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Sam Fernandes
ENGL 3001
Final Project
Professor Stockburger
11/15/15

Lesson Plan- The changes of language

Grade:
Fifth
Academic Core Standards:
5-LS1-1
Write opinion pieces on topics or texts,

supporting a point of view with reasons and information.

5-PS3-1, 5-LS2-1
Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when appropriate to
enhance the development of main ideas or themes.
5-PS1-2, 5-PS1-3, 5-PS1-4
Conduct short research projects that use
several sources to build knowledge through investigation of
different aspects of a topic.
Recall relevant information from experiences or
gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work,
and provide a list of sources
Prior Learning
The students should be aware of the scientific method and
the proper way to use it, along with being comfortable in collecting their
own research.
Unit of Study
The unit of study will be linguistics with an integration of
scientific method, research, art, and writing.
Academic Learning Outcomes
The students will (TSW) be able to conduct their own
scientific research on the topic of linguistics. TSW be able to use their
growing social skills to conduct interviews amongst their peers, siblings,
parents, grandparents, etc. in order to identify the changes in language,
particularly slang. TSW will also be able to conduct graphs, well-written
papers on their research, Powerpoint, etc. to present their findings.
Implementation of Lesson
The teacher will (TTW) introduce herself to the class. Then,
TTW ask the students to recount on their previous knowledge of the

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scientific method. The teacher and the class will discuss each step of the
method as the teacher has a powerpoint in the background going over
each step. Then, TTW present a hypothesis to the class: I believe that
over time, language changes. TTW then ask the class to tell her what she
just presented- a theory or hypothesis. Then, TTW ask the students to
discuss their hypothesis about language. Does it change? Does it stay the
same? Why? How? TTW have the students present their thoughts to the
class after a discussion. Then, TTW pass out a notebook to each student.
TTW tell the students that this is their scientific method notebook. This
notebook is where they will keep all of their recordings as they complete
their research. TTW explain the project to the students: for this project,
TSW interview people from different age groups in order to find how
languague, specifically slang, changes. TSW interview their peers (at least
3), an older sibling or schoolmate (at least 3, 3+ years older than the
student) and their parents, guardians, grandparents, etc. In the journal, the
students will state their hypothesis and then gradually, over a period of 1
week, gather their evidence. After this first week, there will be a class
check-in. During this check-in, TSW be able to ask questions and receive
help and discuss their progress with their peers. Also, during this time,
TTW present their own project to as to show the students expecations and
an active example of the project. Then, TSW have one additional week to
conduct a presentation to show their evidence and make clear whether or
not it supports or rejects their hypothesis. The students can make an art
project, a Powerpoint, graphs, a song, etc. to present.
Closure
After the projects have been completed, TTW lead the
students in a discussion about their findings and the scientific method.
TTW ask the students if they expected the results they found and what
specific parts of the lesson they enjoyed/had trouble with. Then, TTW
present the data collected from all of the students to end the lesson. TTW
also engage the students in a conversation about how their ideas of
language have changed from this project.
Assessment
By having presentations for each student to present, TTW be
able to identify who fully grasped the concept of the scientific method and
how to conduct their own research. TTW also be able to read and analyze
the journals handed out to class to see the way in which the students
progressed through the lesson and if there were any blantant struggles or
excels. By leading the class in a group discussion recapping the lesson,
TTW also be able to hear from the students about any of their strengths,
weaknesses, or questions they encountered through the project.

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