Name: Michelle Gandara, Stephanie Lewis, Karen Lopez

Grade Level: 12
Subject: Communication/Speech Course
Title of Lesson: The Levels of Language Usage
LESSON PLAN TEMPLATE

Establishing the Lesson Framework

NETS-S:
3) Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
b) locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c) evaluate and select information sources and digital tools based on the appropriateness to specific tasks
TEKS: Taken from Communication Applications
1A Explain the importance of good communication skills
1C Identify standards for making communication choices considering appropriateness
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TEKS Content Objective:
We will identify standards for making communication choices considering appropriateness and explain the importance of good
communication skills.
TEKS Language Objectives:
I will identify standards for making communication choices by reading language usage vocabulary on a PowerPoint.
I will explain the importance of communication skills by discussing my prior knowledge in a 4-Corners Activity, matching language
usage with context from a Pick A Card, Any Card activity, presenting my groups ideas, and writing a 3,2,1 Exit Ticket.
NETS-S Content Objective:
We will locate and evaluate information and select digital tools from a variety of media.

NET-S Language Objective:

I will locate and evaluate information about language usage by accessing Google Classroom, reading a vocabulary PowerPoint, and
taking a Pre and Post Assessment from the Plickers app.
Rationale: In the real world, students will need to communicate effectively in a variety of contexts. Knowing which level of usage to use in a
given context will help the student build an image of a competent communicator which can directly impact their success in school, career and
interpersonal relationships.

Designing Supportive Learning Environments

Materials:
Resources

Technology

Teacher Use
Kagan Instructional
Strategies
Smartboard (IWB)
Communication
Applications Glencoe
textbook
Google Classroom
Plickers.com assessments
PowerPoint
Smartboard (IWB)
Handheld device smart
phone

Student Use
Kagan Instructional
Strategies
4 Corners Cards
Context and Usage Cards
Mac Laptops
Google Classroom App
Plickers.com/plickers
Plickers Barcode cards
PowerPoint

Setting: Students are grouped by choice at various round tables. Students work independently on the pre and post assesment, and working on
their learning module powerpoint. Students collaborate with the 4 corner activity (moving to one of the 4 corners of the room) and with the
usage and scenario card activity (working at tables in pairs).
Student Needs/Adaptations: Students need laptop computer, Plicker cards, and pre and post assessment questions.

Since specific student modification information is unavailable due to FERPA, students will refer back to the powerpoint and utilize the
internet on their laptop for clarification of vocabulary and assistance through the lesson. The instructor is also available for individual
questions as she actively monitors.

Instructional Strategies:
Introduction/Focus:
Prior Knowledge/Schema
We will begin the lesson with a quick 4-Corners Activity. The instructor will post four ideas on the four corners of the room. Students will
decide which type of language (formal, informal, colloquialism, slang, standard, or ungrammatical) would be the most appropriate for the
context, and stand at that corner. For example, they could choose to stand in the corner that states, Kids should speak to their friends parents
using slang. Then, the team in that corner will defend why they chose that statement. Teacher can choose a representative from the group to
defend their corner; teacher will evaluate for misconceptions and use of vocabulary terms.
Instructional Procedure:
Activity #1:
Students will then access Google Classroom with their Mac laptops and open the teacher-created link with Power Point to their multimedia
instruction. At this time, students will work through the module and familiarize themselves with the five basic levels of usage.
Activity #2:
Students will work in their table pairs and draw two cards. One card will state the language usage, and the other one will give
context/scenario. For example, students may draw technical and phone call, or formal and order at McDonalds. Students will create
dialogue within the parameters of the usage and context selection. Students may share these with a partner or the class.
Closure: Exit Ticket
Students will complete an exit ticket as a formative assessment tool:
3 New Things I Learned Today
2 Things I Still Want to Know

1 Question I Still Have

Evaluation Strategies
Pre-Assessment: Teacher led. Students will use Plickers cards to respond to four oral True/False questions regarding levels of language
usage. Teacher will record data on Plickers app.
Formative: Students will work in pairs to create dialogue given a specific level of language and a given context. Teacher will monitor and
push students to be specific. Students will share dialogue with class.
Post-Assessment: Teacher led. Students will analyze video or text clips on Smartboard, idenitify which level of language is used, and
initially record their answers on Google Classroom Doc. After all five examples are viewed, the teacher will call out the question number and
students will submit their final answers using their Plickers card. Data from this assessment will be collected on the Plickers app.