Lesson Plan

Day: Monday Date: 11/09/2017 Time: 10:30 Year: 8

Learning Area: English Topic: Language Variation and Change

Curriculum content description: Understand the influence and impact that the English
language has had on other languages or dialects and how English has been influenced in return

Students prior knowledge and experience:

Learning purpose: exploring examples of Singlish (Singapore English) from a Singlish

dictionary -Asia and Australias Engagement with Asia
Investigating borrowings from a range of languages into English, for example from French and
Italian

Learning objectives: Evaluation:

On completion of this lesson, students will be I will work from a checklist as a means of formal
able to: evaluation of student learning, but the majority of the
Students will be able to understand Greek and Latin evaluation process will be done through informal
root words and the development of the English observation, looking at how students interact to reach
language based on the various influences of other the learning objective. I will also collect the worksheets
languages on it. Students will also be able to see how at the completion of the lesson to assess individual
language is dynamic and ever changing (use of slang students contributions to the task. At the completion
and colloquialisms). of the class, there will be a whole group discussion
about what each group learnt in order to ensure a
broad understanding of the topic.
Preparation and Resources:
- Lesson objective written on the board for students to see, and to guide them in their discussions
- Definitions on the board (root words, slang, colloquialisms)
- A checklist for my own evaluative purposes
- Worksheets for each student in each group
- Newspapers, magazines, online articles, book passages
- iPads and/or computers for students to carry out their research (may need to book a computer lab for
this if iPads are not available in class)
Catering for diversity:
I will ensure there are a range of resources available to each group (dictionaries, fact sheets,
digital resources (computers or ipads).
Students will work in small groups of mixed ability to enable a range of ideas and peer
guidance/mentoring
I will work as a resource to students by walking around the classroom and being available to
guide conversation and aid wherever required

Timing: Learning Experiences:

Introduction:
10 Whole class discussion on what students think when they consider language (This will
mins include a brainstorm on the whiteboard/smartboard). Introduction of the terms root
words, slang, and colloquialisms (students will be required to write these down). I will
split the class into small groups (no less than 3, no more than 5). I will go through the
worksheet with the class to ensure their understanding before setting them about the task.

Sequence of learning experiences:

25 I will provide students with a worksheet (different for each group- one on root words, one on Asian
mins influence i.e. Singlish, one on colloquialisms and slang, and one on Indigenous language) that they
must fill out individually while working in small groups to research information using a variety of
resources.
Students, upon completion of the worksheet, will be required to start developing their own slang and
colloquialisms and explain why they have come up with these (this task will be for those who finish
early)- the idea of this will be to encourage students to engage with the variation and change of
language, and will lead in to further activities, such as creating feature articles using their slang and
colloquialisms that will be placed on the school website.
I will be walking around the classroom constantly, assessing students work and questioning them as
well as answering any of their questions. I believe this will enable me to monitor student behaviour
and ensure students remain on task.
I will try to ensure that each group has the same access to resources so that no one is disadvantaged
or limited to what they can do.

The last 15 minutes of the class will be spent in discussion of what students learnt about language
15 development. Each group will be required to give a short (2 minute) presentation about what they
have learnt in order to give the rest of the class an understanding of different language variations
mins
(jigsaw exercise- expert to novice relationship). The last five minutes of class will be spent collecting
worksheets, and answering any questions and filling any gaps that may have occurred.
 Management of behaviour:
I will spend the lesson walking around the classroom, monitoring student behaviour and engagement
with the task. I believe that this will help to ensure students focus on the task, particularly as they
will have been informed that they will be presenting their findings to the class.
My role in this lesson will be as a guide to students learning, being available, as a resource, to answer
any questions or concerns students have with the task.
In my group selection, I will be conscious to ensure that I put students in mixed ability groups, while
also working to ensure that those students who are often off task, or struggle are with students who
will be able to encourage and guide their peers learning without detracting from their own learning.
If any students are a distraction, I will move them away from their group to continue to work on the
worksheet alone, having to give their own presentation at the classs conclusion. I believe this will
encourage that student to do the work as they will not want to face embarrassment in front of their
peers. I will also ensure that the off task students actually understand what is being asked of them so
that they have the same opportunities as every other student.

Lesson Evaluation: