Digital Unit Plan Template

Unit Title: Dialect Name: Tyler Hansen

Content Area: English Language Arts Grade Level: 9
CA Content Standard(s)/Common Core Standard(s):
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly
from a range of strategies.
CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word
or phrase.
CCSS.ELA-LITERACY.L.9-10.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, or its etymology.
CCSS.ELA-LITERACY.L.9-10.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Big Ideas/Unit Goals:
Big Ideas:
1. What specific word choices change a sentence from one dialect to another? (ex: the use of slang)
2. How does language give the reader information about setting and tone without the author explicitly stating it?
3. What words or phrases change meaning based on the dialect being used, therefore changing the meaning of the sentence and the author’s message
as a whole?
4. What are the benefits of using a nonstandard dialect within a narrative?

Student Learning Objectives:

1. Students will be able to read and summarize passages from novels written in nonstandard English dialects.
2. Students will understand the basic differences between Shakespearean and modern English, as well as how those differences create difficulties in
comprehension.
3. Students will understand the usage of the same words and phrases within the same language but different dialects and how context changes their
meanings.
4. Students will be able to effectively analyze passages written in a different dialect and write critically about both the language and the narrative
(more than just summarization).
Unit Summary:
This unit will take students through steps involving reading, translating, summarizing, and analyzing texts written in different English dialects from
what we're used to in modern society by using Shakespearean English. Specifically, we will be using William Shakespeare’s Romeo and Juliet as a
means of analyzing differences between the dialects as well as providing students practice in understanding a form of writing they’re unfamiliar with.
Students will then take their translated text and summarize its main points in their own words in the hopes that, by the end of the unit, they will be able
to read and summarize directly without needing to translate first. Many of the assignments provided will related to Shakespeare specifically, however
there will be some additional instruction related to the students’ personal preferred dialect in an attempt to emphasize the importance and uniqueness
of dialects within the English language. By the end of the unit, students should be able to effectively read and comprehend Shakespearean language,
and have the tools available to them as well as the ability to use those tools necessary should they come across words or phrases they do not
understand. Additionally, students will have the opportunity to write a narrative using a combination of their own dialect as well as standard English
so they can demonstrate what they’ve learned in a more modern way.
Assessment Plan:
Entry-Level: Formative: Summative:
Dialects Unit Initial Survey: Shakespearean Terms Flashcards: Romeo and Juliet Scene Recreation Project:
Students will begin the unit by taking a brief Students will be making flashcards and utilizing Students will work in small groups of 2-4,
survey that initially gauges their familiarity with them throughout the unit to keep up with new choose a scene from the play, and complete
Shakespearean literature and what preconceived words and phrases in the Shakespearean dialect multiple tasks revolving around translating the
struggles they have associated with it. The they may be unfamiliar with, and quizzes can be dialect of the scene properly into modern
survey then tests the students on a passage given as well based on that relevant vocabulary. English in a way that demonstrates their
from Romeo and Juliet to see how they well Any new words students come across in their understanding of the language being used as
they understand the text to begin with. Finally, individual reading they don’t understand will be
students are asked to define "code-switching" to told to me, and then announced to the rest of the
see both how widespread the term has become class.
as well as gauge their initial knowledge of
dialect specific language. Dialect Journal Entries:
Journal entries will frequently be completed at
the beginning of class and collected periodically
throughout the unit to gauge students' progress
as well as their thoughts on the assignments
overall.
Scene Summaries:
Multiple scene summaries will be given in
accompaniment with each assigned reading that
ask students to translate and summarize
passages from Romeo and Juliet, giving them
practice interpreting the play's elements in
modern language.
Compare and Contrast Vocabulary:
Compare and Contrast tables will be used for
words that may be confusing to students
because of their prevalence in both
Shakespearean dialects as well as modern
English despite potentially having multiple
meanings. Students can add words to these
tables as they read, and their work can be
checked to assess how often they're noticing
similarities and differences between word
usage/definitions.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): Students will be lectured on the basic differences between Shakespearean dialect and our
-. Students will The guided notes students own, including different forms of “you” than we are used to, other commonly used word
understand the basic will be required to forms, unfamiliar vocabulary words, and restrictions Shakespeare had to operate under
differences between complete during the
well as the main points of the scene. Students
will then perform the scene using their
translated dialogue. Analysis of word choice,
tone, and overall significance will be necessary
for a full understanding of how the scene should
be depicted.
Dialect Essay:
This assignment asks students to write a 3-4
page narrative while code-switching between at
least two different dialects, with one of them
being modern English, to tell story about their
alternate chosen dialect and its significance to
their life. This is to demonstrate the students'
understanding of the differences between
dialects within the same language and the
different meanings words within that language
can project depending on the dialectical context.
It also allows the students to escape from the
confines of Shakespearean English and be
creative within their own comfort zone while
still taking what they learned from our analysis
of Shakespeare.
Shakespearean and lecture will serve as a because of his lack of commonly used words today (“do,’ “did,” and “don’t”) as well as his
modern English, as well summative assessment use of iambic pentameter.
as how those differences for this lecture’s
create difficulties in information specifically. Through their guided notes, students will be forced to demonstrate their understanding of the
comprehension. subject by providing their own examples to go along with the differences between
Formative assessments Shakespeare’s and our English, as well as their understanding of what iambic pentameter is.
- Students will understand that will demonstrate
the usage of the same learning from this lecture Students are also asked through their guided notes to think critically about how the lack of
words and phrases within in other activities include certain words we have today and the use of iambic pentameter might cause difficulties in
the same language but the Shakespearean Terms comprehension when it comes to reading Shakespeare.
different dialects and how Flashcards and Compare
context changes their and Contrast Vocabulary.
meanings.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Acceptable Evidence: Lesson Activities:
Objective: The Webercise itself will Students will first be directed to a website filled with modern British slang terms that they
- Students will be able to be collected and graded as will have to read through to then pick out five words they’re familiar with, although only
read and summarize a formative assessment familiar because of a different definition, then give the alternate (the one the students are
passages from novels for the student’s familiar with) definition for the word. This will demonstrate the diversity in meaning present
written in nonstandard development. within the same words through different dialects.
English dialects.
The Dialect Journals and Students are then directed to a quiz through the NY Times that will show them where in the
- Students will understand Scene Summaries will United States their own personal dialect is most related to, showing them how their language
the usage of the same serve as more formative (even though it’s still English) is different based on their personal lives.
words and phrases within assessments as to how the
different dialects and how student is progressing Students will then go onto a website that not only provides Romeo and Juliet for free, but
context changes their through their ability to also accompanies the passages with translations and alternate definitions for potentially
meanings. understand and unfamiliar words the students may come across. Students will have to choose some of the
summarize Romeo and provided translated words and come up with definitions of their own, and then translate a
Juliet. brief passage from the prologue using modern English.

The Dialect Essay Continuing on with Romeo and Juliet, students will be directed to a specific scene within the
students complete at the play and then asked to translate specific passages that I’ve pre-selected.
end of the unit will serve
as a summative
 assessment for much of Lastly, students will read an article about English in Texas and the affect Texas’ close
the personal dialect proximity to Mexico has had on the dialect native to the state then answer questions
obtained through this demonstrating their understanding.
assignment.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: The Graphic Organizer Students will, individually, choose and read a scene from William Shakespeare's Romeo and
- Students will understand will be collected and Juliet. Then, they will choose 8-10 selections of 1-3 sentences each (but no more than 10
the usage of the same graded to demonstrate lines each) that they believe are most important to moving forward the plot of the scene or
words and phrases within how the student is play as a whole and record each of the selections within the "Quotations" boxes of the
the same language but progressing in their graphic organizer. They will make sure to list the speaker along with each quotation as
different dialects and how understanding of demonstrated in the example. Next, students will translate their chosen quotations into
context changes their significant lines from modern English while still keeping the core message of each selection. Finally, they will
meanings. Romeo and Juliet as well write a brief explanation of the significance of each chosen quotation's meaning to the plot.
as their ability to translate This is meant to explain both why they chose the selection and what impact it has on the
- Students will be able to Shakespearean dialect scene or play as a whole's plot.
read and summarize into modern English.
passages from novels
written in nonstandard Students will be able to
English dialects. take the passages they
analyze into their Romeo
- Students will be able to and Juliet Scene
effectively analyze Recreation Project if they
passages written in a wish, but the skills they
different dialect and write learn will be tested
critically about both the regardless through that
language and the project as a summative
narrative (more than just assessment.
summarization).

Unit Resources:
The Atlantic: Mapping How Americans Talk https://www.youtube.com/watch?v=4HLYe31MBrg
How to Read Shakespeare https://www.youtube.com/watch?v=MVZFt2ST0OA
North Central Dialect Huck Finn Examples https://www.youtube.com/watch?v=DbUv8F5Jls0
Between the Lines: What is Code Switching? https://www.youtube.com/watch?v=QNbdn0yuUw8
Links used while creating the Teacher Lecture:
http://unenlightenedenglish.com/2009/07/thou-thee-thy-thine-ye-shakespearean-english/
https://www.thoughtco.com/understand-shakespeare-words-2985145
https://www.grammarly.com/blog/15-words-invented-by-shakespeare/
https://www.bard.org/study-guides/vocabulary-romeo-and-juliet
http://reference.yourdictionary.com/translation/shakespeare-translator.html

Useful Websites:
Dialect Map of American English: A map depicting the differences in language across the United States with examples.
Variations of English by Aston University: An article with explanations of what a dialect is, how English changes, and the differences in English
varieties.
Writing Power: A blog dedicated to improving writing that explains how to effectively summarize a text.
Learning English: An article explaining six differences between American and British English.
Oxford English Dictionary: An overview of Early Modern English (Shakespearean English).
Dictionary: An easy way to look up the meanings of difficult words.