LESSON PLAN Lesson | Language Identity and Code-Switching Title: Course: | English 11 Grade: | 11 Lesson | Six days Length: LESSON GOALS Standards: | © CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. © CCSS.ELA-LITERACY.RL.11-12.6: Analyze a case in which grasping a Point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). © CCSS.ELA-LITERACY.W.11-12.1.A: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. © CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Learning Target: | Students will be able to analyze the role of language in shaping identity, recognize the benefits and challenges of code-switching in different contexts, and apply their learning to create a podcast, write an essay, or create a blog that demonstrates their understanding of the relationship between language and identity Materials: ‘Access to a computer or mobile device with intemet access Projector or large screen Note-taking materials such as paper and pens or digital devices Design materials such as paper and pens or digital devices If students choose a podcast: recording device or headphones with microphone attachment. Essential Question: | How does language shape our identity and how does code-switching allow us to navigate different cultural contexts?PACING/LESSON STRUCTURE Introduction to Language and Identity Introduce the concept of language and identity, and discuss how our language use can reflect and shape our identities. © Use a K-WeL chart or a brainstorming activity to assess students’ prior knowledge and generate questions about these topics. Day 2: Exploring Code-Switching Introduce the concept of code-switching, and discuss why people might use different languages or dialects in different contexts. © Use a video or audio clip of someone code-switching to help students understand the phenomenon. ‘© Have students share their own experiences with code-switching or language variation. Day 3: Analyzing Code-Switching ‘© Have students analyze examples of code-switching in different contexts, such as in literature, music, or personal narratives. © Use a graphic organizer or a discussion guide to help students identify the different languages or dialects being used, the contexts in which they are used, and the effects of the code-switching on the speaker and the audience. Day 4: Code-Switching in the Classroom ‘* Discuss the use of code-switching in the classroom, and how it can be a tool for inclusion and understanding Have students practice code-switching in pairs or small groups, using different languages or dialects to convey the same message. Day 5: Code-Switching in Society ‘¢ Discuss the role of code-switching in society, and how it can be used to bridge linguistic and cultural divides. * Have students research a community where code-switching is common (such as a multilingual neighborhood, a bilingual school, or a workplace with diverse employees) and create a presentation or infographic about the benefits and challenges of code-switching in that context. Day 6: Reflecting on Language and Identity Have students reflect on their own language use and identity, and how they relate to each other. * Provide prompts such as "What language(s) do you speak at home? How do you feel when you use different languages or dialects? How has your language use influenced your identity?" Collaboration’ |» Students will engage in a range of collaborative activities from Group Activity: whole-class discussions to partner work. CHECKS FOR UNDERSTANDING (Fill out what applies inthe lesson) FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT Exit tickets, quickwrites and short | Prompt: In this unit, we have explored how language shapes our writing, graphic organizers identity and how code-switching allows us to navigate differentcultural contexts, Using what you have learned, create a podcast, essay, or blog post that explores how language has shaped your own identity or the identity of someone you know, and how code-switching has allowed you or someone you know to navigate different cultural contexts. Be sure to include specific examples and evidence to support your ideas.