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Desired Results

Big ideas/Key concepts:
The lesson’s Big Idea is evolves around analyzing multicultural uses of slang. Social components such as
race, culture, language, social economic status, and psychology will help us to examine how people of
various cultures use slang. Students will compare their use of slang to that of people from other cultural
backgrounds and discuss social factors that contribute to the differences in the ways that different
cultures use slang.
Students will understand how race, culture, and SES effect the way that groups of people use slang
Students will respond to a Writing prompt in their Journals
Students will compare and contrast their use of slang with other cultures
Students will work in cooperative learning groups to create a mural, poem, rap, of role play scenario
that encompasses important content from the lesson
Students will present their group tasks to classmates
Students will receive and provide each other with feed back (based on presentation)
Curriculum Standards:
Situate your lesson within Pennsylvania’s Standards Aligned System ( List the
education standard(s) that will be addressed. (These standards should be closely related to the “big
idea(s)” and objectives described above.)
Learning Plan
Materials and Technology:
Teacher Materials
1. Smart/dry erase Board
2. Worksheets (2)
3. Sofa and chairs
4. Microphone
5. Pillows
6. Rug
7. Snacks
Teacher Resources
1. Maniac Magee by Jerry Spinelli
2. Websites (used in lesson)
3. Presentation Rubric
Student Materials
1. Journal
2. Worksheets (provided by teacher)
3. Writing utensil
Students Resources
1. Slang Word Wall
2. Presentation Rubric

3. Completed Venn Diagram worksheet

Step-By-Step Procedures:
1. Engage: Day 1
Teacher will do a dialogic reading of chapter 10 in Jerry Spinelli’s novel, Maniac Magee. The
teacher will highlight specific elements of social science that is laced in the text including, race
(Blacks and Whites), geography (east end vs. west end), dialog/language (slang vs. proper use of
English), and emotions or psychology (anger, prejudice/oblivious, naivety). Teacher will ask a
series of higher order thinking questions to facilitate a class discussion, questions will be similar
1. What do we notice about these two boys?
2. Maniac doesn’t understand what Mars Bars in saying to him, why?
3. What did Mars Bars mean when he used the word BAD?
4. The woman said “You better get on boy, where you belong…” what did
she mean by this statement? Why didn’t Maniac Magee “belong”?
After reading the chapter, the teacher will assign a writing prompt. Students will respond to the
following prompt in their journals… “There are distinct differences in the way that Mars Bars
uses certain words and the way that Maniac Magee uses them. What differences do you see?
Use examples from the text to explain ways that both characters use language differently?”
Students will be given fifteen minutes to quickly respond to the writing prompt. Once fifteen
minutes have passed, the teacher will facilitate a discussion based on responses to the writing


Explore: Day 2
Activate Prior Knowledge: Teacher will ask questions like… “What did you notice about the ways
that Mars Bars and Maniac Magee used language in the story? Do you know someone who uses
language differently than you? What neighborhood do they live in (geography)? Are they a part
of a different culture? Think about your neighborhood and culture, do you or people like you
use language differently than other people?” Students will be urged to think and share their
thoughts in a teacher facilitated discussion.
Hook: Teacher will put students in pairs she will give each pair a worksheet with a list of words
for example… girl, boy, house, neighborhood, outfit, food, party, etc. The students will be
responsible for providing 2 slang words (1 word per student) that has the same meaning as the
given word. They must write their slang words next to the given word on the worksheet.
Evaluate: Teacher will ask each pair to present their “slang word” list to the class. The teacher
will collect each list and display it on the Slang Word Wall that is being created specifically for
this unit. Students can use this word wall as a resource for the remainder of the unit.

3. Explain: Day 3

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Explicit Instruction: Teacher will provide explicit instruction by examining the use of “slang” in
different cultures. Students will gain awareness of other cultures and some phrases that other
cultures use as “slang”. Teacher will also explain how education, literacy and SES have direct
effects on the way that slang is used by a culture. Teacher will discuss how slang is used in
technology via texting and social media. Buzz words such as slang, Ebonics, urban dictionary,
social economic status (SES), literacy, dialect, dialog, conversation, converse, tone and
expression will be defined and discussed during this part of the lesson.
Explore/Guided Practice: The teacher will extend explicit instruction by projecting the following
website on the smart board at in the front of the
class. This site lists over two hundred-eighty commonly used slang words in America; the
meaning of each term is provided as well of you click on the arrow below each slang term. I
would focus on mentioning and discussing ten words from this site, those words are: ace, bomb,
boo-boo, bread, deep pockets, dope, melt down, neat, square, and gut. The teacher will then
ask each student a series of higher level thinking questions (Blooms Taxonomy) after introducing
each term in isolation such as: What do you think this term means? Can you use this word in a
sentence? What tone would you use if you were saying this to a friend? Would you say the same
thing to a teacher, coach or care giver? These questions will encourage the students to think
about how and when they use slang. The site also gives students an extensive list of slang
words; students will be given ten minutes to take a look at some of the other slang words on the
site. The teacher will then call on students to share some of the interesting/engaging slang
words they discovered on the list before introducing the next site.
The next site that will be projected on the smart board is
this site shows how slang is used by people who speak foreign languages. Each term and
definition is provided on this site as well; students will be given ten minutes to view this list of
words and analyze similarities and differences between the way they used the slang word and
the way the word would be used by someone who speaks another language and has a different
cultural background (they may work independently or with a partner). Teacher will then
facilitate a class discussion based on the students’ observations; questions such as: Do you
notice any differences between your slang and the slang we see on this website? Are there any
similarities between your slang and the slang we see on the website? What are some of the
difference you see? Why do you think there are differences between the ways that cultures use
slang? These questions will encourage the students to discuss their observations and opinions
with classmates; they also act as a form of formative assessment—teacher is able to grasp
whether or not the children understands the lesson’s Big Ideas by listening to the discussion and
checking for deep content understanding.
Independent Practice: Students will then be instructed to create a Slang Venn Diagram (Venn
diagrams the current literacy strategy; it helps students compare and contrast information) ;
one side of the diagram will list slang words that have meanings that are specific to the student,
the other side of the diagram will list slang words that have meanings that are specific to other
cultures, the middle of the diagram will list slang words that are used in the same context by the
student and by people in other cultures.

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4. Elaborate: Day 4
Students will be divided into 4 cooperative learning groups. Each group will be given a different
task to work on based on days 1, 2 and 3 of the unit.
1. Mural: Students will collaborate to create a mural that depicts how
language is used multi-culturally. Students must include important
content, buzz words, and slang words from the lesson in their art work.
2. Rap: Students will write a rap that explains how language is used multiculturally. Students must include important content, buzz words, and
slang words from the lesson in their rap, the rap must rhyme and flow.
Students can also include a best or a dance that accompanies the rap.
3. Role Play: Students will role play a scenario (of their choice) that depicts
how language is used multi-culturally. Students must include important
content, buzz words, and slang words from the lesson in their script.
4. Poetry: Students will collaborate to create a book of poetry that depicts
how language is used multi-culturally. The book must contain at least
five short poems. Students must include important content, buzz words,
and slang words from the lesson in their poems.
5. Evaluate: Day 5
Students will enter a room (the classroom) that will be set up like a Jazz Café. There will
be cool seats (mini sofa and chairs), pillows, and a rug. Hot chocolate, tea, water and
juices boxes will be served along with cookies and popcorn. Each group will present
what they created in their groups to the audience (classmates), a microphone will be
available for groups who wish to use it to present. At this point students will be
evaluated by the teacher and students (evaluation is based on a rubric). Each audience
member is responsible for summarizing each group’s presentation in their journals. They
must write about the positive aspects of the presentation and give tips for how each
presentation can be improved. The students should also include what they learned from
each presentation.

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