Sample Units

English Language Arts B10 Sample Unit:
Equality--Pain and Pride

Language Concepts

All English language arts courses are designed to assist students to widen their knowledge and appreciation of the English language. The "nature of language" is best learned contextually, growing out of students' language experiences rather than through isolated drills and exercises that are presented out of context (e.g., workbooks). During the course of this and the subsequent unit, students should be actively engaged in using language processes for their communication purposes. In addition, they should increase their understanding of three broad language concepts:

• Language varies according to audience, purpose, and situation.
• Language has structural patterns and conventions.
• Language develops and changes over time.

As students are engaged in the language processes, teachers are encouraged to diagnose their strengths and needs as they work with the elements of language. A checklist such as the following (adapted from the chart on pp. 25-27) might be used to keep a record of their understandings and needs.

Text

• Different purposes and audiences require different modes of oral and written discourse.
• Audience and purpose influence the language register (formal, informal, conversational).
• Prose (fiction and nonfiction), poetry, and drama have distinctive and various organizational patterns.
• Prose paragraphs might describe, narrate, explain, or persuade.
• Other.

Sentences

• A clear sentence conveys the author's meaning on first hearing or reading.
• The English language has a system of syntax--English sentences are based on basic "kernel" structures that can be expanded, compounded, and transformed.
• Formal written sentences are clear and concise.
• Punctuation and capitalization marks clarify the meaning of written sentences.
• Other.

Words

• The English language has a lexicon.
• An appropriate word suits the audience and purpose.
• A word may have connotative as well as denotative value.
• A word may have symbolic meaning, act as an allusion, or appeal to the senses.
• Other.

Mini-lessons

Some students may require more assistance than others with specific language concepts and processes. Take the time to model the speaking, listening, writing, and reading processes and to provide mini-lessons before, during, or after students engage in these processes. A mini-lesson is a focused lesson designed to help students learn how to do something (e.g., write an effective descriptive paragraph) or address a language concept needed for a task (e.g., how to write a concise sentence). These lessons can be taught to the whole class, to a small group, or to an individual.

A mini-lesson, for example, on writing an effective introduction might include the following information:

An introduction usually serves two purposes--it catches the reader's attention and it suggests or states the main idea of a paper. Stating your main idea in your introduction makes it easy for the reader to understand what you are trying to narrate, describe, explain, or prove. (Not every piece of writing, however, needs a formal introduction. Often narration begins in the middle of the action, providing an introduction that captures the reader's attention.)

Experienced writers often catch their reader's interest using one of the following methods.

• Taking a stand on a controversial issue:
  Communication with extraterrestrials is possible.

• Presenting (retelling) a short anecdote:
  The car lurched across the field, alternately chasing and being chased by a huge, brown bull.

• Beginning with a quotation:
  "You can do it," they said. "There's nothing to it. Skiing is as easy as walking."

• Asking a question:
  What do twelve years of schooling do to your mind?

• Addressing the reader directly:
  Imagine standing on the prairies 20,000 years ago.

• Providing a vivid description:
  The low sky was like a sheet of metal. The fields faded in the distance, but the presence of the wolves was still felt.

• Beginning with a startling or interesting fact:
  It happened quickly. Sixty million buffalo once roamed the prairies and plains of North America. By 1889, there were estimated to be only a few scattered herds.

Each opener presents a vivid but incomplete glimpse of what is to follow. The reader wants to read on to see the rest of the picture.