Lesson plan - Study Island
|Reading Lesson: Appropriate Language |Grade Level: 7 |
|Lesson Summary: The teacher introduces the concept of formal and informal language, both of which depend upon intended audience and purpose. Students then rewrite |
|informal sentences using formal language. Students complete worksheets, selecting the one sentence out of four choices that is formal or informal. During |
|Independent Practice, they rewrite an informal speech using language for a formal situation. For a closing activity, students transform common informal expressions|
|into formal language. Advanced learners write and perform skits using formal language. Struggling learners fill in a table with formal or informal sentences |
|depending on the situation. |
|Lesson Objectives: |
| |
|The students will know… |
|that writing, language, and style must fit the intended audience and purpose of a paper. |
|specific vocabulary must sometimes be used for an intended purpose. |
| |
|The students will be able to… |
|use language and style appropriate to the audience and purpose. |
|use vocabulary that fits the knowledge of the audience and the purpose or topic of a paper. |
|Learning Styles Targeted: |
| |
| |
|Visual |
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|Auditory |
| |
|Kinesthetic/Tactile |
| |
|Pre-Assessment: |
|Remind students that we use specific written and spoken language depending upon the intended audience and the purpose (i.e., to inform or persuade). |
| |
|Ask students to brainstorm topics and audiences in which formal and informal language would be used. How do these two types of language differ? |
|Whole-Class Instruction* |
|Materials Needed: paper and pencils, Worksheet *, Jet Ski Speech*, index cards |
|Procedure: |
|Presentation |
|Emphasize how language changes under different circumstances. For example, in formal situations, such as when we talk to authorities or address an audience, we use|
|more reserved and ceremonial language than when we are in informal situations, such as talking with family and friends. |
| |
|Write short informal sentences we would use to speak to our peers. Examples could include: How’s it going? I’m always super hungry after gym class. The book we’re |
|reading in class is so cool! |
| |
|Ask students to rewrite the sentences using formal language. Volunteers can read their formal sentences. |
| |
|Guided Practice |
|Distribute the Activity Worksheets* containing 10 multiple-choice questions on formal and informal language. Students will select which of the 4 sentences for each|
|question are formal or informal as indicated on the sheet. |
| |
|Review each question after students have completed their worksheets. |
| |
|Independent Practice |
|Show the informal Jet Ski speech* using a projector or handouts. Ask students to rewrite the speech using language for a formal situation. |
| |
|Student volunteers can read their speeches to the class. |
| |
|Closing Activity |
|Have students write on an index card one appropriate informal expression they use and how they could rewrite those words using more appropriate formal words. Use |
|the index cards as exit slips. |
|Advanced Learner |
|Materials Needed: pencils and paper |
|Procedure: |
|Explain to students that they will be writing a skit using formal language for a specific situation. Have pairs of students brainstorm a situation for their skit, |
|such as a boss and employee, a teacher and student, a salesperson and customer, or a doctor and patient. |
| |
|After pairs of students write their skits, have them perform these short, dramatic sketches for the class. |
|Struggling Learner |
|Materials Needed: pencils and paper, ruler |
|Procedure: |
|Have students create a table with five rows for examples and three columns: the first column shows a situation and the second column tells the type of audience. |
|Students write an informal or formal sentence in the third column. |
| |
|Start students off by providing an example, such as: referee makes a bad call during a softball game/informal audience/”Hey, ref, she was safe by a mile!” |
| |
|After students have written five examples that they can share with the class. |
*see supplemental resources
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