Unit Topic- Reading (Contrastive Analysis) Standard(s) Writing Standards-Texts Types and Purpose 1 Reading Standards for Informational

al Text- Key Ideas and Details-1. 2. 3 Integration of Knowledge and Ideas 7

Level- 3rd Grade Concept/SkillsI want the children to learn to learn how to translate two different sentence structures for AAL to SE or vice versa I want the children to learn to learn how to translate two different sentence structures for French to SE or vice versa I want the children to learn that it is important to understand languages other than ones own to not only create understanding, but appreciation for each other and each others languages I want the children to understand the importance of using two or more languages in a story and how it helps bring the characters and plot of the story to life ProceduresVersion #1 Introduction 1. I will have students come sit on the rug and introduce the book I am going to read to them. 2. I will ask the students what they can tell me about language a. We will create a KWL chart on a poster board and start discussing by raising their hands what they already know about language 3. I will then say, You know that we've been learning to identify different languages this year. We learned about African American Language, Spanish, and French. Isn't the world made up of wonderful languages? So today we're going to read two books and I want you to find THREE languages in those books! Do you think you can do it? Okay, let's try it! 4. I will then read to them Dont Say Aint by Irene Smalls 5. While I read the book, I will pick different sentences in AAL that stand out and ask the students to listen closely while I repeat the sentence once more.

a. Ask the students why they think the author used a specific word or sentence in the story. 6. I will ask the students (while continuing the KWL chart): a. What did you see? i. Do you recognize the images? b. What did you hear? i. Did you recognize the words? ii. What language(s) were being used in the story? (SE and AAL) 1. Inform the students that the author used both SE and AAL-Isnt it exciting that the author used two different languages in her story? c. What did you learn from the book? i. Probe the students to find out what they did not know d. Where does the setting take place? i. What do you know about _______? e. Who was the main character? i. What language(s) did she speak? (AAL and SE) f. What can of book was this? Fiction or Non-Fiction? i. How do you know that? ii. Do you think that the author made the story more detailed/descriptive by using two languages? 1. Does more detail help make the story more exciting? g. What would you like to know more about (AAL)? For the KWL Chart 7. I will then introduce the contrastive analysis slideshow (I created) 8. I will explain to them the two sentence structures presented for each the African American Language sample and the Standardized English (SE) sample 9. I will ask the students to read the sentences with me for both AAL and SE 10. I will ask the following questions to students: a. Does anyone in the class speak AAL? i. Do you know someone who does? b. Does anyone in the class speak SE? i. Do you know someone who does? c. How would you translate ______? d. What rule does that sentence structure follow? e. Why is it important to know how to translate? 11. I will then direct the student to turn their attention to the Poster board I will have hanging up (KWL) and ask them the following question by having them raise their hands to answer what they have learned

12. I will then give students directions to write a letter to the teacher (me) and have them tell me what they think about AAL a. Have you ever heard AAL before? b. Why is it special/ important? c. What makes the story more exciting? d. How does it make you feel when you hear AAL? 13. After I will dismiss them to go back to their seats and get started on their letters Activity 1. Once the students are at their desks I will ask the students if they have any questions. 2. I will remind the students to look at the contrastive analysis slideshow I made full of information we learned if they need help for their letters 3. I will walk around the room and look at what the students are doing with their letters to make sure they are on task and understand the task at hand. a. If they need further help I will assist the child probing questions so they may further think about how they feel Closing 1. After about 10-15 minutes I will ask that the students finish what they are doing and start cleaning up. 2. After everything is put away I will ask that the students join me on the rug and that they bring their letter with them. 3. Then I will ask each student to present what they wrote: a. What did you write? b. Did you enjoy learning more about AAL? c. Thank you for sharing. (While they share I will check yes or no on whether they mastered the task and/ or make comments if necessary on the assessment sheet) 4. Ask if the students have any other questions. 5. Once every student has read their letter, I will ask that the students turn the letters in their box Version #2 Introduction 14. I will have students come sit on the rug and introduce the book I am going to read to them. 15. I will ask the students what they can tell me about French

a. We will create a KWL chart on a poster board and start discussing by raising their hands what they already know about French 16. I will then read to them Les Fables du Lion by Jan Ohmehod 17. I will ask the students (while continuing the KWL chart): a. What did you see? i. Do you recognize the images? b. What did you hear? i. Did you recognize the words? ii. What language(s) were being used in the story? (SE and French) 1. Inform the students that the author used both SE and French-Isnt it exciting that the author used two different languages in her story? c. What did you learn from the book? i. Probe the students to find out what they did not know d. Where does the setting take place? i. What do you know about _______? e. Who was the main character? i. What language(s) did she speak? (French and SE) f. What can of book was this? Fiction or Non-Fiction? i. How do you know that? ii. Do you think that the author made the story more detailed/descriptive by using two languages? 1. Does more detail help make the story more exciting? 18. What would you like to know more about (French)? For the KWL Chart 19. I will then introduce the contrastive analysis slideshow (I created) 20. I will explain to them the two sentence structures presented for each the French sample and the Standardized English (SE) sample 21. I will ask the students to read the sentences with me for both French and SE 22. I will ask the following questions to students: a. Does anyone in the class speak French? i. Do you know someone who does? b. Does anyone in the class speak SE? i. Do you know someone who does? c. How would you translate ______? d. What rule does that sentence structure follow? e. Why is it important to know how to translate? 23. I will then direct the student to turn their attention to the Poster board I will have hanging up (KWL) and ask them following question by having them raise their hands to answer what they have learned.

24. I will then give students directions to write a letter to the teacher (me) and have them tell me what they think about French a. Have you ever heard French before? b. Why is it special/ important? c. Does it make the story more exciting? d. How does it make you feel when you hear French? 25. After I will dismiss them to go back to their seats and get started on their letters Activity 4. Once the students are at their desks I will ask the students if they have any questions. 5. I will remind the students to look at the contrastive analysis slideshow I made full of information we learned if they need help for their letters 6. I will walk around the room and look at what the students are doing with their letters to make sure they are on task and understand the task at hand. a. If they need further help I will assist the child probing questions so they may further think about how they feel Closing 6. After about 10-15 minutes I will ask that the students finish what they are doing and start cleaning up. 7. After everything is put away I will ask that the students join me on the rug and that they bring their letter with them. 8. Then I will ask each student to present what they wrote: a. What did you write? b. Did you enjoy learning more about French? c. Thank you for sharing. (While they share I will check yes or no on whether they mastered the task and/ or make comments if necessary on the assessment sheet) 9. Ask if the students have any other questions. 10. Once every student has read their letter, I will ask that the students turn the letters in their box

MaterialsDont Say Aint by Irene Smalls (Version #1) Les Fables du Lion by Jan Ohmehod (Version #2)

Poster Board for KWL chart (one for each version) Grading Assessment (for teacher) Pencil Paper

RationaleThis is a very important and exciting lesson I think because children are getting to see that multiple languages are being used in stories (which I never knew as an English-only speaking child) and give them more substance. Children enjoy being introduced to new things and languages are no different, although many children who were born in English speaking families have not typically been taught another language(s) if English was their native tongue. This is the prime time to show how beautiful and unique all languages are and how they can come together to create a community. Children should be taught that all languages are to be embraced and by doing this young it will hopefully stay with them when they grow up. So often as we grow up, we learn to believe (from society) that only one language is the right language, which then brainwashes us to believe that if someone speak another language different from the one you do then they may be smarter or they are not smart at all. American society has not always been the best at teaching our young what a wonderful thing it is to embrace diversity. Boutte says that, AAL is the primary language used by 80% to 90% of African American children in their homes and communities. It is facts like these that make it tremendously important that we as educators inform our students that one language does not work for every person.

Resources(Instructors should view these resources in order to understand the lesson and gain background knowledge) Class ReadingsLanguage, Culture, and Community in Teacher Education-Ch 3 Boutte Do Educators See and Honor Biliteracy and Bidialectalism in African American Lanauge Speakers? Apprehensions and Reflections of Two Grandparents/Professional Educators Boutte & Johnson

Amazon -Dont Say Aint by Irene Smalls -Les Fables du Lion by Jan Ohmehod

YouTube -African American Dialect

http://www.youtube.com/watch?v=3GW8tODXXUE

Google -Teaching African American Language

http://0-5.uga.edu/seminar/teaching%20african%20american%20children.pdf