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Mini Lesson

Name: Carolyn Conlon
Grade Level: 7th
Title of text: Kira Kira
Lexile score if applicable: 740L

STANDARDS:
- CCSS.ELA-LITERACY.L.7.4
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 7 reading and content, choosing flexibly from a
range of strategies.

- CCSS.ELA-LITERACY.L.7.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.

OBJECTIVES:
- The student will be able to define the concept of doublespeak.
- The student will be able to identify instances of doublespeak and determine
the true meaning of a given phrase.
- The student will be able to evaluate and analyze an example of deceptive
language.

MATERIALS:
Teacher
- Doublespeak poetry
- Doublespeak article
- Slips of paper for activity
Student
- Notebook
- Writing utensil
- Copies of poetry and article
- Computers
ACTIVITIES AND PROCEDURES:
- The teacher will read the poem “Doublespeak” by Heather Statz aloud to the
students to introduce the topic. (2 minutes)
- The teacher will provide a brief overview of what doublespeak is, its
relevance to Kira Kira, and strategies for identifying and evaluating it. (5
minutes)
- The students will complete an activity in which each is given two slips of
paper, and he or she must find the appropriate pair. The slips contain
examples of doublespeak. When they are finished, the students will read off
the examples to the group. (3-5 minutes)
- Students will spend the rest of the time completing this online activity:
https://kids.niehs.nih.gov/games/brainteasers/double-speak-
proverbs/index.htm If there is not enough time, they will finish it at home.
- The students will receive a handout on Doublespeak, containing important
information for them to remember, and another Heather Statz poem entitled
“My Doublespeak” to reinforce what they have learned and provide
emotional context.

ASSESSMENT:
- Students will be informally assessed based on their participation and success
in the in-class activity and the online activity.
- As this is a formative assessment, I will observe their understanding of the
concept and make adjustments for future instruction. A more formal
assessment will occur in the follow-up lesson.

FOLLOW-UP LESSON:
After having instruction on and practice with doublespeak, students will read
William Lutz’s article on Doublespeak entitled “The World of Doublespeak.” They
will then write a brief essay, exploring the effects of doublespeak and deceptive
language. After, they will search online for examples of doublespeak common
today and choose one example to write about, answering the following questions:
1. What impact does this instance of doublespeak have on the audience--
someone who reads or hears these words?
2. Is this manipulation of language harmful or beneficial? Why?
3. How do you think we should change this trend?