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**This content was developed in collaboration with Ashley Silvera.

Standard III: Use their knowledge of students and their applications of their diversity to structure their instruction
Artifact I: In this artifact, a lesson plan on the vary accents and dialogues of different regions, the teacher illustrates the diversity in instruction by giving her students the opportunity to understand why students ay have different dialects!accents fro each other. This is utili"ed as a way for the teacher to create a richer social and learning environ ent for all students. Instructors Name: Ashley Silvera Grade Level/Subject: #$th!Anthropology Unit/Instructional Sequence: Sociolinguistics Duration of Lesson: %ne &$ inute 'lass (eriod

Lesson Title: )nglish *anguage +ariation I. Lesson Overvie : Students are learning about the various aspects of sociolinguistics and how it applies to )nglish language variation i.e. Southern )nglish and African,A erican )nglish. Students will take these findings and apply the to hu an variation. This will assist in pro oting diversity in the classroo . II. Standards Addressed: - .'SS Standard Strand: (eople, (laces, and )nviron ents, Today/s social, cultural, econo ic and civic issues de and that students apply knowledge, skills, and understandings. - South 'arolina Standards: Standard 01,#The student will de onstrate an understanding of the physical and hu an characteristics of place, including the creation of regions and the ways that culture and e2perience influence the perception of place. III! Lesson Objectives" - Students will e2a ine the basis of sociolinguistics. - Students will e2a ine the difference between various )nglish *anguage variations such as Southern )nglish and African,A erican )nglish. - Students will recogni"e that these )nglish variations are closely related the 3The 4ace (ro5ect/s6 analysis of hu an variation. - Students will identify stereotypes associated with these variations and provide solutions on how to debunk these pre,conceived notions. I+. 7aterials: Teacher will provide the 8ouTube clips that give e2a ples of South )nglish and African A erican )nglish, a (ower(oint, and an activity worksheet that illustrates the various sounds associated with both )nglish variations.

**'lips for Southern )nglish and African A erican )nglish: http:!!youtu.be!9(f%*:wUu7U ;Southern )nglish fro <istory 'hannel= > http:!!youtu.be!*vu0S?I@Ar@ ;%rigins of African A erican )nglish= +. #rocedures" The teacher will begin the lesson by opening with the introduction of sociolinguistics through (ower(oint defining the word and e2plaining its relation to anthropology. The teacher will then discuss )nglish variation and how they apply to the United States showing clips fro 8ouTube that show the origins of Southern )nglish and African A erican )nglish. 0hile watching the videos students will be asked to keep in ind the typical perception of standardi"ed classroo )nglish ;teacher will give e2a ines of standard classroo )nglish=. After the video clips the teacher will describe preconceived notions and stereotypes associated with each of these )nglish variations aking students aware of hasty 5udg ents passed because of difference in dialect ;i.e. Southern )nglish: hicks, rednecks, etc. African A erican )nglish: ghetto, stupid, etc. ;B$ inutes=After the (ower(oint and video clips students will participate in 3Think, (air, Share.6 )ach group will be given a copy of words associated with each )nglish variation and will practice pronouncing words and taking note of their difference fro standard classroo )nglish ;these are the sa e words that are found within the te2t Understanding )nglish *anguage +ariation in U.S. Schools e2a ple pg. &$,&#=. ;#$ inutes=. After, the class will be shown the aspects of hu an variation as it applies to The 4ace (ro5ect and open into a discussion about how categori"ing individuals and stereotyping the based on, not only race, but also dialect deters fro their whole person. The students will then be asked to develop so e positive things people can learn culturally fro these different dialects. ;B$ inutes= **Activity Source: http:!!www.understandingrace.org!hu var!spectru .ht l $I! Assessment/%valuation" Students will be e2pected to write a 5ournal in which they outline their own personal e2periences with )nglish variation dialects and how learning fro different dialects can help better understand various cultures and how we can further debunk these stereotypes.

Artifact &: This artifact is an e2a ple of a getting to know your students for that can be utili"ed at the beginning of the se ester. This gives the teacher a better understanding of the life of students outside of the classroo .

Note: I will not share your answers with anyone without your permission Basic Information: .a e: CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC .a e you like to be called: CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

Date of birth: CCCCCCCCCCCCCCCCCCCCCCC (lace of birth: CCCCCCCCCCCCCCCCCCCCCCCCCCCCC ) ail address: CCCCCCCCCCCCCCCCCCCCCC (hone .u ber: CCCCCCCCCCCCCCCCCCCCCCCCCCCCCC (arents/ or guardians/ na es: CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC Any siblingsE 0hat agesE Do they live with youE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

%thers who live in your householdE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

0ho would you like

e to tell when you do so ething especially wellE CCCCCCCCCCCCCCCCCCCC

0hat language do you speak at ho eE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC Are you new to this schoolE 0here were you beforeE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

About your activities and interests: 0hat ti e do you usually get up in the orningE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

<ow do you get to schoolE CCCCCCCCCCCCCCCCCCCCCC<ow long does it takeE CCCCCCCCCCCCCC 0hat do you do after schoolE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

0hen do you usually go to bed at nightE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC 0hat are your others interestsE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

0hat do you i agine your doing ten years fro

nowE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

About the way you learn: Do you like this sub5ectE 0hy or why notE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

0hat would you really like to learn about in this courseE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

Describe the way you learn things best. CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

<ow do you feel about working in groupsE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC C Is there anything that could ake this class especially hard for youE CCCCCCCCCCCCCCCCCCCCCCC

'an you think of a way I could help you with thisE CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC C Is there anything else about you that you would like me to know? CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC CCCCC

Artifact '" A potential artifact for this standard would be creating a day in which presenters are allowed to co e in and illustrate and e2plain different culture. It could even be turned into a school wide event in which they have a cultural celebration day. Students can e2hibit pride for their heritage and backgrounds.