Ashley Johnson
Code Switching Lesson Plan
Title: Code Switching in The Same Stuff As Stars
Grade Level: 4th grade
Class demographics: 70% African American children and 30% white middle class. 10% of the
students have special needs.
Context of the lesson: Students have read The Same Stuff As Stars By Katherine Paterson either
as a read aloud (with the whole class), in literature circles, or through individual reading in the
recent past. This lesson will build on examples given in that book.
Duration: 1 hour
Purpose/Goal: Students should be able to differentiate between African American Vernacular
English (AAVE) and Standard English. It is important that all students feel welcome and
accepted in the classroom; this lesson will help students to accept the way other speak and
discuss the differences. It will also allow students to look at examples of AAVE in a piece of text
that they are familiar with.
Objectives: Students will use passages from The Same Stuff As Stars by Katherine Paterson to
use their prior knowledge about code switching and change the informal language into Standard
English. They will discuss how this changes the feeling of the passage and why Paterson may
have chosen to use AAVE in her novel.
Standards: 1 CCSS. ELA-Literacy.L.4.1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
CCSS. ELA-Literacy.L4.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Assessment: The teacher will be observing students during the group discussion and in small
groups. However, after the lesson, he or she will collect the passages translated from AAVE to
Standard English. This assessment will help him or her to know what students are having trouble
understanding and if any students need individual help with this topic.
Community Knowledge: Students will work together in the Simon says game to help each other
if some classmates do not know what a verb means. They will be able to incorporate their
previous knowledge to help each other. Also, during the talking time with a partner before the
assessment, students will be able to share their previous knowledge and experiences with verbs
with each other (and the teacher as he or she walks around observing).
Procedure:
1. 15 min – Introduce the topic: Ask students what they know about AAVE and Standard
English. Ask if anyone has any personal experiences or stories they would like to share with the
class regarding the topic. Engage students by asking when they would use informal and formal
language. This should promote a short discussion and get students interested in the subject.
This activity will help to make all students feel included. Some may have personal stories to
share and others may not; however, everyone should be actively listening and feel comfortable to
share their stories. This may help some students to better understand the way others speak.
2. 5 min – Incorporate The Same Stuff As Stars: Ask students if they remember any AAVE used
in The Same Stuff As Stars. Ask students about the role it played in the story.
By using a text that students are familiar with, it is building on their prior knowledge; it is using
their zone of proximal development and, with help and encouragement from their teacher,
scaffolding their understanding of AAVE and Standard English.
3. 10 min - Example from book: Tell students that they are going to take passages from the book
and rewrite them in Standard English. Demonstrate one example for the whole class. Rewrite the
passage, one sentence at a time, in formal language. Once it is rewritten, read both versions to
the class. Ask which version students liked more and why.
One example could be in chapter one when Bernie says "‘I thought you wasn't speaking to me no
more,' he said prissily." This could be rewritten in formal English as “‘I thought you were not
speaking to me anymore’ he said prissily.”
In using a gradual release method, students are able to slowly work their way up to doing the
activity individually. This lesson started out as a whole group discussion. The teacher then
demonstrated an example and then encouraged students to work together to translate the
language to Standard English. It helps students to start out with a lot of help in a topic that they
are not extremely familiar but with help are eventually able to complete on their own.
4. 15 min - Pair work: Students should work in pairs to find 5 different passages of AAVE from
The Same Stuff As Stars and rewrite them in Standard English. Then, ask them to write a short
paragraph responding to which versions of the passage they like better and why they think
Katherine Paterson chose to write using AAVE.
It is important that students think about which version of the English they prefer and why. All
dialects should be accepted in the classroom; however, students should be aware that there is a
time and place for informal and formal English. This should help them to talk their thoughts out
with a partner. Many students learn by talking; this section will greatly benefit their learning.
5. 15 min - Closing discussion: Have a few volunteers share the two versions of a passage. Ask a
few other volunteers to share their responses to the questions. Remind students that both forms of
English have their own places in speaking and writing. Wrap up the discussion on code-
switching by encouraging students to pay attention to the difference between informal and
formal English in their future reading and writing.
Students are often able to learn so much from hear other students share their work. This step
allows for that and creates a concluding discussion. It is important that students understand that
students understand how AAVE affects Paterson’s work and how different the English language
can be yet still have the same meaning.
Resources:
-Elmo projector
-Copies of The Same Stuff As Stars by Katherine Paterson (enough for the whole class)
-Rubric for grading the translation of passages (attached)
-Lined paper
-Writing utensils
Applications, connections, extensions: Students will be able to apply this information directly
in their observations of the English language in speaking, reading and writing. This knowledge
of code-switching will help them in many different social situations for the rest of their lives.
Inclusive Instruction: In using students’ prior knowledge and experience with code-switching,
this lesson strives to be inclusive. All students’ voices should be heard if they have something to
share. Each student will be encouraged to do their personal best and accommodations will be
made for students with any specific needs.
Rubric
3
2
1
0
Translations
Student has five
translation
examples.
Student has three
translation
examples.
Student has one
translation
example.
Student does not
have any
translation
example.
Grammar and
Punctuation
Student accurately
copied five quotes
from the book and
“translated” them
into formal
English using
correct grammar
and punctuation.
Student accurately
copied five quotes
from the book and
“translated” them
into formal
English with a few
grammar and
punctuation errors.
Student did not
copy all five
quotes from the
book accurately
but “translated”
them into formal
English using
correct grammar
and punctuation.
Student does not
accurately copy
quotes or
translate them
using correct
grammar and
punctuation.
Reply response
Student writes a
thoughtful
paragraph
responding to
which versions
they like better and
why they think
Katherine Paterson
chose to write
using AAVE.
Student writes a
thoughtful but
short paragraph
responding to
which versions
they like better and
why they think
Katherine Paterson
chose to write
using AAVE.
Student writes
paragraph
responding only
to which versions
they like better.
Student work
shows that he or
she spent no time
and effort on
their
illustrations.
Participation
Student willingly
participates in the
activities during
lesson.
Student
participates in the
activities during
lesson.
Student barely
participates in the
activities during
lesson.
Student refuses
to participate in
the activities
during lesson.
Personal Best
Student displays
N/A
his or her personal
best throughout the
lesson.
N/A
Student does not
display his or her
personal best
throughout the
lesson.
Total: ____/15