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 two fading dialect features and one enduring dialect feature. |

Materials/Media/Technology:

Computer

Projector

Fading Features PowerPoint presentation

Enduring Features PowerPoint presentation

Speakers to play the sound files in the PowerPoint presentation

Pencil and paper for student note-taking

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 Perfective Done. |Students will participate in class discussion and the teacher will write |

| |responses on the board. |

|Understand 3 major points about For-to infinitives. |Students will participate in class discussion and the teacher will write |

| |responses on the board. |

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

| |responses on the board. |

Procedures:

Introduction

1. Ask students to review what the previous two days’ lessons were about. Review the three fading features discussed in yesterday’s lesson, as well as the main points from lesson one, particularly the terms standard, vernacular, and dialect feature.

2. Explain to the students that today’s lesson will include two more dialect features that are fading, as well as one dialect feature that is enduring in the Appalachian dialect of today.

Instruction/Activities

1. Open the Fading Features PowerPoint (Fading features.pptx), and skip to slide 8 (the section on Perfective done).

Ask students how many ways they can think of to grammatically express the completion of an action. For example, how many ways can you express the completion of an action, such as doing the dishes? Example responses might be: I did the dishes. The dishes are done. I have done the dishes. I had washed the dishes. I will have washed the dishes tomorrow. In each of these sentences, the dishwashing has been completed, regardless of what tense the verb is in. Obviously, we have many ways of expressing this concept in English. The Perfect aspect in English is one way to do so.

2. Write student responses on the board.

3. Explain to the students that the Perfective aspect indicates the completion of an action, whether that action takes place in the past, present, or the future. A verb in this aspect also needs an auxiliary verb to go along with the main verb, such as “have” or “had.”

4. Ask students to come up with some sample sentences in the Perfective aspect. Write a few examples on the board.

5. Explain to the students that Perfective done is a dialect feature where “done” is the auxiliary verb that replaces the “have” or “had” that would be there in standard dialects.

6. Go through the Big Ideas on Perfective done on slide 8 of the Fading Features PowerPoint presentation.

7. Play the two language samples of this feature on slide 9 of the PowerPoint. Ask students if they know anyone who uses this feature in everyday speech.

8. Move onto the section of the PowerPoint on For-to Infinitives on slide 10.

9. Write this sentence on the board “Coming for to carry me home.”

10. Ask students if they have ever heard this phrase before. If so, where did it come from? For those students who have not heard it, explain that it is a lyric from the hymn “Swing Low, Sweet Chariot.”

11. Ask students if they think there is anything unusual about this sentence. Indicate that the “for to” part of the phrase may seem unusual to some of us, because you can remove the “for” without changing the meaning of the phrase.

12. Explain to the students that the key to understanding this sentence structure begins with understanding what infinitives are. Ask students if they can define infinitive.

13. For those students who don’t understand the term, explain that infinitives are the base forms of verbs, and they include the word “to.” Historically, the infinitive form of the verb was one word, not two. Many languages have the infinitive contained in one word today.

14. Ask students to provide a few verbs in their infinitive form. Ask students if they know of any infinitives in other languages, such as comer, which means “to eat” in Spanish.

15. Explain that in Appalachia, there is a dialect feature in which “for” is added before the infinitive form of a verb. This is called a For-to Infinitive.

16. Go through the three Big Ideas about For-to Infinitives on slide 10 of the PowerPoint presentation.

17. Play the sound files of this feature on slide 11 of the PowerPoint presentation.

18. Explain to the students that up until this point, each feature discussed was fading out of usage in Appalachia, meaning that it is used less frequently now than it was in the past. Explain that the final 5 features explored in the unit will be enduring or growing in usage, meaning that they will be a part of the Appalachian dialect in the future.

19. Open the Enduring Features PowerPoint presentation (Enduring features.pptx).

20. Explain to students that long phrases in English – whether they are spoken or written down – can become confusing. Write the following quote on the board: “The young Guatemalan guy, with his first job in the country, who hardly spoke a word of English, he came to me and said…” (quote taken from the TV show, The Office).

21. Point out to the students that the Noun Phrase in this sentence contains three smaller phrases. Sometimes the speaker will insert a pronoun before the verb to sum up all the previous phrases. For example, the “he” in “he came to me and said” serves to sum up the previous phrases and eliminate confusion. The pronoun that is inserted is called a pleonastic pronoun.

22. Ask the students if they can come up with some sentences using pleonastic pronouns. Write a couple of examples on the board.

23. Explain to students that plenty of speakers use pleonastic pronouns after long phrases, but some use it after shorter phrases. For example, imagine that the example sentence had said, “The young Guatemalan guy, he came to me and said…” Explain that the shorter the phrase before the pleonastic pronoun, the more vernacular it is considered to be.

24. Open the PowerPoint slide about Pleonastic Pronouns on slide 2 of the PowerPoint presentation.

25. Go through the main Big Ideas about Pleonastic Pronouns.

26. Play the sound file examples on slide 3 of the PowerPoint presentation

27. Ask students if they or someone they know uses this language feature, or if it is something that they have noticed in speech before.

Closure

Explain to the students that they have finished exploring Fading Features, and begun looking at Enduring Features. The next lesson will include a few more Enduring Features in Appalachian English.

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