MODIFIED World Language Lesson Plan

Language Level:

Introductory
(9th Grade
English)

Performance
Target:

Date:

10/12/16

Central Focus: The ultimate goal is mastery of context and interpretation and of group
discussion and collaboration. Students will be able to use images and other
context clues to interpret the meaning of words in other languages, how
they add to the overall theme of the text or visual, and discuss with other
students the differences and similarities in interpretation, arriving at an
integrated group consensus.

Pre-Assessment n/a
Data:
What are the
communicative
and cultural
objectives for the
lesson? Identify
where they occur.
If applicable,
indicate how the
other Cs will be
part of your
lesson.

Communication
and
Culture

Standards
Which modes of
communication? Where
or how met?
Interpersonal

Intercultural Competencies

[X] Products

[X] Interpretive

Practices

Presentational

Perspectives

Connections
Comparisons
Communities
Lesson Objectives (observable and measureable):

SWBAT:
Identify literary devices in a given informational or nonfiction text, such as advertisements, news
articles, and speeches.
Analyze and explain the significance of the literary and rhetorical features in advertisements and
newspaper articles.
Apply their analyses to such texts in other languages and explain the cultural significance of the
propaganda they examine.

North Carolina World Language Essential Standards:

NL.CMT.2.1
Recognize single words and simple, memorized phrases from media in the language community.
North Carolina English Essential Standards:
Reading Standards for Literature: Craft and Structure 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

http://lmp.ucla.edu

and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
Speaking and Listening Standards: Comprehension and Collaboration 1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.

Materials needed
Teacher access to online database with examples of advertisements and news articles, perhaps
in English and foreign languages. Screen for powerpoint presentation purposes. Handout paired
activity.

Teacher will:
Warm Up - Setting the Stage
You should review previously-learned
material or activate student schemata to
anticipate new material through a short,
meaningful task that students can
complete on their own.

Teaching Stage
You should use input strategies to teach
and model new material in the target
language. Present with lots of visuals
and comprehensible and compelling
input.

Write out the task and what students will be

doing:
Opening will be a power point screen
featuring six different ads or product names
which showcase examples of alliteration

PowerPoint with definition and current day or

otherwise notable examples of alliteration
Provide several examples of both assonance
and consonance from literature as well as
from brand names, and additional
demonstration of how alliterations function, if
needed.
Ask students to come up with examples in
their own lives and explain the effect
Make sure students are able to give examples
of both assonance and consonance before
moving on.

Adapted from http://lmp.ucla.edu and ACTFL Keys to Learning App (2013)

Time
1m

5 min

Guided Practice

You are helping the students practice

what they just learned: play an audio or
video clip, a game, ask questions, quick
question/answer activities, etc.

Independent Practice

Teacher will demonstrate how to play the

partnered activity.
Handout with examples of brands that
exemplify alliteration. Students will describe
prompt to a partner (without saying the
name) and they will try to guess the brand.
Partner will have a second list to share with
partner when they change roles.

8-10

Students will be encouraged to create their

own original brand logo using alliteration.

10-15

Students generate the language orally or

in writing on their own; teacher
circulates to monitor but is a facilitator
at this point.

Come up with product ideas and alliteration

strategies (adj+adj, adj+noun, etc.) to give
students some guidance in creating brands.

Evaluation/Assessment

N/A

Design a short task where students

show evidence of what they have
learned; this task should show you
whether or not your learning objectives
were met by students

Closure

N/A

Close the lesson with a quick review

task, exit pass, game, etc.

Adapted from http://lmp.ucla.edu and ACTFL Keys to Learning App (2013)

min