LESSON PLAN FORMAT



LESSON PLAN FORMAT

West Virginia University Teacher Education

|Teacher:__________________________ |School/Center:________________________________ |

|Grade Level/Age: _____________ |Time of Day: ___________________________ |Date:_____________ |

|Subject:_____________________ |Signature for Approval: _______________________________________ |

|Learning Focus: Students will explore 3 enduring Appalachian dialect features. |

Materials/Media/Technology:

Computer

Projector

Enduring Features PowerPoint presentation

Pencil and paper for student note-taking

Speakers to play the sound files in the PowerPoint presentation

Consonant Cluster activity sheet

Chalkboard or Whiteboard

Prerequisites:

Students should have a strong understanding of the terms from the previous lessons: dialect, dialect feature, standard, vernacular, fading.

Learner Differences: (Without identifying individuals, what learning differences - including special needs and diversity - are present in this class?)

State Standards & Objectives:

CSOs for Language & Dialect Unit:

Listening, Speaking, and Media Literacy

• 6th: RLA 0.6.3.01, 0.6.3.03

• 7th: RLA 0.7.3.01, 0.7.3.04

• 8th: RLA 0.8.3.01, 0.8.3.03, 0.8.3.05

• 9th: RLA 0.9.3.04, 0.9.3.05

• 10th: RLA 0.10.3.03, 0.10.3.05

• 11th: RLA 0.11.3.1, 0.11.3.03

• 12th: RLA 0.12.3.03, 0.12.3.04

|Objectives: |Assessment: |

|The students will: |The students will: |

|Understand 3 major points about Quotative Like. |Students will participate in class discussion and the teacher will write |

| |responses on the board. |

|Understand 3 major points about Consonant Cluster Reduction. |Students will participate in class discussion and the teacher will write |

| |responses on the board. |

|Understand 3 major points about Vowel Mergers. |Students will participate in class discussion and the teacher will write |

| |responses on the board. |

Procedures:

Introduction

1. Review the major points of the previous lessons, and discuss the highlights about yesterday’s enduring feature, Pleonastic Pronouns.

2. Explain to students that today’s lesson will include three more enduring Appalachian dialect features.

Instruction/Activities

1. Open the Enduring Features PowerPoint presentation (Enduring features.pptx) to slide 4, the section on Quotative like.

2. Ask students to brainstorm how many ways (or grammatical contexts) the word “like” can be used. Write some examples on the board. Some responses might include like as a verbal filler (I was, like, so tired), like as a verb, like as a proposition, adverb, or adjective, and like to set off a quote (I was like “what’s up?”).

3. Explain to students that there is a distinct difference between Quotative like (used to set off a quote) and discourse like (like as a verbal filler). Ask students to come up with a few sentences that are examples of each.

4. Ask the students to share their opinions about whether this feature is more vernacular or more standard.

5. Go through the Bid Ideas about Quotative like on slide 4 of the PowerPoint presentation.

6. Play the sound file examples on slide 5 of the PowerPoint presentation.

7. Continue on to the Consonant Cluster Reduction portion of the PowerPoint on slide 6.

8. Pass out copies of the Consonant Cluster Activity sheet.

9. Read the directions aloud, and explain to the students that this activity focuses on word-final consonant clusters, such as the st in past or the ld sound in filled.

10. Ask the students to circle the consonant clusters in the passage on the activity sheet.

11. After they have finished, play the recording of the passage that is embedded on slide 7 of the PowerPoint Presentation.

12. As they listen, ask the students to decide which clusters are pronounced as clusters, and which are just spelled like clusters. For example, the word would has an ld cluster in the spelling, but the l is never actually pronounced. This exercise should get the students thinking about how spelling differs greatly from pronunciation.

13. Ask the students to listen to the sound file one last time. This time, they should make a judgment about which consonant clusters are reduced and which are fully articulated. For example, does the speaker say Wes’ Virginia or do they articulate the full West Virginia?

14. Next, go through the Big Ideas about Consonant Cluster reduction back on slide 6 of the PowerPoint presentation.

15. Play the two sound file examples on slide 8 of the PowerPoint presentation to give student additional examples of this feature.

16. Continue on to the Vowel Mergers portion of the PowerPoint presentation on slide 9.

17. Ask a couple of the students to read through the word lists on slide 9, from left to right. Do they pronounce the words the same or differently? Are there two distinct vowels or just one per row? Explain that if they pronounce the pairs of words the same, they have the vowel merger in their speech.

18. Go through the Big Ideas about Vowel Mergers on slide 10 of the PowerPoint presentation.

19. Let students listen to the sound file examples on slide 11 of the PowerPoint presentation.

20. Show students the dialect map on slide 12. Explain where each of the vowels is predominant in the US.

Closure

Remind students that each of these dialect features have been enduring or growing in frequency in the Appalachian dialect. The next lesson will include one more enduring features and some thoughts to wrap up the mini-unit.

Self-reflection questions: (Complete after you teach this lesson.)

• Based on your reflection on the attached student assessment data, what do you think the students learned during your lesson, and how do you know?

• What would you do differently the next time you teach this lesson and why?

• What went well during this lesson, and how do you know?

• Describe the feedback you received from your host teacher or any follow-up you had to this lesson.

• Summarize what you learned about teaching (for example, about differentiating instruction, integrating technology, establishing the appropriate classroom climate, and the value of data-based decision-making).

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