Lesson Plan
Lesson Title: What do we use language for?
Author : Elena Smith
Grade: 5
Learning Objective: Content: In the study of the basics of linguistics students will examine the nature
of “language” and demonstrate their learning by defining “language” using a verbal definition of their
own or a picture/chart presentation. Language: : Students will take notes in writing using conventions of
standard English.
Curriculum connection: This lesson is an introductory lesson for the students in the “Linguistic
Awareness” class. It is designed for the ELL students, therefore it is aligned with WIDA standards, MLRs,
and CCSS. MLR, Parameters of Essential Instruction:
D1 Students will act as responsible and involved citizens who demonstrate global awareness.
MLR, ELA, Mechanics:
D2: Students apply the rules of capitalization, punctuation, and spelling to communicate.
Along with promoting analytical thinking skills, applying ideas across disciplines, and choosing words and
phrases to convey ideas precisely, this lesson is meant to get students authentically interested in the
field of linguistics.
Knowledge of Students: The students are ELLs, whose composite ACCESS score is in the early “4 –
Expanding”. These students are ready to sequence use of materials and resources needed to complete
tasks based on realia, oral directions, and written text. They are ready to clarify information by restating
or rephrasing ideas. They can compare/contrast personal experiences those illustrated in text. They can
explain the usefulness or importance of such abstract notions as for example “language”.
Assessment: Personal communication will be used to monitor students’ progress throughout the lesson.
Constructed response will indicate students’ understanding of the concept of language. The assessment
will be differentiated in terms of product: students can demonstrate their understanding of the term
“language” either in writing or by means of creating a picture or a chart. Students will use rules of
capitalization, punctuation, and spelling while doing so.
Instructional strategies: KWL chart (to activate students’ interest, uncover misconceptions, and
summarize learning), Web Quest (to collect information on linguistic diversity of the world) , “Say” it
with a card (to demonstrate the power of sign language as a means of communication).
Lesson Procedure: (with frames)
1) KWL chart “What is language?” The first two columns -10 min
Students will be prompted to ponder on what “language” means to them, what they know
about it, what they do not know, and what they would like to find out. The provocative nature
of this exercise will help students to start thinking about the language that they have taken for
granted before. Posing questions and identifying areas of concern will push students to question
the habitual and the obvious.
2) Exploring Sorosoro website and answering questions - 15 min
The use of interactive technology will allow students to obtain their own answers thus making
learning hands-on. Locating the places in the world where their native languages are spoken
(the website has an easy tool for it) will make a nice connection to students lives and validate
the importance of linguistic diversity.
3) Using “Say” it with a Card game to establish the idea of different language varieties and
methods of communication – 10 min
An activity with sign language manipulatives will allow students to understand that
communication systems come in multiple shapes and forms. Active engagement will reinforce
understanding.
4) Defining language and filling out the third column of the KWL chart – 10 min.
Students will summarize their learning and demonstrate it in the way they find the most
suitable: oral response, written definition, picture, chart.
Materials, Equipment: See below
Other adults in the room: None
Lesson Reflections:
Linguistic Awareness class , Students’ Hand - Out Lesson #1 and #2
Date:
Essential question: What do we use language for?
Objective: Think deeply about the nature of language.
1) Fill out the first two columns of the KWL Chart “What is language?”
Know
Want to know
2. Explore Sorosoro website. Language Planisphere.
http://www.sorosoro.org/en/language-planisphere
Answer the following questions:
Learned
How many languages are there in the world?
What is a language family?
Using the search engine on the Sorosoro webpage locate the places in the world that the languages that
you know are spoken.
3. Use the cards provided to “say”:
1. Please, be on time!
2. Do not let anyone know that I am sleepy!
3. It is time to go to bed!
Discussion: Based on the “card” game answer the following questions:
What kind of language do the cards use? Do we need to know what each sign stands for to understand
the message? What helps people to communicate? Why do people need to communicate?
Add your findings into the third column of the KWL chart. Read the essential question for the lesson. Can
you answer it now? Define “language”( use a definition of your own, a picture, a graph… any way you
understand language!)
Task:
Think deeply about language. Create a poster page about language.
Use your knowledge of the ways people communicate to come up with
your own DEFINITION of language.
LANGUAGE is…………………………………………………………………………………
Use words, pictures, and symbols to make your DEFINITION clear. Use
the information from your class notes to make your poster interesting
to people who do not know as much about language as you do!
Self- assess your work using the rubric below. Use boxes to comment .
Poor
My
definition
shows my
knowledge
of what
language is
My pictures
support my
definition
I used
additional
information
to make my
poster
informative
My poster
looks
attractive
I spell words
correctly
O.K
Good
Excellent
Peer Assessment Assignment
Critics’ Feedback
Task: Study in detail 3 of your fellow students’ language posters.
Offer your fellow students a compliment on the work they did. Be
specific.
Make a suggestion. Be detailed and use the rubric as a guide.
SUGGESTIONS
COMPLIMENTS
Lesson Plan
Lesson Title: Learning to think like a linguist: uncovering linguistic patterns.
Author : Elena Smith
Grade: 5
Learning Objective: Content: In the study of the basics of linguistics students will analyze and apply
word formation principles and demonstrate their learning by defining the derivational meanings of the
related words. Language: Students will recognize derivatives.
Curriculum connection: This lesson is meant to promote the linguistic awareness among students.
Understanding the derivational nature of the related words and learning how to infer meaning using the
knowledge of roots are among the “pillars” of linguistics. Seeing patterns in language is one of the most
important skills a person willing to understand language as a SYSTEM can hope to achieve. This lesson is
connected to MLR, Parameters of Essential Instruction, C2:
Students will act as creative and practical problem solvers who identify patterns, trends, and
relationships that apply to solutions.
MLR, ELA, Interconnected elements, Comprehension and vocabulary.
Students develop vocabulary using knowledge of word parts and relationships among words.
Knowledge of Students: The students are ELLs who are not familiar with the notion of “roots”, therefore
I will scaffold their learning by offering them a picture of a word tree, where the related words are the
branches of the tree, and the students will be challenged to figure out what lies at the root of the tree.
Using a constructivist approach will allow the students to make their own path to understanding
morphemic analysis.
Assessment:
I will use personal communication to assess students’ understanding of correlation between the words
“linguistic” and “language”.
A short constructed response assignment will target students’ understanding of the benefits of
multilingualism.
I will assess students’ understanding of the morphemic analysis through a “Word Tree” constructed oral
response task.
A “Quizlet” word quiz will be used to assess students’ knowledge of the “communication” related words.
Instructional strategies:
Mad Lib (sentence starter support), “Word Tree” graphic organizer, Quizlet, Word Storming
Lesson Procedure: (with frames)
1) Mad lib on linguistics and the advantages of being multilingual - 10 min
This exercise will help students to internalize the term “linguistics” and see how it is related to
the word “language”. Additionally, this exercise will help the students to anchor their positive
attitude towards multilingualism.
2) “Word tree” graphic organizer will help the students to track the root of the related words.
Students will underline the root of the derivatives and attempt to guess the meaning of the
related words. – 10 min
3) Students will work on Quizlet to see if their predictions were right or wrong. Once they
internalize the words, they will check their knowledge of the derivatives using the word quizzes. 20 min
4) Students will orally summarize their understanding of the morphemic patterns: related words
have similar meanings. They will do so by answering the question: How can my knowledge of
roots help me guess the meanings of the unknown words?
Materials, Equipment: See below
Other adults in the room: None
Lesson Reflections:
Linguistic awareness class, Students’ Hand-Out Lesson #3
Date:
Essential question: How can my knowledge of roots help me guess the meanings of the unknown words?
Objective: Define new words using my knowledge of the roots.
1. Refresh in your mind your definition of “language” and think of what “linguistics” might mean.
Are you a linguist?
2. Fill out the following mad lib.
Linguistics reminds me of the word __________________________________,
therefore it must be a study of_______________________.
If linguistics is a study of ____________________ , and I happen to speak_________________
and______________________, therefore I am a _____________________________.
Being a _________________________ has its advantages:
I can______________________
I can______________________
I can ______________________
3. Using the “Word Tree” organizer track the root of the related words. What do you think are the
meanings of these words? Guess!
4. Use “Quizlet” to check your predictions and to learn the words. When you feel that you are
confident about the meanings of the words – test your knowledge using “Test” button.
http://quizlet.com/4636150/communication-2-flash-cards/
http://quizlet.com/4527922/communication-flash-cards/
Flashcards: Communication
?
Term First
?
Both Sides
Communicate
exchange meaning
Click to flip
1/5
Learn
Study:
Test
Scatter
Play Games:
Space Race
Voice Race
beta
5. Summarize your understanding answering the following question: How can my knowledge of
roots help me guess the meanings of the unknown words?
Lesson Plan
Lesson Title: My personal communication goals
Author : Elena Smith
Grade: 5
Learning Objective: In the study of the basics of linguistics students will analyze their linguistic
strengths and weakness and demonstrate their learning my setting personal communication goals in the
areas of speaking, listening, writing, and reading.
Curriculum connection: Content: This lesson is the goal setting lesson for the students in the “Linguistic
Awareness” class. Students will set personal communication goals in order to refer to them throughout
the course. Language: Students will use writing process in goal crafting.
This lesson is connected to MLR, Parameters of Essential Instruction:B1
Students will act as self-directed and life-long learners who apply knowledge to set goals and make
informed decisions.
MLR, ELA, Interconnected elements: B1
Students use a writing process: they pre-write using graphic organizers or other structures to organize
their ideas.
Knowledge of students: All students will set personal goals which will be individually tailored to their
needs.
Assessment: Personal communication will be used to monitor students’ self-examination of their writing
samples.
Constructed response: Students will examine their communication patterns and demonstrate their
understanding of personal strengths and weaknesses by setting 4 personal goals.
Instructional strategies: Prior work analysis, Peer feedback analysis.
Lesson Procedure: (with frames)
1. Students will analyze their self-assessment rubric of “What is language?” and name their areas
of concerns and personal strengths and achievements - 5 min
2. Students will analyze their peer-assessment “Critics’ Feedback” and name their strengths and
weakness. -5 min
3. Students will analyze a sample of their writing and set writing improvement personal goals. -5
min
4. Students will watch an excerpt of a video taped lesson and decide what their conversational and
auditory strengths and weaknesses are. -5 min
5. Goals Graphic Organizer – 25 min
Setting positive goals will empower students and help them to self monitor their progress in the
discipline.
Materials, Equipment: See below
Other adults in the room: None
Lesson Reflections:
Linguistic awareness class, Students’ Hand-Out Lesson #4
Date:
Essential question: What are my personal communication goals and why do I need them?
Objective: Set your personal goals in listening, speaking, reading, and writing.
1. Analyze your self-assessment rubric “What is language?” ( See lesson one)
What were your strengths in the assignment?
Which areas need improvement?
What can you do to be more successful in the future when working on similar assignments?
2. Analyze “Critics’ Feedback” peer assessment assignment. (See lesson one)
What did your peers like about your work?
What suggestions did your peers make?
Which of the peers’ suggestions and compliments do you find useful?
3. Analyze a sample of your writing corrected by a teacher.
What common mistakes do you make? How can you fix your mistakes?
4. Watch a video clip of a lesson. Keep an eye on your speaking patterns.
Do you notice any mistakes?
Which words do you repeat too often? ( like, stuff, things, you know what I mean…) How can
you avoid these words?
How can you enlarge your vocabulary?
Are there any other concerns?
5. Think of yourself as a student, a linguist, and a human being. What are your needs and goals in
terms of communication with others? What do you need to work on to be more effective?
Listening:
Speaking:
Reading:
Writing:
Lesson Plan
Lesson Title: The origins of language
Author : Elena Smith
Grade: 5
Learning Objective: In the study of the basics of linguistics students will compare and contrast the
“Origin of Language” theories and demonstrate their learning by “defending’ the theory they find the
most plausible. Language: Students will write a formal paragraph in defense of their viewpoint.
Curriculum connection: Content: During this lesson students will examine the “Origin of Language”
theories and substantiate their alliance with some or none of such theories. This lesson is connected to
MLR, ELA, Reading: A1.
Students read to comprehend, interpret, analyze, evaluate, and appreciate expository texts by using a
variety of strategies. They connect essential ideas, evaluate arguments, and analyze the various
perspectives and ideas presented in a variety of expository texts.
MLR, ELA, Writing, Interconnected elements: B 1
Students write coherent paragraphs that have supporting sentences and a concluding sentence.
WIDA, CAN DO descriptor, 3-5:
Students can process or produce the language needed to justify/defend opinions or explanations with
evidence.
Knowledge of students: Students are capable of comparing and contrasting. Evaluating information and
“defending” one’s view point will be the new thinking skills we will be working on. Writing a cohesive
paragraph is yet another challenge for the students. I will support their writing by providing them with a
paragraph writing organizer and model paragraph.
Assessment: Extended written response
Students will choose the “Origin of Language” theory and “defend” it or “attack” it using factual and
textual evidence.
Instructional strategies: Anticipation Guide, Circle the Important, Read and discuss, Pros and Cons
organizer, Paragraph Writing Frame.
Lesson Procedure: (with frames)
1. Students will read the “Origin of Language” theories. They will circle the important words and
underline main ideas. 10 min.
2. We will discuss the theories and their pros and cons using the graphic organizer. 10 min
3. Students will pick a theory to defend or to attack and explain their choice orally. 5 min
4. Students will write a short essay defending (or attacking) a theory of their liking using a
paragraph organizer. 25 min
Materials, Equipment: See below
Other adults in the room: None
Lesson Reflections:
Linguistic awareness class, Students’ Hand-Out Lesson #5
Date:
Essential question: Where did language come from?
Objective: Examine the “Origin of Language” theories and choose one to “defend”
1. Where did language come from? Brainstorm the question of the Origin of Language. Take some
quick notes.
2. Read the following text to help you answer this question. Circle the important word. Underline
the main idea in each passage.
Where did language come from?
It is an intriguing question, to which we may never have a
complete answer! So when did language begin? We don’t know…
.
There are many theories about the origins of language.
1. The mama theory. Language began with the easiest sounds
attached to the most important objects.
2. The ta-ta theory. Sir Richard Paget believed that body
movement turned into language -- like the way a child’s mouth will
move when they use scissors, or my tongue sticks out when I try to
play the guitar. So, language may have come from gestures.
3.The bow-wow theory. Language began as imitations of
natural sounds -- moo, choo-choo, crash, clang, buzz, bang,
meow...
4.The pooh-pooh theory. Language began with instinctive cries
such as oh! for surprise and ouch! for pain.
5.The ding-dong theory. Some people have pointed out that
there is a rather mysterious bond between sounds and
meanings. Small, sharp, high things tend to have words with
high front vowels in many languages, while big, round, low
things tend to have round back vowels! Compare itsy bitsy
teeny weeny with moon, for example.
How did language begin? What were the first words like? Why are
there so many different languages? These and many other
questions are yet to be answered by future linguists. You can
become one of those linguists who will answer them!!!
3. Discuss the pros and cons of all theories using the graphic organizer below:
Theory
Mama
Pros (+)
Cons (-)
Ta-ta
Bow Wow
Pooh-pooh
Ding-dong
4.Pick a theory to “defend” or to “attack” . Write a short essay ( or create an organizer) to substantiate
your thinking. Use the rubric below.
Task:
Choose a Language Origin Theory you consider the most realistic. Write
a page long essay about it (or create a poster).
Name the Theory. Describe it briefly. What are the strengths of this
theory? Why do you think this theory is stronger than others? Give 3
reasons. Summarize your reasoning in a concluding sentence. Use
dictionary to check your spelling.
Self- assess your work using the rubric below. Use boxes to comment .
Poor
The theory is
named
The theory is
described
Three
reasons why
this theory is
stronger
than others
are provided
The
conclusion
sentence
summarizes
the essay
I spell words
correctly
O.K
Good
Excellent
Model Essay:
There are many different Language Origin theories. I
personally like the “Bow-Wow” theory the most.
According to this theory, human language originated as
imitation of natural sounds: Bow-wow, moo, choo-choo,
crash, bang, and meow. I find this theory to be the most
realistic due to three reasons. First of all, people are
surrounded by sounds and sooner or later they are
bound to attempt to copy them. Secondly, natural
sounds are easy to imitate. Finally, I have a sister who is
just starting to talk and “choo-choo, moo, wow” are the
sounds she says the most. In my opinion, the “BowWow” theory offers the most reasonable explanation of
why and how the language originated.
Writing organizer support:
There are many different Language Origin theories. I
personally like _______________________________theory the most.
According to this
theory,_____________________________________________________________
_____________________________________________________________________.
I find this theory to be the most realistic due to three
reasons. First of all,
______________________________________________________________________
____________________________________________________________________.
Secondly,__________________________________________________________
_____________________________________________________________________.
Finally,
______________________________________________________________________
____________________________________________________________________.
In my opinion, the _________________________theory offers the
most reasonable explanation of why and how the
language originated.
Lesson Plan
Lesson Title: Language families
Author : Elena Smith
Grade: 5
Learning Objective: Content: In the study of the basics of linguistics students will compare and
contrast their own family trees and language family trees and demonstrate their learning by creating
their mother tongue family tree. Language: Students will use editing process while crafting family trees.
Curriculum connection: During this lesson students will be introduced to the idea of a language family
tree. They will compare their own family tree to a language family tree. They will also analyze the
English language family tree in order to create their mother tongue family tree, thus comparing and
contrasting languages and viewing them as interrelated or autonomous systems. This lesson is
connected to MLR, World Languages A.4:
Language comparisons. Students recognize a variety of similarities and differences between languages
thus comparing languages in order to better understand language systems in order to use their
understanding of the nature of language to enhance their verbal communication abilities.
MLR, ELA, B1: Interconnected elements.
Students will edit their written work for correct grammar, usage, and mechanics.
WIDA, CAN DO descriptors, Reading, 3-5:
Students can process or produce language needed to compare and contrast information from multiple
related sources.
Knowledge of students: Students are capable of comparing and contrasting. Analyzing a language family
tree will be a challenge for students. I will scaffold this challenge through modeling. This assignment will
be differentiated in terms of student choices as to what language tree they will create.
Assessment: Performance:
Students will create their mother tongue family tree using the English Tree family model and present
their findings to the peer, family, and school-wide audience in the form of an information poster.
Instructional strategies: Brainstorm, Family Tree Graphic organizer, Informative Poster
Lesson Procedure: (with frames)
1. Students will compare their own family trees to a language family tree. 10 min
2. Students will research UniLang website to find their mother tongue language family. 10 min.
3. Students will create their mother tongue family tree poster. 25 min
Other adults in the room: None
Lesson Reflections:
Linguistic awareness class, Students’ Hand-Out Lesson #6
Date:
Essential question: How is my own family tree similar to a language family tree?
Objective: Compare your own family tree to a language family tree. Use the example of the English
language family tree to create your mother tongue family tree.
1. Fill in your own family tree and compare it to the English Language family tree.
What is your family name?
Do you have brothers and sisters?
Who are your elders?
How is a language family tree similar to your own family tree?
2. Research the Uni Lang website to find the family your mother tongue is a part of. Construct your
mother tongue family tree. Use the rubric below.
Task:
Find your mother tongue family map using Uni Lang website. Draw a
simple tree. Put the name of your mother tongue family at the roots of
the tree. Name the branch your mother tongue belongs to. Name your
mother tongue’s two closest modern “relatives”. Name your mother
tongue. Add any other “relatives” you consider important. Keep your
tree fairly simple. Remember that your audience might not be as
linguistically minded as you are!
Self- assess your work using the rubric below. Use boxes to comment .
Poor
My tree is
simple and
easy to
understand
I name the
language
family
I name the
branch my
mother
tongue “sits”
on
I name two
closest
modern
“relatives”
I name my
mother
tongue
O.K
Good
Excellent