lessonplan8_duksta

**Lesson 8**

Common Core Standards: CC.1.2.8.J Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. E08.B‐V.4.1.1 E08.B‐V.4.1.2

CC.1.4.8.F Demonstrate a grade‐ appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3 E08.D.1.1.4 E08.D.1.1.5 E08.D.1.1.6 E08.D.1.1.7 E08.D.1.1.8 E08.D.1.1.9 E08.D.1.1.10 E08.D.1.1.11 E08.D.1.2.1 E08.D.1.2.2 E08.D.1.2.3 E08.D.1.2.4 E08.D.1.2.5

**Purpose:** The purpose of this lesson will be to get students to start thinking about the entire setting as a whole in “Watership Down”. Every character’s strengths and weaknesses are heavily influenced by the environment that they grew up in. The whole setting contains many different environments and references to other animals, who also have their own means of surviving…often differing very much so from one another. The world that we live in is just like this. We all have come from different backgrounds and experiences. One of these is our language. How is our language/lexicon (word choices and sentence structure) different from one another? In the story, Hazel attempts to save a mole and the group befriends a seagull (keare)..Neither of who speak the same language as them (lapine) yet, they share the same home—nature, the outdoors. Although their language and backgrounds are different, how are they the same? In this lesson, I will introduce a grammar lesson through a descriptive point of view. (code switching). I will present a few dialects that are structured differently but are saying the same thing. Lesson Objectives: In order to develop a sense of linguistic awareness, students will be introduced to 3 different dialects and will be able to detect the major **structural**  differences within those sentences.

In order to apply this knowledge about linguistic awareness, student will (in groups) be given excerpts written in a specific dialect and will work together to come up with a list of ways it is different or similar to the dialect that they speak.

In order to apply linguistic variation to the novel, students will be asked to find a list of 7 specific examples from the book where they were introduced to a new word or form of lexicon and explain how each is important to understanding those who use it. (ex. What does it say about their culture? Their beliefs? Their means of living?) In order to make a connection between linguistic variation, students will be asked to write a mini ‘dictionary’ of words that they use among peers or family with an explanation as to why these words are important to them. Lesson Outline: 1.)     Students will watch the “13 English Accents” video, depicting a man who has the ability to rapidly change dialects within the same topic.  @http://www.youtube.com/watch?v=aP7thce5mPk    2.)   I will ask students, “How can this possibly relate to our novel?” 3.)  I will then explain how since last lesson we discussed how a person’s experiences can give them different traits, our language/dialect/word choices also tell a lot about us and the world we are a part of.        a.   Example: “Twerk” and “selfie” have been added to the OED. This is because these two words occur very often in our culture. What do they say about our culture? (students will respond in a group discussion)        <span style="font-family: Tahoma,sans-serif;">4.)   I will then explain that there are a lot of different characters in the story.(Hazel’s warren, the sandleford warren, cowslip’s warren, keare, the mole that hazel saves, etc.) Each character comes from a different background. They have different needs, means of surviving, and beliefs. How does language tie in with this? 5.) For example: Keare speaks broken lapine, and tends to speak in shorter phrases. Why do you think he [a seagull] may not need as many words in order to survive and to interact among others? How are his needs different than the rabbits, for example?      a. It is because he has fewer needs. The rabbits survive by moving on their feet, having to avoid enemies along the way, their only defense to bite, scratch or run. Keare can fly away, sees everything from above, whereas the rabbits can only see so far away. Keare also originates from the sea, so he does not need many words to describe things on land.       6.) I will briefly introduce Vernecular African English, a Southern Dialect, and a Pigeon language to students. a.) I will put one sentence of each on the board. As a class, we will discuss structurally how they are different.    I will explain to the class that although their structures are different, we are still able to retrieve meaning from each sentence.      b.)Grammatically, how is each different from ‘standard’ English? c.) Students will name what differences they observe. They are simply observing, and not attaching judgments to the structures of these sentences.     d.) The one that may stick out the most will probably stick out is the Pidgin language. I will explain that the words and phrases are short because some pidgin languages barter with other countries. The language must be able to be understood by many languages so that they are able to communicate with everyone that they buy and sell products from. (Again…just like keare’s words are choppy/broken…this language’s words are the same way. They are short on PURPOSE. It is not that its people are less intelligent by any means.) 7.) Students will be put into groups of 6, each of which will be given a specific dialect. The students will collectively make a list of ways in which this dialect differs from each of the students’ [in that group] dialect. (10 minutes)

8.) Students will be asked to cite 5 examples from the text in which a word is used that is not familiar to us, but is important to the user of that word. Students will write a brief explanation (1-2 sentences) about how that word reflects the culture of the character who uses it. (ex. What it represents about their beliefs, their ideals, and what’s important to them.)

9.) if time allows students will begin their take home assignment. This assignment will be to make a mini dictionary for people who were born in the 50+ years ago, who may not be familiar with some of that student’s lexicon. (Within conversations with their peers, on social media sites, etc.) with an explanation as to why this word has value in the world of the student. This assignment will be due in 2 class periods, and should contain at least 10 terms. It may be done as a powerpoint, prezi, poster, booklet or any other format the student can think of.