UH Lesson Plan Template

Note: Instructional suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.

First and Last Name Nathan Tamborello

Lesson Overview
Lesson Title Cash Me Ousside, Romeo
Lesson Description In this lesson, students will read aloud passages of Romeo & Juliet Slang Version to the class.
Students will break into groups of 2-5 students. Groups will nominate one word from the text they
found confusing to learn more about. We will also discuss the ways in which slang shapes our
culture and the role it plays in language.
Unit Title Vocabulary Self-Collection
Real world Relate directly to most of their own vocabulary and help them understand text better by using
applications/ words they are familiar with; will help students find new words to replace some slang words
connections potentially.
Content Area E1.1B – Analyze textual context; E1.1E – Use a dictionary to determine or confirm the meanings of
Standards words or phrases; E1.26A – Participate productively in teams.
Alignment
Technology E1.1E – Use an online dictionary to determine or confirm the meanings of words or phrases
Standards
Alignment
Objectives Include all objectives for student learning, written in proper, measurable objective format.

Grade Level English/ Language Arts Grade 9

Estimated Time
Needed for this One 45 minute class period
Lesson

Resources/Materials/Tools

Terms/Vocabulary Dependent upon their self-collection

One resource needed for this lesson are the Chromebooks that the students carry around for
each class. In their classroom Google Drive, students have the slang version of the play to
access.

Technology Students may need to access their cell-phones to jog their memory about a recent text
resources conversation for the warm-up. Most students, upon entering the classroom, already have their
(hardware, phones out so this is a great way to get them engaged and at the end of the warm up I can
software, websites, make sure every phone goes away.
Technology-
Enhanced Lesson Students will also use websites like Urban Dictionary & Internet Slang Translator to access slang
Supports), and versions of their word in order to discuss derivatives, etymology, and meanings. This might need to
rationale for why be adjusted to just me accessing it on my phone as the website may or may not be restricted.
each is vital for
instruction:
Students will access their online dictionary in order to view the dictionary definition of their slang
words if they exist.
 Lesson Procedures
Resource
Stage of Lesson Step-by-Step Lesson Sequence Lesson Management
Management
This template is built A step-by-step description of the scope and Describe how each Cite specifically
on the traditional sequence of lesson activities, with estimated time on stage of the lesson will what resources
“Madeline Hunter” task noted in parentheses for each step. In other be managed, for this activity
type of lesson words, completely describe the flow of the lesson, including role of (non-technology
structure. The the content to be presented, and the strategies to teacher and learners and technology)
format can also be be used. The more detailed you make this (who is doing what at will be used, and
used with 5 E . . . or description, the more likelihood you will anticipate each point), location describe in
another lesson plan any challenges or teachable moments that might (e.g., classroom, detail how they
scheme . . .this is occur. Include actual words you will use and computer lab, will be used.
where you can questions you will ask students. Consider items such outside), and any Note who will be
customize to fit your as: parts of the lesson that might be difficult, and special using the tool
purpose. how you will know whether you can go on; how to considerations, such and in what
ensure that students completely understand as for differentiated ways. Note any
directions before releasing them to work instruction. safety
independently; and what students will do if they finish considerations
their work early. needed.

Focus/ Teacher will walk Cell Phone-

Have students quickly jot down a recent text
Anticipatory Set around in order to students will
conversation they had with a friend. Students can
(motivational hook) facilitate which access their
access their phones briefly to get the actual word
choice down correctly. Nominate a few students to student will read phone to find an
read their selections out loud and ask if they think aloud. Students appropriate text
there are any words they used that an adult might be should use their conversation
confused about. This may have to be monitored for phones to find text
appropriateness. Ask students if they would use these conversations. This
types of words in a conversation with an adult or will take place in the
teacher. Ask students if they think most of the words classroom.
they used could be found in a dictionary. This will
take approximately 10 minutes.

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 Content Input Teacher will facilitate Online
This lesson will utilize the Vocabulary Self-Collection
(could include the reading of the Dictionary &
Strategy. Students break into groups of 2-5 people.
content outline, Slang Shakespeare Online Slang
Students have designated roles to read aloud in
presentation and make sure Dictionary- will
Shakespeare Slang. Students will read the Act they
format, questioning, groups pick one word allow children to
ended class on last time. During the reading,
modeling, from the text to access research
students will jot down words, whether slang or not,
examples) present to the class. on their word, its
that are confusing to them. At the end of the reading,
the teacher asks students (who are in teams) to Teacher will ask change over
nominate one word that they would like to learn questions and expect time, the
more about. The teacher also nominates a word. lecture style-answers etymology of
Teacher presents their word to the class (this will be from the students. the word, and
different for every class as every class is at a different (Lots of possible other
stage of the play) and models 3 questions that input/discussion, meanings.
students will answer about their chosen words: don’t limit it to one
hand being raised.)
- Where is the word found in the text? Teacher will walk
around as group does
- What do the team members think the word means? research and make
- Why did the team think the class should learn the sure the group is
word? staying on task and
that every member of
During each group presentation, the teacher will the group is helping
facilitate discussion, writes the nominated words on to answer one of the
the board and their meanings, and invites class questions. At the
members to contribute additional clarification for the end, the teacher will
words. facilitate as students
present their findings
This first section will last appx. 20 mins.
to the rest of the
class.
The teacher then asks the following in a call-and-
response format:
- What makes a word “dictionary worthy”?
-Why isn’t slang normally in this category?
- How does language -specifically slang- reflect
culture?
Tell student groups that they will be using their
internet sources to investigate their chosen slang
word. Student groups will divide material and
investigate the following about their word:
- Part of speech
- definition of the word and all related denotations
- the word’s etymology and how the word has
changed over time
- connotations of the word
-use of the word in context and examples in pop
culture (songs, movies, magazines)

For example, a student investigating the word “crib”

would include all meanings include Shakespeare’s
original meaning, the synonym for “plagiarize,” the
agricultural use and the baby cot. They would also
make reference to the MTV series “Cribs”. Students
would then show the class their work near the end of
the lesson with a visual device such as a word tree,
sketch, or timeline of the word.

This last part will last approximately 10 minutes.

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 Guided Practice
Since this is a group effort and is guided by the
(identify students instructor throughout, I didn’t identify any one student
who failed to who didn’t understand the material - especially since
master lesson the group is only responsible for one word.
objectives)

Independent The teacher will N/A

I think the independent practice for this lesson Is built
Practice facilitate discussion as
into the content - vis-à-vis, when students break into
(vertical expansions the students present
their small groups and make their visual chart out of
of lessons; re- their visualizations of
their chosen word. This is the first lesson plan I’ve ever
teaching and their chosen word.
made so I’m so sorry if portions of this are jumbled.
enrichment) Student groups will
show their
visualization and
explain it to the rest of
the class.

Closure The teacher will ask the students to Individually use Teacher will introduce Online dictionary
their research from school at home to create a the at-home lesson to to help facilitate
paragraph-length dictionary definition of their word the class and it is up their research
Definitions should include the part of speech, to the students to
etymology, definitions, and a sentence with the word finish and bring in their
in its various contexts and synonyms. paragraph to the next
lesson.

[add or delete rows

as needed]

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 Potential Challenges/Plan B
I forsee this lesson possibly going over the time limits that I have set. Therefore, we can utilize the first half of the
instruction to be the entire lesson if need be. This is really 2 lessons built into one, and I designed it that way because I
thought students would enjoy the group work, and this instruction is more easily done in the group setting.

Assessment
This is a group assessment. Groups will be judged on how well they work together, how they utilize time management,
and the thoroughness of their visual representation.

Notes and Credits*

Lee, T., & Shakespeare, W. (2008). Romeo & Juliet in Urban Slang. New York: Urban Youth Press.

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