples. Have students help come up with sentence examples during the activity.
Slang
Vernacular
Jargon
Standardized English
Linguistic Variety

15 minutes: Vocabulary Feature Analysis- Small Groups
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
4 Minutes: Whole-class Article Debrief

Would someone share a summary of Article A? Article B?
What about your answer for the third question- what does the author think about Standard
English?
Did you agree with the author?

4) 3 minutes: Closure
Im really excited about how much you learned today. Please pass in your articles and
handouts.

Next class, we are going to start applying what we learned by watching and reacting to a
Spoken Word poem, which is what you heard in the Unit Promo. What did you think about
that?

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)

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.
Strategically grouped (heterogeneous) desks of 3 students: ELL students like
Grace, students who are behind in literacy skills, and students with specific learning
disabilities will benefit from this type of grouping. Bethany, with behavioral problems,
would benefit by being seated with students she historically works well with, and by
proximity to where the teacher sits/stands.
Leveled, Informational, Choice Blog posts: Choice in different articles allows for
differentiation by readiness, so that gifted students like Sam can access a challenge and ELL
students like Grace (and behind students like Bethany) can comprehend the same content
at different reading levels.
Explicit vocabulary teaching: Explicit vocabulary instruction is helpful for all
students (McKenna & Robinson, 2013). The graphic organizer and projected definitions
will assist Grace and Bethany during the vocabulary activity by giving them the visual
supports of definitions.
Semantic Feature Analysis: The interactive lesson accommodates different
learning preferences and allows for movement. This also allows gifted students, like Sam,
to extend their understandings through the process of drawing high-level connections
between concepts. Higher-level questioning also benefits ELL students literacy growth.
SFA concept drawn from McKenna & Robinson, 2013).
The transition/stretch-break: This is an opportunity to check in with Autistic
student Cody, who does not do well without structure, and guide him to the appropriate
Blog article.
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
ANTICIPATION GUIDE / ATTITUDE SURVEY

Statement
There is no superior way to
write or speak English
I have a unique way of
speaking English
People should only speak
proper, standard English
It annoys me when people use
slang or dialects that I dont
understand
The way I talk to my friends
outside of school is
appropriate for school
The way I talk to my family is
appropriate for school
Teachers judge me because of
the way I talk
My ethnicity or where I was
born changes the way I talk or
write
Teachers should not judge me
for the way I talk to my
friends
I see examples of my own way
of speaking in the stuff we
read at school.
I should talk more formal
when Im talking to someone
in charge
I should be talk more formal
if I am trying to apply for a
job
I wont get a job if I speak the
way I speak at home or to my
friends
Im constantly switching
between different ways of
speaking.
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:__________________
Essential Vocabulary Definitions:

Slang
Vernacular
Jargon
Standardized English
Linguistic Variety
Language Use Feature Analysis (+, -, S):

Language Use
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
Is Standard English superior to other dialects?

NATASHA MASON considers the role of SE
in schools.
To understand the debate about Standard English, we need to explore
what the term actually means. It is hard to define Standard English.
It is also hard to explain what the rules of Standard English are. Some
experts say it is the version of English taught in schools and usually
used in textbooks. This explains the context in which Standard English
is used, but it does not explore the forms of language that make up a
Standard English.
The Newbolt Report of 1921 is a paper written in England by a group
on education. It shows a very rigid attitude about Standard English.
The group states that it the central goal of school to teach all its
pupils, who either speak a dialect or whose speech is disfigured by
vulgarisms, to speak standard English, and to speak it clearly (1926).
Overall this is a very negative way to see people who dont speak the
so-called standard. In 1975, a different committee showed a more
liberal and open-minded attitude towards English. The report states
that, the aim is not to make a child feel bad about the form of
language that he has grown up. This serves him well in the speech
community of his neighborhood. The aim is to enlarge his word bank
so that he can use language effectively in other contexts. This way
people can use standard forms when they are needed (The Bullock
Report, 1975).
These two reports show how attitudes towards language have changed
over time. John Honey was a scholar who argued that he was more in
favor of the old-fashioned attitudes in The Newbolt Report. Honey saw
Standard English as superior to all other forms of English. He thought
that, for equality, all children should be taught Standard English. He
also said that they should use it in every context (Honey, 1997). This
clearly shows Honeys attitude towards other varieties of English.
Lesson 1 of 9
14
However, having a Standard English is still useful. Ronald Carter said

that Standard English has a set form with only small differences. This
helps us teach English around the world. (Carter, 1999).
This is a valid argument that, yes, having a Standard English is useful.
It is useful because small variations make it easier to teach and learn
English around the planet. However, this leads to discrimination and
disadvantages for anyone who does not use it. Some people think
that those who cant write or speak in Standard English are not smart.
This is a problem and many scholars disagree. If a person can
communicate using a regional dialect, what is the problem? Is it really
necessary to enforce Standard English all the time? I think it depends
on the context.
NATASHA MASON, English Language undergraduate, University

of Chester, UK
References
Carter, R. (1999) Standard Grammars, spoken grammars: Some educational implications
in Bex, T. and Watts, Richard J. (eds) (1999) Standard English: The Widening Debate
London: Routledge.
Crowley, T. (2003) Language against Modernity in Standard English and the Politics of
Language. (2nd edn) Basingstoke, Palgrave Macmillan.
Davis, H. (1999) Typography, lexicography, and the development of the idea of standard
English in Bex, T. and Watts, Richard J. (eds) (1999) Standard English: The Widening
Debate London: Routledge.
Honey, J. (1997) Language is Power: The Story of Standard English and its Enemies.
London, Faber and Faber.
The Newbolt Report (1921) <http://www.educationengland.org.uk/documents/newbolt/>
The Bullock Report (1975) <http://www.educationengland.org.uk/documents/bullock/>
Lesson 1 of 9
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Article Choice A
Adapted for grade-level by Caroline Lin
Languages, Dialects, and the Myth

of Edited American English
drkhturner / October 26, 2015
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.
Myth: Broken English

There are many varieties of English: southern American English, Spanglish,
African American English, and others. Many people confuse unfamiliar English
with broken or incorrect English. But there is no such thing as broken
English. For example, in African American English (AAE), double negatives such
as, I aint got no books, are correct by the rules of AAEs grammar. In fact,
other languages like French and Spanish use this same rule. The use of double
negatives is rule governed and not an example of broken or incorrect English.
Lesson 1 of 9
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Reality: No Language or Dialect is Better than the Other

From the view of educators, it is not helpful to judge any dialect other than
Standard English. Standard English is the dialect taught in school. The National
Council of Teachers of English wrote a paper called Students Right to Their
Own Language. The paper affirms the students right to their own patterns
and varieties of language. It also says that, the claim that any one dialect is
unacceptable amounts to an attempt of one social group to exert its dominance
over another. The Council says this is immoral.
Myth: Poor English Leads to Poor Writing
While educators and parents often mean well when they correct speech and
writing in a dialect or language other than Standard English. But practices such
as these are not wise. They go against the nature of how language works in
both speech and writing. The use of a dialect other than English is not a sign of
poor writing. While correctness can be a feature of good writing, we should not
confuse correctness with good writing. Good writing can be writing that
doesnt follow the conventions of Standard English. Bad writing can follow the
rules of Standard English but still fail to communicate meaning.
Reality: We Can Educate Others about how English Really Works
Here are some steps we can take as teachers, parents, and students to move
toward a better understanding of how language works:
Step One: Know that Standard English is not better and has no connection to
being smart.
Step Two: Stop the myth Standard English is the only correct form of English.
Educate those who make negative judgments and assumptions about
intelligence based on language.
Step Three: Know and use dialects depending on audience, purpose, and
context. All that matters is that the reader or listener can understand you.
In sum, giving students the right to use their own languages gives students the
power to determine which dialects are most appropriate for certain contexts. It
also gives students the opportunity to practice with more than one language or
language variety. Therefore, the goal of school should be to make kids smarter
about language in general. The goal is not to force Standard English on kids.
Blog Post Questions:

name:______________
Lesson 1 of 9
17
Name:__________________ Partners
Summarize your article in 3-4 sentences, in your own words.
What does the author of your article say Standard English is?
When do people use Standard English?
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
Lesson Plan
18




Week 1 of 3; Plan 2 of 9; [90 mins.]


o Texts that represent at a minimum, 3 different genres, one of which must be a genre
that incorporates multimedia. (Spoken Word poetry)


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).
d) Students will know that many famous texts we read in school show variety in
language use (2, 3).

b) Students will appreciate that language differences can add artistic depth to a text
(2, 3, 8).

Performance (do):
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.


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.
KUDs 1.a, 1.b, 1.c, 1.e, 7.a, 7.g

Reading Guide with Translations.
The teacher can circulate and
assess students as they work,
assisting when appropriate.
Reading Guide with Translations.

The reading guide, completed by
each student and turned in,
assesses students progress on all
lesson KUDs by both explaining key
concepts and assessing key
understandings. This gives me a
broad snapshot of their progress in
the overall unit, indicating if any
students need more explicit
teaching of unit concepts before
moving forward. Feedback
provided next class.

KUDs 1.d, 4.a, 4.b
Exit Ticket. This piece will show if
students have made the connection
that non-standard English can add
artistic depth to a piece, and will
also show their attitudes about
non-standard English and how they
are evolving. Students will
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.

[Note: Any words that represent what I would say directly to students appear in italics.]

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
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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.

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.

Codys Agenda
Projector- Comedy clip, Code-switching and TED video
Transcript of poem
Reading Guide
Exit Ticket

handouts, etc.)
Codys Agenda
Reading Guide
Poem Transcript
Exit Ticket

Lesson 2 of 9
Codys Agenda, Day 2

o Review of vocabulary terms
o 2 minute video clip of code-switching
o whole-class discussion
o 4 minute video clip about code-switching
o whole-class discussion
o 5 minute Spoken Word poem performance- just listen
o 3 minute response to question
o Preview the transcript of the poem
o 5 minute second listen to poem- read along
o Reading Guide- See reading guide for detailed, step-by-step
instructions.
o Teacher demonstration of think-aloud
o Table-Group Discussion on selections of the poem
o Whole-class debrief
o Exit Ticket
o Closing
25
Lesson 2 of 9
26
Reading Guide: 3 Ways to Speak English, by Jamila Lysicott

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 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.

Lesson 2 of 9
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***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
3 ways to Speak English, Jamila Lyiscott
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
From every suburbia, and every hood

02:14
Cause the only God of language is the one recorded in the Genesis
02:18
Of this world saying it is good"
02:20
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
02:32
Im a tri-lingual orator
02:34
Sometimes Im consistent with my language now
02:36
Then switch it up so I dont bore later
02:38
Sometimes I fight back two tongues
02:40
While I use the other one in the classroom
02:42
And when I mistakenly mix them up
02:44
I feel crazy like Im cooking in the bathroom
02:48
I know that I had to borrow your language because mines was stolen
02:55
But you cant expect me to speak your history wholly while mines is
broken
03:00
These words are spoken
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?
2. What did you dislike 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
Lesson Plan
35




Week 1 of 3; Plan of 3 of 9; [90 mins.]

Plan type: Full detail

o Reading Experience
that incorporates multimedia. (Video, Poetry)


location.
c) Students will know that many famous texts we read in school show variety in
language use (2, 3).
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).

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):
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:

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.
process.

CCSSs:
dramas, or poems.


Diagnostic

Lesson 3 of 9
37
Formative
Summative
KUDs 1.c, 2.c, 2.d, 4.a, 4.b, 6.b

Annotated Poems. The teacher can
observe as students work through
these annotations and conference
with students as needed.

KUDs 7.a, 7.b, 7.c, 7.d
Venn Diagram. The teacher can
observe as students work through
this project and assist with a catch
& release or targeted feedback.
KUDs 1.c, 2.c, 2.d, 4.a, 4.b, 6.b

Annotated Poems. Students will
turn in their annotated poems for
teacher feedback. The annotations
have various levels of questioning
(literal, inferential, and critical) and
will show if students have 1) basic
comprehension of the poem, 2)
inferential understanding of the
audience and purposes of each
poem, and 3) a respectful opinion
about non-standardized English.
Students could need changes either
this class period or the next by
adding more scaffolding for
comprehension (see above).

KUDs 7.a, 7.b, 7.c, 7.d
Venn Diagram- this activity reveals
student understanding about the
difference between standardized
and non-standardized English. If
there is confusion, students may
need more explicit instruction on
what is considered standard and
what is not. Examples that are
more polar opposite may help
reinforce the concept (a science
journal article versus a hip hop
song).

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!

Lesson 3 of 9
43
Cody has his daily agenda.

During the brainstorm, I check in with Grace and other ESL students to check their
understanding of the concept of an audience, and to let her know she can use her computer
for translation and that she can brainstorm in her home language. I will also check with
Cody to make sure he is comfortable with the unstructured time and offer the quiet spot for
him in the reading nook.
For both the video viewing and the poem readings, students read them more than
once. This is a strategy recommended for all readers as it boosts comprehension, which
allows for higher-level thinking to occur.
The poems reading guide is inherently scaffolded as it asks mixed level questions to
promote critical thinking, activate prior knowledge, and connect to students experiences.
Grace and Bethany, who already struggle with literacy, will have strategically chosen
partners for the poem reading with a student who likes helping students.
During the 30 minute reading activity, I circulate the room with a student roster
making formative assessment notes and offering feedback on the spot.

Codys Agenda
Doc Cam
Projector and computer for video
Copy of poems side-by-side (teacher copy)
Print out of poems with space for annotations (all students)
List of student partners
Student writing journals
Butcher paper & markers

handouts, etc.)
Codys Agenda
Copy of poems side-by-side (teacher copy)
Print out of poems with space for annotations (all students)
Lesson 3 of 9
44
Codys Agenda, Day 3

o Pick up your writing journal and pen
o Put your Writing Response Exit Ticket in your binder after looing
a feedback.
o Opening
o Brainstorm
o Brainstorm Share-Out
o Debrief the Brainstorm
o Comedy Video
o Comedy Video again
o Think-pair-share
o Previewing our Poems
o Make a Prediction from the Title
o Teacher reads Poems Aloud
o Work with a partner on the Poem Questions
o Work with your table on a Venn Diagram
o Gallery Walk

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
or records--Bessie, bop, or Bach.

I guess being colored doesn't make me
not like
the same things other folks like who are
other races.
So will my page be colored that I write?

Being me, it will not be white.
But it will be
a part of you, instructor.
You are white--
yet a part of me, as I am a part of you.
That's American.
Sometimes perhaps you don't want to be
a part of me.
Nor do I often want to be a part of you.
But we are, that's true!
As I learn from you,
I guess you learn from me--
although you're older--and white--
and somewhat more free.

This is my page for English B.

Annotated Student copies:

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.

Who is the speaker in this poem?

Why is he writing the poem?

46
Lesson 3 of 9
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,
or records--Bessie, bop, or Bach.
I guess being colored doesn't make me
not like
the same things other folks like who are
other races.
So will my page be colored that I write?

Being me, it will not be white.
But it will be
a part of you, instructor.
You are white--
yet a part of me, as I am a part of you.
That's American.
Sometimes perhaps you don't want to be
a part of me.
Nor do I often want to be a part of you.
But we are, that's true!
As I learn from you,

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.
Who is talking in this poem?

Why does she want to say these things?

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?

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
Lesson Plan




Week 2 of 3; Plan #4 of 9; [90 mins.]


Content Requirements Satisfied:
o Includes Writing Instruction
o Mentor Texts
that incorporates multimedia (Interviews)
o Technology


Cognitive:
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).
effect.
8, 9).
purpose (3, 4, 5, 6, 7, 8).
audience (3, 4, 5, 6, 7, 8).

Performance (do):
and spoken pieces.
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).
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:
a) Choose topic and purpose appropriate to the audience.
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.
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:
dramas, or poems.


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.


Cody has his agenda.
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
Who was David Banners audience?

What was his purpose?
Do you think he prepared his speech? Why?
Would you say he is using a distinct linguistic variety here?

Is he speaking standardized English?
Was his speech effective, in this context?
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?

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
Ok, look back at the answers to your questions in part 4.

Lets watch it again, and consider what you wrote down for those questions.

[10 minutes] Reading Organizer, After reading:
**Have any of your answers changed? If so, type any of your changes in part 3. Take 2
minutes.
Fill in part 4 of your reading organizer:
How is this interview different from the interview on Essence?
Is this interview effective, given this context?
Would the interview from Essence be effective on CNN?
Would the interview from CNN be effective on Essence?
Explain the definition of code-switching and how Banner illustrates code-switching
between the two videos.

Turn and talk with your elbow partner about the answers you got for about 2 minutes.
Who would like to share what you and your partner talked about?


[2 minutes] Inductive extra-super-duper-mini-lesson:
What am I trying to teach you? What is the biggest consideration when writing and
delivering a speech? Give students a minute to think. Remember the poems by Langston
Hughesone was to his mother, and the other was about a college paper. What did we
decide were the MOST IMPORANT factors that affected Hughes writing choices?
Your purpose. Your audience. These are what you are going to focus on as most important
in our writing project.

[2 minutes] Transition to writing
Take a 1 minute break to stretch your legs! Put away your laptops. Then everybody go grab
your writing journal and a pen.

Everyone get settled back in your seats! Thank you! You guys have worked so hard this
morning. Lets keep it up for our remaining 40 minutes. We are going to shift into writing
mode.

[7 minutes] Introduction to the unit project
Pass the Summative Project handout to each student. Review the handout with the class
and check for understanding. Now look at the Rubric. Rubric walk-through. We are going
to start with the more FORMAL register, which is what? Yes, so for our first draft, we will
pick a more formal audience and purpose.
What questions do you have about this project? We will do a lot of work on this in class,
starting now.

[18 minutes] Topic Blast
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.


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).

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

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
Codys Agenda, Day 4

o Open Blackboard and find David Banner Graphic Organizer
Share that google doc with me
o Class overview
o Reading Organizer
o Explore website essence.com
o Part 1 of organizer
o Watch Video
o Watch Video again with text
o Part 2 of Organizer
o Part 3 of Organizer
o Watch New Video
o Watch New Video again with text
o Teacher mini-lesson
o Stretch-Break: Get your Writing Journal and pen.
o Introduction to the unit project
o Topic Blast
o I think Statements
o P-RAFT Organizer- Teacher explains
o Closing
61
Lesson 4 of 9
62
David Banner Debates Police Brutality

https://www.youtube.com/watch?v=iYyYrX3cTfM from 2:30-5:10
Lavell William Crump (born April 11, 1974), better known by his alias
David Banner, is an American rapper, record producer, poet, and
activist. Born in Jackson, Mississippi, Banner graduated from Southern
University and pursued a Masters of Education at the University of
Maryland Eastern Shore.
This is what I say. The, the problem is this. Its everybody is making
excuses for cops. Nobody is making a cop be a cop. That is your job.
Our tax money is going to that. Its like, in the situation in Baltimore,
everybody is trying to find reasons why the cops are rightyou are
under an oath, you are under an oath to do the right thing.
And it just amazes me how people tell Black, especially Black men,
always stay in line, stay in line. The truth is, is before I was a
rapper, I remember how the cops acted. And I heard this comment
about, all cops are not wrong. I admit that. But one thing that my
neighbor, who was a cop said, he said something Ill never forget:
Every cop knows who the bad cops are. So, you know the people in
the force who are doing the wrong thing, who have a long history of not
being fair to black men and women and children
because just a year ago, I tweeted for 10 hours straight, situations where
cops had hurt or killed black men, women, or children, for 10 hours
straight. So if you have these so called good cops who know who the
bad cops are, just like this situation in Baltimore, they know who these
cops were. Why are these cops not brought to justice if you are such a
good cop? If you really care about innocent lives, that shouldnt
matter whether a black person killed a black person, whether a white
person killed a black person, or whether it was a cop, its justice, and it
should not be blind.
Lesson 4 of 9
63
So I think what we should start doing is start recognizing those people

who are being PAID to uphold the law, and we always try to draw
parallels between what blacks are doing to blacks. If I smack you in
your face right now, and tell you, well your brother slapped you so it
should be okay, it shouldnt really matter.
See, what the problem is, is most of these public officials dont want to
deal with their dirty laundry. This has been a problem all the time, and
Im very proud of these children, Im very proud of these children who
are in St. Louis and who are in Baltimore, who are doing the jobs that
our parents were supposed to do. We were doing this in the 60s. We are
still fighting the same problems that our parents were fighting in the 60s,
and if we really did our job the right way, these kids wouldnt have to be
out here on these streets.
David Banner on CNN
On Sundays I always dialogue with my fans; I always push my fans to
think. And at the time, that had nothing to do with what was going on in
Ferguson, sobut it still applies. What I was saying is that white cops
do not see value in young Black men, and the reason why a lot of young
Black men, not all Black men, kill each other is because they dont see
any value either. So many people have bought into this Americanized
system, and America historically has always tortured, killed, and
enslaved Black people. And I have not forgot that.
Lesson 4 of 9
64
Share this Google Doc with Ms. Lin

Type Your Name Here
Type Date Here
Reading Organizer
David Banner: 2 Interviews
PART 1: Explore Essence Magazine, Online
1. Who might be the primary audience of this website?
2. Is this a formal news site?

a. How do you know? Look at details like word choice, advertisements, photos, titles of
articles, quality of writing, formality of writing.
PART II: David Banner on Essence Magazine

3. Who does David Banner probably think his audience is in this interview?
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?
Part III: Make Predictions

7. On a major news network, like CNN, who would you guess is the audience?
a. In this digital era, how could that change?
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. Would the same speech he gave on Essence go viral?
10. What needs to change about his speech to make it more effective for this context?
Part IV: David Banner on CNN

11.
How is this interview different from the interview on Essence?
12.
Do you think this interview effective, given this context?
13.
Would the interview from Essence be effective in this context, on CNN?
14.
Would this interview from CNN be effective on Essence?
15.
Explain the definition of code-switching and how Banner illustrates code-switching

between the two videos.
65
Lesson 4 of 9
66
Double-Sided Graphic Organizer: Side 1 Heading is Formal Register (Standard English)

Side 2 Heading is: Informal Resister
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
Lesson Plan





Plan type: Summary

Model text


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).
purpose (3, 4, 5, 6, 7, 8).
audience (3, 4, 5, 6, 7, 8).
type of language use that we typically see in school and in the workplace (1, 5,
9).

Performance (do):
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
a) Demonstrate use of Standard English, when appropriate (5, 6, 8).

SOLs:
and informational.
a) Identify intended audience.
e) Select specific vocabulary and information for audience and purpose.

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.

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.


Diagnostic
Formative
Summative
KUDs
2
.a,
2
.b,
2
.c,
2
.d,
3
.a
KUDs
8
.a,
8
.b, 8.d, 8.e, 9.a

Writing
C
onferences
a
nd
G
oogle
Draft
1

i
s
t
urned
in for formal

Doc Check-Ins. Using a class roster
to keep notes, I will conference
with students one-on-one, starting
with the ones who were behind in
the Status of the Class and moving
to students who asked for a
conference. In-between, I
circulate looking at how students
are progressing.
feedback and a grade based on the

Unit Project Rubric.

[Note: Any words that represent what I will say directly to students appear in italics.]

Cody has his Agenda and Writing Workshop Checklist.
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
1. [8 min.] Bridge & Status of the Class:

Welcome, everyone! Last class after studying audience and purpose, we worked on choosing
our writing topics and filling in that P-RAFT organizer. Today we are going to dive into
drafting after I model the process.

I will explain the anchor activities for the class: The two short stories which are at or below
grade level are on their Google Classroom site to pull up and read when they finish early.
They may also work ahead or choose a book from the class library. These options are
displayed on a poster in the classroom.

I will introduce to the students this Status of the Class (SOC) procedure that we will use for
our writing assignments throughout the unit and year: As I call each name, they let me
know where they are on this continuum. They can say conference if they need a
conference or do not want to share their status. This is a great way to formatively assess
the progress of the students before breaking into a writing workshop.

I then introduce and explain the Google Spreadsheet for SOC, displayed on the projector:

Student
Stu. A
Stu. B
Etc.
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!

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.

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
Lesson Plan





Plan type: Summary

Syntax instruction
Use of Mentor Text


2) Students will know that language can be manipulated purposefully for your
intended effect.
contexts (1, 4, 5, 6, 7, 8, 9).
purpose (3, 4, 5, 6, 7, 8).
audience (3, 4, 5, 6, 7, 8).

Performance (do):
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).
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
and informational.
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:



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.

KUDs 2.a-d, 8.d, 8.e, 9.a, 9.b, 9.c,

9.d
Writing Conferences & Google-Doc
check-ins. The teacher will
conference about revisions with
students in person per their
request, and in between requests,
will approach all students to note
progress and guide student
thinking.

KUDs 8.e, 9.d
T-Chart Syntax Handout. This is
taken up and reviewed for next
class feedback, illustrating
students understanding of the
syntax lesson.
KUDs 8.a, 8.b, 8.d, 8.e, 9.a, 9.b,

9.c, 9.d
Draft 2, Paper 1 turned in for a
grade and feedback


Lesson 6 of 9
75

Cody has his agenda and writing workshop checklist.
groups of desks.
Students need their laptops and writing journals.

1. [1 min.] Bridge:
Last class you worked so hard on your first draft of writing! You turned in your work for me
to give you feedback, too, and Im returning those. Today we are going to work on
incorporating this feedback into our papers, and your revisions will give you more points on
that rubric. First Im going to show you how to incorporate feedback on my model draft, and
then you are going to do the same on your drafts.
I pass back rubrics with their score and feedback, and note that I made additional
comments in their submitted Google Doc.

2. [20 min.] Interpreting & Incorporating Revisions: Teacher Model
Students need journals and rubrics, but not laptops yet. On the board is the question, How
can I improve my written piece so that I can move my audience?

As Gallagher (2011) illustrates in Write Like This, I will project an image of a house before
and after renovations. I will explain that renovations were made to put the house on the
market; so the purpose for the renovations is to make the house more appealing to buyers.
The buyers are the audience, and from the look of the home, the audience is probably
wealthy adults and experienced home-owners, which is why those renovations were made.
I will have students make a list in their journals of the improvements they see (i.e. the lawn
is mowed, the porch has columns to support the roof, there are gutters). I will help them
draw analogies to writing and that this is the same process we are doing when we revise
our work!

Last class I wrote a model letter to New Yorkers to convince them that they need to do a
better job of waiting in lines. I will project this same model paper (Google Doc) for the
students and we will go through each of the 3 Rubric criteria (Purpose, Audience, Register)
in that order. We will start with the top row of the rubric and work down. For each row of
the rubric, I will ask students what changes to make to move the paper up the scale. The
students can take notes on the left of their rubric categories with the types of changes they
can make (most likely word choice, organization, and syntax), and the teacher will make
the changes in the projected paper, paying special attention to illustrating what it looks like
to make a change for a Google Doc comment and what it looks like to make a change for a
rubric comment.

3. [30 min.] Interpreting & Incorporating Revisions: Students Revise
Students will transition into writing workshop with clear instructions on the next steps.
Students will open their Google Doc and see my feedback, which is carefully connected to
the rubric in word choice and direct references to it. They have a grade out of 10 points for
this draft. The teacher will explain that students can gain points on their second draft by
making the revisions shown on the second draft side of the rubric, on the 4th row labeled
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

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.

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
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7
Lesson Plan





Plan type: Summary


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).
effect.
contexts (4, 5, 6, 7, 8, 9).
effectively accomplish our goal (4, 5, 6, 7, 8, 9).
purpose (3, 4, 5, 6, 7, 8).
audience (3, 4, 5, 6, 7, 8).

Performance (do):
and spoken pieces.
a) Differentiate between Standard English and Non-Standard English (2, 3, 4, 7, 8)
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)

and informational.

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:



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
not standard in English.


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
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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?

(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.

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
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8
Lesson Plan





Plan type: Summary


location.
effect.
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).
purpose (3, 4, 5, 6, 7, 8).
audience (3, 4, 5, 6, 7, 8).

b) Students will appreciate that language differences can add artistic depth to a text (2,
3, 8).
a) Students will reflect on how their language use is unique and valuable (1, 8).

Performance (do):
and spoken pieces.
Lesson 8 of 9
86
c) Adapt the language of a second written piece to appeal to a different audience (8).
9).

SOLs:
and informational.

CCSs:


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
Draft 1, Paper 2 turned in for a

grade and feedback.

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.
Lesson 8 of 9
87
understanding of unit concepts

and how well they can apply this
knowledge to a new piece of
writing. The teacher will
strategically conference and help
students through observations.

KUDs 2.a, 2.b, 2.c, 2.d, 7.c, 8.d,
8.e, 9.a, 9.b, 9.c
Second Draft Writing. Students
begin revising, and the teacher
observes and conferences as
needed.


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
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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.

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.


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
Lesson plan
90





Plan type: Summary


location.
effect.
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).
type of language use that we typically see in school and in the workplace (1, 5, 9).

a) Students will reflect on how their language use is unique and valuable (1, 8, 9).

Performance (do):
Lesson 9 of 9
91
9).

SOLs:
and informational.

CCSs:



Diagnostic
Formative
Summative

KUDs 2.a, 2.b, 2.c, 2.d, 7.c, 8.d,

8.e
Writing Workshop. Teacher uses
observation data to give targeted
and timely feedback to students.

KUDs 1.a, 1.e, 4.a, 5.a,
Share-Out of Final Drafts.

KUDs 2.a, 2.b, 2.c, 2.d, 7.c, 8.d,

8.e, 9.b, 9.c
Draft 2, Paper 2 submitted for
feedback next week.

KUDs 1.a, 1.e, 4.a, 5.a, 6.a
Anticipation Guide. This is an
attitude survey which pre-assesses
students existing values and
beliefs about language variety. It is
returned at the end of the unit so
students can see their growth.

1.a, 1.e, 2.a, 2.b, 4.a, 5.a
Final Reflection. This shows
students growth toward affective
KUDs in particular.
Lesson 9 of 9
92

Cody has an agenda and writing workshop check list.
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


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.

Laptops with Google Docs
Rubrics w/ Feedback
Exit Ticket Reflection
Anticipation Guides from first day of unit

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Lesson

5) Students will develop pride in their language variations.

KUDs 1.a, 1.e, 4.a, 5.a, 6.a

KUDs 1.b, 7.f

KUDs 1.b, 7.f

4 Min: Anticipation Guide (*See materials appendix)

4 Minutes: Whole-class Article Debrief

ANTICIPATION GUIDE / ATTITUDE SURVEY

Essential Vocabulary Definitions:

Language Use Feature Analysis (+, -, S):

Is Standard English superior to other dialects?

However, having a Standard English is still useful. Ronald Carter said

NATASHA MASON, English Language undergraduate, University

Languages, Dialects, and the Myth

Myth: Broken English

Reality: No Language or Dialect is Better than the Other

Blog Post Questions:

Summarize your article in 3-4 sentences, in your own words.

When do people use Standard English?

KUDs 1.a, 1.b, 1.c, 1.e, 7.a, 7.g

Reading Guide with Translations.

Codys Agenda, Day 2

Reading Guide: 3 Ways to Speak English, by Jamila Lysicott

3 ways to Speak English, Jamila Lyiscott

From every suburbia, and every hood

2. What did you dislike about the poem?

KUDs 1.c, 2.c, 2.d, 4.a, 4.b, 6.b

KUDs 1.c, 2.c, 2.d, 4.a, 4.b, 6.b

Cody has his daily agenda.

Codys Agenda, Day 3

or records--Bessie, bop, or Bach.

I am the only colored student in my class.

Who is talking in this poem?

Who was David Banners audience?

Ok, look back at the answers to your questions in part 4.

Codys Agenda, Day 4

David Banner Debates Police Brutality

So I think what we should start doing is start recognizing those people

Share this Google Doc with Ms. Lin

2. Is this a formal news site?

PART II: David Banner on Essence Magazine

Part III: Make Predictions

10. Would the same speech he gave on Essence go viral?

Part IV: David Banner on CNN

Do you think this interview effective, given this context?

Would the interview from Essence be effective in this context, on CNN?

Would this interview from CNN be effective on Essence?

Explain the definition of code-switching and how Banner illustrates code-switching

Double-Sided Graphic Organizer: Side 1 Heading is Formal Register (Standard English)

a) Demonstrate use of Standard English, when appropriate (5, 6, 8).

feedback and a grade based on the

1. [8 min.] Bridge & Status of the Class:

KUDs 2.a-d, 8.d, 8.e, 9.a, 9.b, 9.c,

KUDs 8.a, 8.b, 8.d, 8.e, 9.a, 9.b,

Beginning Room Arrangement:

not standard in English.

Draft 1, Paper 2 turned in for a

understanding of unit concepts

KUDs 2.a, 2.b, 2.c, 2.d, 7.c, 8.d,

KUDs 2.a, 2.b, 2.c, 2.d, 7.c, 8.d,

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