COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Rebekah McCloy

Content Area: Lesson Topic: Dialect in Short Length (timing) of Lesson: 50 Minutes
English Language Arts Stories
Grade 10
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.10.18
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, independently and proficiently, at the high end of the grade 9-10 text
complexity range.

ELA.10.30
Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 10 topics, texts, and
issues, building on others’ ideas and expressing ideas clearly and persuasively.
 Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Work with peers to set rules for democratic, collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of
alternate views); establish clear goals, deadlines, and individual roles as needed.
 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others’
perspectives into the discussion; and clarify, verify, or challenge ideas and conclusions.
 Respond thoughtfully to diverse perspectives; analyze points of agreement and disagreement and, when warranted, qualify or justify views and understanding
and make new connections in light of the evidence and reasoning presented.

Learning Objective(s):

Students will be able to understand short stories by analyzing them in a collaborative setting so that they will be better prepared for independent study.

Formative Assessment:

Observation: The teacher will observe students during their group discussions to see if they are reaching the day’s learning goals.
Discussions: The teacher will lead a classroom discussion that will help to gage student understanding based on the answers given.
 PREPARATION
Materials/Resources:

Computers
Video Link: https://www.youtube.com/watch?v=4HLYe31MBrg
Printed out copies of “Beyond the Bayou”: https://www.gutenberg.org/files/160/160-h/160-h.htm (To access the short story, scroll down until you find the link that says
“Beyond the Bayou”)
Pencil
Paper

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction
8:00- Class will begin with the showing of the YouTube video How many different English dialects The use of the video will be
8:05 “Mapping How Americans Talk”. do you think exist in the world today? beneficial to those who are
visual or auditory learners.
8:06- Following the conclusion of the video, the teacher will Out of the 160 different English
8:11 give the students a crash course on dialect. In particular, dialects that exist, how many do you
the teacher will be noting the fact that there are about think are American dialects?
160 English dialects, 24 of which are American dialects.
What English dialects are you aware
8:12- The teacher will then ask students to list off some of the of?
8:15 English dialects that they have heard of. As the students
list off the dialects, the teacher will write them down on
the white board.
Core Instruction Time
 How many of you are familiar with
8:16- The teacher will begin the main instruction by talking plot diagrams? The teacher’s vocal instructions
8:26 about the narrative element, plot. A plot diagram will be will be useful for auditory
drawn on the white board (a separate section than was What are the different elements learners.
previously shown), and the teacher will define the found on plot diagrams?
different elements included on a plot diagram. Those The drawing of the plot
elements include: exposition, rising action, climax, falling diagram will be useful for visual
action, and resolution. learners.

8:27- Next, the teacher will pass out printed copies of the short The tangible copies of the short
8:38 story, “Beyond the Bayou” by Kate Chopin. Students will story will be useful for visual
be given a few minutes to read the short story on their learners.
own.
The group work will be useful
8:39- Students will then be split off into groups of three. The Where did you find the different for kinesthetic learners.
8:43 teacher will split the students into groups by pulling elements of plot within this short
names out of a jar (each student’s name will be written story? Students with visual
on a popsicle stick) at random. Students, while in their impairments may use an audio
groups will identify the elements of plot (exposition, version of the short story for
rising action, climax, falling action, and resolution) within today’s assignment (they must
the short story. use headphones).

Closure Time
What was the (fill in plot element The class discussion will be
8:44- The class will come back together for a class discussion on here) in “Beyond the Bayou”? helpful for auditory learners
8:50 the plot elements used within “Beyond the Bayou” as and possibly kinesthetic
well as a discussion on the elements of dialect within the What did you notice about the dialect learners.
story. used within this short story?

In what ways is it different from

standard English?

In what ways is it different from the

 dialect you speak in?

Contingency Time
If students finish early, they are to begin independent
research on dialects.

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Rebekah McCloy

Content Area: Lesson Topic: Dialect in Short Length (timing) of Lesson: 50 Minutes
English Language Arts Stories
10th Grade
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.10.18
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, independently and proficiently, at the high end of the grade 9-10 text
complexity range.

ELA.10.30
Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 10 topics, texts, and
issues, building on others’ ideas and expressing ideas clearly and persuasively.
 Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Work with peers to set rules for democratic, collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of
alternate views); establish clear goals, deadlines, and individual roles as needed.
 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others’
perspectives into the discussion; and clarify, verify, or challenge ideas and conclusions.
 Respond thoughtfully to diverse perspectives; analyze points of agreement and disagreement and, when warranted, qualify or justify views and understanding
and make new connections in light of the evidence and reasoning presented.
Learning Objective(s):

Students will be able to work in tandem with others by working in groups and in teacher-led discussions so that they will be able to build social skills while also getting
nearer to the maturity for more independent studies.

Formative Assessment:

Kahoot! Quiz: This informal way of testing student knowledge will help the teacher to better understand where the students are at.
Observations: The teacher will observe the students as they read and color code the short story by Thomas Wolfe, as well as when they are in their small groups
discussing the short story.
Discussions: The classroom discussions will also help the teacher to better understand where the students are at.
Homework

PREPARATION
Materials/Resources:

Video Link: https://www.youtube.com/watch?v=-8mzWkuOxz8

Article Link: https://www.washingtonpost.com/blogs/govbeat/wp/2013/12/02/what-dialect-to-do-you-speak-a-map-of-american-english/
Short Story Link: https://www.newyorker.com/magazine/1935/06/15/only-the-dead-know-brooklyn
Kahoot! Link: https://create.kahoot.it/details/duplicate-of-beyond-the-bayou/9f776522-5add-4414-892c-ea39bec875c8
Pencils
Highlighters
Paper

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction 8:00- Class will begin with the viewing of the YouTube video, “A What observations did you make
 8:02 Tour of the UK and Ireland in Accents”. regarding the UK and Irish dialects? The use of the video will be
good for students of both visual
8:03- Following the conclusion of the video, there will be a In what ways are some of these and auditory learning styles.
8:06 short classroom discussion regarding the content of the dialects similar or different to those
video. observed in the United States?

Out of all the dialects shown in the

video, which did you find to be the
most interesting? Why?
Core Instruction Time
What did you learn about dialects
8:07- The main instructional part of class will begin with from reading the article? The use of the tangible article
8:17 students logging into their computers, going to Kahoot!, will be good for visual learners.
and being quizzed on Kate Chopin’s “Beyond the Bayou”. What did you learn about dialects
from watching the video? Students who have a visual
impairment will be provided
8:18- The main instructional part of class will begin with the Which American English dialect with an audio recording of the
8:28 teacher handing out printed copies of the article, “What seemed most interesting to you. article to listen to (with
Dialect Do You Speak? A Map of American English” by Why? headphones).
Reid Wilson. Students are to read the article individually.
Both visual and auditory
8:29- Once students are done reading the article, the teacher learners can benefit from the
8:31 will show the accompanying video found on the website. video.

8:32- Following this, there will be a classroom discussion The classroom discussion will
8:26 regarding the article. be beneficial to auditory
learners and possibly
8:27- Next, the teacher will shift gears and introduce three Who is familiar with the term kinesthetic learners.
8:34 more narrative elements, character, setting, and theme. character? Setting? Theme?
This will include the teacher defining both elements. Small group discussions may be
beneficial to kinesthetic
8:35- The teacher will pass out printed copies of the short story learners.
8:45 “Beyond the Bayou” by Thomas Wolfe. Students will read
the short story, color coding it (Gallagher) as they read. The note taking and color
 They are to highlight things they do not understand in coding required in this part of
one color, and things they show complete understanding the class would be beneficial to
of in another. This will be useful when observing how well kinesthetic learners.
the students understand the dialect used in this. Students
are to underline characters and circle the setting. They
will write out the theme in the blank space at the end of
their printed out copy of the article. What they do not
finish will be homework.
8:46-
8:48 Students will spend a couple of minutes in small groups
discussing the short story. Discussion of it as a class will
occur during class the following day.

Closure Time
Are there any questions regarding
8:49- The homework assignment will be introduced at this the homework?
8:50 time. Students are to take home their printed out copy of
the Reid Wilson article, reread it, and pick out an
American English dialect. They are to begin researching
the dialect of their choice. To show that they did the
homework, students are to bring in a paragraph that
explains some of the things they learned while
researching.

Contingency Time

If students finish early, they can begin the research on

their chosen dialect while in class.
 COEPD LESSON PLAN TEMPLATE
Teacher Candidate: Rebekah McCloy

Content Area: Lesson Topic: Dialect in Short Length (timing) of Lesson: 50 Minutes
English Language Arts Stories
10th Grade
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.10.18
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, independently and proficiently, at the high end of the grade 9-10 text
complexity range.
ELA.10.30
Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 10 topics, texts, and
issues, building on others’ ideas and expressing ideas clearly and persuasively.
 Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Work with peers to set rules for democratic, collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of
alternate views); establish clear goals, deadlines, and individual roles as needed.
 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others’
perspectives into the discussion; and clarify, verify, or challenge ideas and conclusions.
 Respond thoughtfully to diverse perspectives; analyze points of agreement and disagreement and, when warranted, qualify or justify views and understanding
and make new connections in light of the evidence and reasoning presented.

Learning Objective(s):

Students will be able to gain exposure to multiple types of literature by reading short stories and nonfiction articles so that they will be able to increase their
understanding and comprehension.

Formative Assessment:
Observation: The teacher will observe the students when they are in small groups to gain a better understanding of where the students are at. This is especially helpful
with the shyer students, for while they may not be willing to speak up in class, they are more likely to speak up in a small group setting.
Discussion: The answers given by students during the discussion can help the teacher to see where the students are at.
Homework

PREPARATION
Materials/Resources:
American English Dialect Quiz Link: https://www.proprofs.com/quiz-school/story.php?title=pq-what-english-dialect-do-you-speak
Article Link: http://sittingbee.com/only-the-dead-know-brooklyn-thomas-wolfe/
Short Story Link for “Enter a Dragoon”: https://www.harpers.org/sponsor/balvenie/wp-content/uploads/Enter%20a%20Dragoon-Hardy.pdf
Pencil
Paper
Computers

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction Where did you find the narrative
8:00- Class will begin with a classroom discussion regarding elements within this story? The classroom should benefit
8:05 “Only the Dead Know Brooklyn” by Thomas Wolfe in auditory learners.
order to wrap things up from yesterday’s class. Can you identify the plot elements in
this short story? Explain your answer. The dialect quiz will be
8:06- Then, students will pull out their computers and take an beneficial to visual learners.
8:10 online dialect quiz. The quiz is supposed to be able to tell What parts of the article did you have
where the person is from based on their answers. difficulty with?
Students can share their quiz results following, but it is
their choice. Was the dialogue hard to understand
 at times because of the dialect?

If you don’t mind sharing, what did

your quiz results show? Which part of
the States are you from?
Core Instruction Time

8:11- The main instructional period will begin with students What insight did you gain form the The tangible copy of the short
8:20 being handed a printed out copy of, “Only the Dead Know article regarding the dialect used in story may be beneficial to
Brooklyn by Thomas Wolfe” (the article, not the short Wolfe’s short story? visual learners.
story). Students are to read the article, writing any notes
that they may have on its’ subject in the margins. In what ways did it help you better The class discussion and group
understand the short story? discussions may be beneficial
8:21- This will be followed up by a short, class discussion on the to auditory learners.
8:25 students’ findings. In what ways did it complicate your
understanding of the short story?
8:26- Students will then share some of the things that they
8:30 learned while completing their homework assignment in What English dialect did you choose?
the small group setting. Students are also to give their Why?
groupmates insight into the dialect they have chosen.
This time, students will be split up into groups of four. What have you learnt from your
The groups will be determined by the teacher counting research so far?
the students off.
Do you have any questions regarding
8:31- Following this the class will come back together, so that the creative assignment due on
8:36 students can share their findings in the larger setting. Friday?
They will be given the opportunity to share which dialect
they have chosen and a random fact about it that they
learned during their research. Students will then hand in
their paragraph they wrote for homework the night
before.

8:37- The teacher will then spend some class time covering the
8:45 creative assignment that will be due on Friday (this is
 under the assumption that the first lesson day began on
Monday) at 11:59 pm. The creative assignment calls for
the students to take the English dialect that they have
chosen, and following their research on it, write their
own short story in that dialect.
Closure Time

8:46- At this time, the teacher will give students their Do you have any questions regarding Visual learners can benefit
8:50 homework assignment for the night. Students are to your homework assignment? from the printed out copies of
read, “Enter a Dragoon” by Thomas Hardy (printed out the short story.
copies will be provided to students). In addition to
reading it, students are required to complete a 2-3 Auditory learners can benefit
paragraph analysis of the narrative elements included in from the instructions given out
the short story. Students are also welcome to include any loud by the teacher.
analysis they have on the dialect shown in some of the
dialogue that occurs early on. Kinesthetic learners can benefit
by taking notes on the
homework instructions.

Contingency Time

If there is extra class time, students should begin working

on either their creative assignment or their homework for
the night.

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Rebekah McCloy
Content Area: Lesson Topic: Dialect in Short Length (timing) of Lesson: 50 Minutes
English Language Arts Stories
10th Grade
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.10.18
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, independently and proficiently, at the high end of the grade 9-10 text
complexity range.

ELA.10.30
Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 10 topics, texts, and
issues, building on others’ ideas and expressing ideas clearly and persuasively.
 Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Work with peers to set rules for democratic, collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of
alternate views); establish clear goals, deadlines, and individual roles as needed.
 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others’
perspectives into the discussion; and clarify, verify, or challenge ideas and conclusions.
 Respond thoughtfully to diverse perspectives; analyze points of agreement and disagreement and, when warranted, qualify or justify views and understanding
and make new connections in light of the evidence and reasoning presented.

Learning Objective(s):

Students will be able to grow as students by working with their peers so that they can determine the meaning of short stories.

Formative Assessment:

Observation: This will be used to ensure that students have an understanding of the material at hand.
Discussions: Student answers will help the teacher to recognize where they are at.
Homework

PREPARATION
Materials/Resources:
Short Story Link (Thomas Hardy): https://www.harpers.org/sponsor/balvenie/wp-content/uploads/Enter%20a%20Dragoon-Hardy.pdf
Levar Burton Reads Link: http://www.levarburtonpodcast.com/
Pencils
Paper
Sticky Notes
Posters

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction
8:00- Class will begin with an activity. When students walk into Are there any questions about the This activity will be beneficial
8:10 the classroom, there will be several large pieces of activity before you get started? for kinesthetic learners and
paper/posters hung upon the wall with the narrative visual learner. It can also serve
elements written on them (one element per paper). Upon What is the best answer on your auditory learners, given the
their arrival to the classroom students are supposed to poster? discussions had by the groups.
get into groups of four that will be determined
alphabetically by last name. Students will go to the
different posters in rotations and, using sticky notes, list
where the element was in the short story and what it
consisted of.

8:11- Once everyone has gone around the room, the teacher
8:15 will call on each group (they will still be at the last
rotation) to give the best answer out of the ones stuck to
the poster. Students should give reason for why they
believe that to be the best answer.
Core Instruction Time
 8:16- The instructional part of class will begin with the students What did you fail to understand in The use of small groups and
8:26 getting into small groups (the same groups from the the short story? classroom discussions may be
activity at the beginning of class) and color coding beneficial to auditory learners.
(Gallagher) “Enter a Dragoon” using the same system that What instances of a different dialect
was used earlier in the week. In other words, students from standard English did your group The use of color coding and
should by color coding in one color things they do not identify? note taking will be beneficial to
understand, and in another, things they understand kinesthetic learners.
completely. What English dialect do you think is
being used in this section by Thomas The use of freewrites will also
8:27- Following this, the class will come together to compare Hardy? be beneficial to kinesthetic
8:35 group answers and revelations. Students will also be learners.
asked about the dialect shown in the early dialogue of the
short story. At the end of the discussion, student’s
homework from the night before will be collected.

8:36- Then, students will begin to freewrite on dialect. The

8:40 topic of this freewrite being, what are the most notable
things you have learned/noticed about dialect during the
last few days?

8:41- Students will then come together as a class to discuss the

8:45 freewrites. This time, every student will be expected to
contribute to the conversation, sharing their answers.

Closure Time
8:46- At this time, the teacher will conclude the day’s lesson by What are the most notable things The use of Levar Burton Reads
 8:50 informing students as to their homework for the night. you have learned/noticed about (the podcast) will be beneficial
Students are to go to the website for the podcast, Levar dialect during the last few days? to auditory learners.
Burton Reads (they will be provided a link by the
teacher). They then are to scroll down until they find the The act of taking notes and
podcast titled, “L’Aquilane du Estrellas (The Kite of Stars)” summarizing the podcast
by Dean Francis Alfar. Students are to listen to the episode may be beneficial to
podcast at home, and are to write a one paragraph kinesthetic learners.
summary of the short story that is to be turned in at the
beginning of class the next day.

Contingency Time
If there is extra time at the end of class, students will be
given time to work on their creative assignment.

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Rebekah McCloy

Content Area: Lesson Topic: Dialect in Short Length (timing) of Lesson: 50 Minutes
English Language Arts Stories
10th Grade
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.10.18
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, independently and proficiently, at the high end of the grade 9-10 text
complexity range.
ELA.10.30
Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 10 topics, texts, and
issues, building on others’ ideas and expressing ideas clearly and persuasively.
 Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Work with peers to set rules for democratic, collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of
alternate views); establish clear goals, deadlines, and individual roles as needed.
 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others’
perspectives into the discussion; and clarify, verify, or challenge ideas and conclusions.
 Respond thoughtfully to diverse perspectives; analyze points of agreement and disagreement and, when warranted, qualify or justify views and understanding
and make new connections in light of the evidence and reasoning presented.

Learning Objective(s):

Students will be able to succeed in the classroom by arriving at class having completed all homework assignments so that they can take part in discussions and
classroom activities.

Formative Assessment:

Observation: The teacher will assess students through observation, particularly during small group time and during the in class activity. This will help the teacher to
better understand where the students are at.
Discussions: The use of discussions as an assessment method can also help the teacher to better understand where the students are at.
Homework

PREPARATION
Materials/Resources:

Levar Burton Reads Link: http://www.levarburtonpodcast.com/

Pencils
Paper
Posters
Sticky Notes

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction 8:00- At the beginning of class, students will be asked to turn in What are the narrative elements
8:10 the assigned paragraphs they completed for homework. behind “L’Aquilane du Estrellas (The This activity will be good for
Then, the students will be tasked with the same Kite of Stars)”? kinesthetic learners as well as
beginning activity they had the day before. The only visual learners.
difference is that they will be using Dean Francis Alfar’s Out of all the answers on your poster,
short story instead of Thomas Hardy’s. The same rules do which do you like the best? Why?
apply, only this time, the students will be split into groups
of four based on their birthday. The first four birthdays
(starting with January) will be in a group together, then
the next four, and so on.
8:11-
8:15 Just like the day before, once students have reached and
completed the final rotation, there will be a classroom
discussion regarding what they have learned. Students
will be asked to reveal the best answers on the posters.
They must defend their reasoning.
Core Instruction Time

8:16- To begin the main instruction of the class, students will Where in the short story did you The group work and the class
8:26 be tasked with staying in their groups from the previous notice a form of English dialect? discussion may be beneficial to
activity and discussing the short story they listened to for auditory learners.
homework. Students should focus on the dialect found What type of English dialect do you
within the short story. It would also be good for students think it was?
 to make note of anything in the short story that they had The freewrites may be
trouble understanding. Discussing it as a small group, What is your opinion of the short beneficial to both visual
may help the students to unearth an understanding. story? Any thoughts on the plot? learners and kinesthetic
learners.
8:27- Following that, the class will come together and discuss What are your thoughts on the use of
8:35 the short story as a class. Students should feel free to give an audio-version of a short story
their opinions on the story as a whole and to the idea of rather than the traditional, written
using an audio-version of a short story rather than the versions?
traditional, in writing version.

8:36- Following this, students will freewrite on the narrative

8:42 elements used within the short story. Students may also
address how Levar Burton’s narration impacted their
reception of the story.

8:43- The class will then be opened up for students to open up

8:47 about their freewrites.

Closure Time

8:48- The class will end with a brief discussion on what What have you learned about English This discussion could be
8:50 students have learned through this study in English dialect? beneficial to auditory learners.
dialect.
Which short story was the most
helpful in the study of dialect?

Which short story was the most

interesting?
Contingency Time

If there is extra time left at the end of class students may

continue to work on their creative assignment. It is due
by 11:59 pm tonight.