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1Running head: COMM CHOICES UNIT

Communication Choices Unit

Angelia M. Muha

Minot State University

2COMM CHOICES UNIT

Rationale:

The world has a growing interest in recognizing diversity and education in acceptance of

diversity. Linguists are no different from the rest of the world, and they, too, are interested in difference

between languages as well as difference in dialects of a single language. Linguists study these

differences. Most linguists do not hold one language (or dialect for that matter) over another as a

‘better’ form of the language, yet different forms can be viewed as more appropriate in different

settings. Teachers are encouraged to teach students acceptance as well as a realization of a need to use

different communication choices in different situations (International Reading Association [IRA] &

National Council of Teachers of English [NCTE], 1996, p. 24). In fact, the International Reading

Association (IRA) and the National Council of Teachers of English (NCTE) (1996) recognized “All of us who

speak English speak different varieties of English depending on whom we are communicating with, the

circumstances involved, the purpose of the exchange, and other factors. Indeed, creative and

communicative powers are enhanced when students develop and maintain multiple language

competencies” (p. 16). However, the IRA and NCTE (1996) also distinguishes some forms of English are

more appropriate “for higher education, for employment, and for participation in […] wider

communication” (p. 16). In fact, the IRA and NCTE (1996) makes the ability to “adjust their use of

spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively

with a variety of audiences and for different purposes” their fourth standard for the English Language

Arts (p. 24).

The following lesson plan strives to encourage students to identify differences in communication

choices as well as give the students methods to identify the most appropriate dialect for the given

situation. This main object of the lesson plan fulfills the requirement in the North Dakota standard L.3

which states, the student should be able to “apply knowledge of language to understand how language

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functions in different contents, to make effective choices for meaning and style, and comprehend more

fully when reading” (Sanstead, 2011, p. 57). The assignment of the researched letter on a problem-

solution covers North Dakota standards W.1, W.4, W.5, and W.7 which address (in order) supporting

claims with clear reasons, appropriate clear and coherent writing in accordance to the task, purpose,

and audience, and strengthening writing through correction or editing (Sanstead, 2011, p. 45, 49, & 50).

The thank you note assignment also fulfills North Dakota standard W.4 (Sanstead, 2011, p. 49).The daily

journals and other writing activities fulfill North Dakota standard W.10 which requires writing regularly

(Sanstead, 2011, p.50). The inclusion of Patrick Henry’s “Liberty or Death Speech” and discussion of the

related concept of communication choices fulfills North Dakota standard RI.9 which handles historical

United States documents (Sanstead, 2011, p.43). The required group work fulfills North Dakota standard

SL.1 and SL.6 which attend to “participation in group discussions” and “adapting speech to a variety of

contexts and tasks” (Sanstead, 2011, p. 53).

The lesson begins with student self-reflection on their personal style and an overview of the unit

with key term definitions. The lesson’s foundation makes self-reflection and diversity awareness a key

aspect to the unit. Many educators identify the need for the critical ability to apply concepts to the real

world. Direct real world application is woven within this lesson plan. Jeff Fox, a professor at Brigham

Young University, notes, “Research confirms that perceived relevance is a critical factor in maintaining

student interest and motivation [… as well as] higher course evaluations” (Fox & Smith, 2010). The self-

reflection, cultural awareness, and direct real world applications spell out the relevance of the unit to

the student’s lives. The purpose of the unit is to prepare the students to make appropriate

communication choices while recognizing the legitimacy of a variety of linguistic styles.

This lesson should be taught early in the academic year, but probably not first as a classroom

community should be established before this unit. I put this unit after John Steinbeck, The Grapes of

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Wrath. The novel lends itself to some great examples of dialect and how dialect can reflect certain

aspects. The novel also demonstrates the need to learn to codeswitch in certain situations. This gives a

vehicle which can be used to bridge the information without overloading the student. The idea being,

they have already been familiarized to the text, and now, they can look at it for examples for this unit.

Meanwhile, this unit can be directly applied to their own lives as well. The position behind The Grapes

of Wrath which demonstrates the concepts in this unit only solidifies the relevance of the novel as well

as the communication choices concepts. Also, the position of the unit allows me to exhibit yet another

strategy for a thorough reading a novel.

I would follow this lesson with William Shakespeare’s Romeo and Juliet. Romeo and Juliet

demonstrates communication choices. Mercutio and the Nurse give some great examples of the mixing

of dialect understandings. Mercutio is the master of bawdy implications while the nurse seems to not

recognize those references. Also, Romeo and Juliet is written in Early Modern English; the position of this

lesson means I can build on the students’ language knowledge and move from differences in dialect to

how language changes over time. The ability to use the foundation laid in the communication choices

unit allows me to reveal the relevance of Romeo and Juliet beyond the aspects of theme.

The fundamental purpose of education are to produce responsible citizens who have mastered

content knowledge, understand society’s interconnection, and are able to think for themselves. This unit

tries to establish society’s interconnectivity and aid students’ development of critical thinking strategies.

The unit covers the subject matter of communication choices, various applications of the information

introduced, as well as ingenuity of knowledge correlation to prior knowledge, experiences, and real

world issues. In order to accomplish communication choices aptitude, several different methods of

delivering the subject matter is employed. The unit utilizes lecture, cooperative activities, oral

presentations, written work, kinesthetic application (acting out the scenarios), both student and

teacher-led discussions, and self-reflection. Also, by giving the students a bridging lesson between

http://en.wikipedia.org/wiki/Mercutio

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novels, the students who struggle with reading can focus on other attributes while students who

struggle with group work or writing can focus on improving these skills. Yet, this lesson does not negate

reading and critical thinking. The student will need to gather an understanding of the concepts with a

depth that will allow the application of the concepts in the assigned projects.

This communication choices unit addresses a need to identify diversity in communication as well

as teach tolerance and understanding for such diversity. The unit proves ample opportunities to identify

application of the concepts covered. During, the unit, students will be taught why we need

communication choices and strategies to help identify the most appropriate communication style for a

given situation. It also provides various avenues to understand communication choices concepts giving

the students different context in which to apply the concepts.

Unit Lesson Plans:

Instructor: Mrs. Muha____________ Unit: Communication Choices Date Taught: _____

Lesson #: 1 of 5 Lesson Focus: Definitions and Foundation for Unit Grade: 9-10

National Standard(s): Foundation [L.3], W.10 Evaluation Method: Worksheet- study guide

Objectives: (observable behavior, conditions, criteria) “Students will… define dialect, tone, personal style, style shifting,

Time Learning Activities/Tasks/Transition

Organization Skill & Behavior Cues

Equipment

Before Class begins

Teacher writes the following on the board: “Bell Work: Daily Journal Entry- What defines your personal style?

Homework: Find at least two different examples of each:

Dry erase markers and eraser

Lecture on Communication Choices (Appendix A or http://mrsmuha.weebly.com/lectures.html)

Worksheet/Study Guide (Appendix B or http://mrsmuha.weebly.com/

http://mrsmuha.weebly.com/worksheets.html

http://mrsmuha.weebly.com/lectures.html


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tone and dialect. Think what the two examples tell you. How are they different and why? Do they use different communication styles?”

worksheets.html)

8:00-8:10

Bell Work: Daily Journal Entry- What defines your personal style?

Students write individually in their journals.

Students actively writing in journal for 10 minutes.

Possibly extra pencils

8:10-8:35

Unit Worksheet/Study Guide and lecture

Teacher will handout Unit worksheet/study guide (Appendix B). The teacher should remind the students this worksheet will become their study guide for this unit. Then the teacher will give a lecture to define terms [Lecture on Communication Choices (Appendix A)].

Students listen to lecture and take notes and fill in definition portion of study guide.

Lecture on Communication Choices (Appendix A )

Worksheet/Study Guide (Appendix B )

8:35-8:55

Questions and comments from students. (If time allows: Time to begin homework assignment)

Students ask questions for clarification. Teacher answers questions. Teacher verbally informs the students of their

Students ask questions and/ or active search texts, internet for examples for homework assignment.

Computer and classroom library.


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homework assignment already written on the board.

Home work

Find at least two different examples of each: tone and dialect. Think what the two examples tell you. How are they different and why? Do they use different communication styles?”

Written on board and teacher verbally informs the students of their homework assignment already written on the board.

Two different examples of each: tone and dialect.

Instructor: __ Mrs. Muha____________Unit: Communication Choices Date Taught: _____

Lesson #: 2 of 5 Lesson Focus: Understanding reasons for communication choices and differencesGrade: 9-10

National Standard(s): Standards W.10, R1.9, SL.1, and L.3 Evaluation Method: Observation of discussion participation

Objectives: (observable behavior, conditions, criteria) “Students will… develop an understanding of the relationship between language and culture, recognize the need for different communication styles, and identify possible reasons for these differences.



Equipment

Before Class begins

Teacher writes the following on the board: “Bell Work: Discuss with a partner the examples you found for tone and dialect. Choose one example for each to present to the class. Be prepared to share how the example demonstrates tone or dialect and something about the communication

Become familiar with the content on the slide show to include the notes on the master slides.

If needed, review meaning of dialect, tone,


Computer, projector, Slide show (http://mrsmuha.weebly.

http://mrsmuha.weebly.com/videos.html


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style.

Homework: Daily Journal Entry-Compare two situations when you needed to act, talk, or write differently. How did your respond differently? Was anything the same? What was the reason you felt the need to style shift?”

Start slide show of examples gathered from prior class reading.

and communication style shifting which can be found in communication choices lecture found in Appendix A or http://mrsmuha.weebly.com/lectures.html)

com/videos.html )

8:00-8:10

Partner discussion of the examples found for tone and dialect.

Students pick a partner and discuss examples and select one to share with the class.

Students actively discussing tone, dialect, and style shifting.

8:10-8:45

Class discussion on tone and dialect.

Teacher asks student pairs to share the chosen examples and reasons for their choice (i.e. how the example demonstrates tone or dialect). The teacher writes brief description of example on the board. Then,

Students and teacher actively engages in a two way discussion on tone, dialect, and style shifting.







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asks the class to brainstorm what dialect/tone/ style can convey (i.e. education, familiarity, class, culture, situation, emotions, etc.)

8:45-8:55

(If time permits: Time to work on homework)

Teacher verbally informs the students of their homework assignment already written on the board.

Students write in their journals


Homework

Daily Journal Entry-Compare two situations when you needed to act, talk, or write differently. How did your respond differently? Was anything the same? What was the reason you felt the need to style shift?”


Compare and contrast situations.


Lesson #: 3 of 5 Lesson Focus: Practice style shifting for oral communication Grade: 9-10

National Standard(s): Standards W.10, SL.1, SL.6, and L.3 Evaluation Method: Group Presentation

10COMM CHOICES UNIT

Objectives: (observable behavior, conditions, criteria) “Students will… demonstrate a working knowledge of communication choices unit concepts.



Equipment

Before Class begins

Arrange desks into groups of four, tape a letter in the center. Then tape a number (1, 2, 3, 4) on each of the chairs.

Bell Work: Daily Journal Entry-Write about a time when you were misunderstood or misunderstood someone else. What did that experience teach you?

Homework: Continue work on group project.”

The letter will identify which group the students will be in and the number will indicate the job of each member.

Hand students a paper with a letter on it as they enter the classroom.

Place folded scenarios into a bag or hat.


Tape

Paper

Pens/pencils

Bag or hat

Communication Choices Group Roles Handout (Appendix C or http://mrsmuha.weebly.com/worksheets.html )

Printed, separated, and folded Communication Choices Scenarios (Appendix D or http://mrsmuha.weebly.com/worksheets.html )

8:00-8:10

Bell Work: Daily Journal Entry-Write about a time when you were misunderstood or misunderstood

Students write individually in their journals.

Teacher hands out the Communication Choices Group Roles



Communication Choices Group Roles Handout (Appendix C)





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someone else. What did that experience teach you?

Handout.

8:10-8:20

Group work directions.

Teacher explains group project. (The group explorer will draw a scenario out of the bag; then the group must plan and act out the scenario for the class. The group presentation of the scenario should last about five minutes and will be presented tomorrow.)

Students actively listening to instruction and possibly asking clarification questions.

Communication Choices Scenarios in a bag or hat (Appendix D)

8:20-8:55

Group work on scenario presentations

Student groups works together to present given scenario. Teacher walking around and assisting as needed.

Students discussing, researching, and writing.

Paper and pencils

Computer

Homework

Continue work on group project.


A presentation to represent to scenario to the class.


Lesson #: 4 of 5 Lesson Focus: Definitions and Foundation for Unit Grade: 9-10

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National Standard(s): Standards W.1, W.2, W.4,W.7, W.10, SL.1, SL.6, and L.3 Evaluation Method: Group Presentation

Objectives: (observable behavior, conditions, criteria) “Students will… develop demonstrate a working knowledge of communication choices unit concepts.



Equipment

Before Class begins

Arrange desks into groups of four, tape a letter in the center. Then tape a number (1, 2, 3, 4) on each of the chairs.

Teacher writes the following on the board: “Please place your written solution for the group scenario presentation in the “in box” on the teacher’s desk. Then, find a seat at the grouping with your corresponding letter.

Bell Work: Daily Journal Entry-My ideal career is…

Homework: Research and write a letter proposing solutions addressing a community or school problem to an official and a thank you note to someone who has made a difference in your personal life.”


Stamped envelopes for the thank you notes.


8:00-8:10 Daily Journal Entry-My ideal career is…

Students write individually in their journals. Teacher returns graded first draft of the problem/solution letter


Stamped envelopes for the thank you notes.

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and thank you note with stamped envelopes.


8:10-8:30 Group Presentations Students present scenario to class. Teacher takes notes on presentation.

Scenario presentation demonstrates understanding of Communication Choices Unit.

8:30-8:40 Class discussion of possible problems and solutions

Teacher asks students to share journal entries. Teacher leads class in a discussion of the community or school problems and solutions. The teacher writes the problems and possible solutions on the board.

Students and teacher actively engages in a two way discussion on community or school problems and solutions.


8:40-8:55 Directions for letter and thank you note.

Teacher explains that each student is to write a letter to an official to try to solve an identified problem (students may use any problem discussed in class or one which they have identified on their own). This letter will require some research into the problem to: identify if the proposed solution is possible; if other solutions have been tried, and if so, how they failed; who has the ability to make decisions regarding change in the area in question; etc. Also, the teacher will explain to the students that they are also required to write a short


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thank you note to someone who has made a difference in their personal life (due tomorrow). Please keep in mind that the Thank you note will be viewed by the teacher, so keep this in mind when you are writing the note; however, the note should reflect a communication style appropriate for the intended receiver of the note. Teacher should tell students that these two written project should illustrate different communication styles. Both the first draft for the letter and the note will be due tomorrow. (The final draft of the letter will be due next Monday).

8:55 (If time permits: Time to work on homework)


Students researching or writing.

Possibly extra pencils or computer access

Homework Research and write a letter proposing solutions addressing a community or school problem to an official and a thank you note to someone who has made a difference in your personal life.


Letter clearly stating problem and possible solution and a thank you note; both written drafts demonstrate appropriate communication style.

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Lesson #: 5 of 5 Lesson Focus: Practice style shift in writing Grade: 9-10

National Standard(s): Standards L.3, W.1, W.2, W.4, W.5, W.7, and W.10 Evaluation Method: Letter proposing a solution to community problem and Thank you note.

Objectives: (observable behavior, conditions, criteria) “Students will… Change writing style and word usage to reflect audience and purpose



Equipment

Before Class begins

Teacher writes the following on the board:

“Please place your thank you note in the “in box” on the teacher’s desk.

Bell Work: Daily Journal Entry- Write a brief summary of a personal problem and possible solutions.

Homework: Revise your letter proposing solutions addressing a community or school problem to an official. Include a separate revision reason explanation to explain why you followed or did not follow the advice given on the peer review sheets. Staple first draft, peer review sheets, second draft, and revision explanation together.

If needed review communication style shifting found in Appendix A or http://mrsmuha.weebly.com/lectures.html)


Thank you cards and envelopes

Computers/ printers/paper

Legal size envelopes

Possibly pens and pencils

8:00- Daily Journal Entry- Write a brief summary of personal

Students write individually in their

Students actively writing




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8:10 problem and possible solutions.

journals. in journal for 10 minutes.

8:10-8:40

Peer Review of Problem/solution letters

Teacher informs the students that they will complete at least two peer reviews. They will use the peer review worksheet found on the class website: http://mrsmuha.weebly.com/peer-review-worksheet.html .

Teacher may need to review peer review procedures (videos of good and ineffective peer reviews can be found at http://mrsmuha.weebly.com/videos.html ).

Students actively engage in a peer review for at least two peer letters.

Computers and red pens.

8:40-8:55

Directions for letter revisions.

Teacher explains that each student is to revise their problem/solution letter utilizing the two peer reviews. They should consider the advice giving to them on their letters; however, they are not required to blindly follow the advice. Yet, the students are required to write a separate revision reason explanation to explain why the




http://mrsmuha.weebly.com/peer-review-worksheet.html



17COMM CHOICES UNIT

advice given on the peer review sheets was or was not followed.

8:55 (If time permits: Time to work on homework)


Students revising.

Possibly extra pencils or computer access

Homework

Revise your letter proposing solutions addressing a community or school problem to an official. Include a separate revision reason explanation to explain why you followed or did not follow the advice given on the peer review sheets. Staple first draft, peer review sheets, second draft, and revision explanation together.


A revision of the letter clearly stating problem and possible solution and revision reason explanation.

Please note: After the student revises the letter, the teacher may require one more draft after a teacher review which will become the final draft or the second draft may be the final draft. In either case, the teacher grades the final draft and mails the letters to the appropriate official. It is important to submit the letters, so the students can see they have a power to affect their communities. This step also shows the student that their writing has real life purposes.

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References

Fox, J. (Writer), & Smith, S. (Performer) (2010, May). Establishing relevance. Brigham Young University

Center for Teaching and Learning . [Audio podcast]. Retrieved from

http://ctl.byu.edu/podcasts/establishing-relevance

International Reading Association, & National Council of Teachers of English, (1996). Standards for the

english language arts. Newark: International Reading Association and National Council of

Teachers of English. Retrieved from http://www.ncte.org/standards/ncte-ira

Sanstead, W. G. North Dakota Department of Public Instruction, (2011). North Dakota English language

arts and literacy content standards, 2011. Retrieved from North Dakota Department of Public

Instruction website: http://www.dpi.state.nd.us/standard/content/ELA/ELA_JUN0811 .pdf

http://www.dpi.state.nd.us/standard/content/ELA/ELA_JUN0811%20.pdf

http://www.ncte.org/standards/ncte-ira

http://ctl.byu.edu/podcasts/establishing-relevance

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