Cognitive (know/understand):

1) Students will know that English language use varies across culture,
ethnicity, and location.
a) Students will understand that there is no superior form of English and
that all linguistic varieties are rule-governed (1, 2, 8, 9).
b) Students will know the definitions of linguistic variety, standardized
English, slang, vernacular, and jargon (1).
c) Students will know the definition of code-switching and how speakers
and writers use it to express themselves, fit in, or accomplish a goal (2,
4, 7).
d) Students will know that many famous texts we read in school show
variety in language use (2, 3).
e) Students will understand that they have their own linguistic variety
that reflects their culture, background, and experiences (1, 2, 8, 9).
2) Students will know that language can be manipulated purposefully for
your intended effect.
a) Students will understand that changing registers, or the formality of
our language, is useful and necessary for adapting to particular
audiences and contexts (1, 4, 5, 6, 7, 8, 9).
b) Students will understand that the reason that we adjust our language
is to effectively accomplish our goal (1, 4, 5, 6, 7, 8, 9).
c) Students will know that we adjust how we speak and write depending
on our purpose (3, 4, 5, 6, 7, 8).
d) Students will know that we adjust how we speak and write depending
on our audience (3, 4, 5, 6, 7, 8).
3) Students will know that Standard English may be expected in certain
contexts.
a) Students will know that standard, academic, or formal English
refers to the type of language use that we typically see in school and in
the workplace (1, 5, 9).
Affective (feel/value) and/or Non-Cognitive:
4) Students will value language differences in others.
a) Students will interact open-mindedly and respectfully with texts that do
not use standardized English (1, 2, 3, 9).
b) Students will appreciate that language differences can add artistic
depth to a text (2, 3, 8).
5) Students will develop pride in their language variations.
a) Students will reflect on how their language use is unique and valuable
(1, 8, 9).
6) Students will begin to develop personal opinions about whether or not
having to learn Standard English is ethnocentric.
a) Students will analyze and reflect on informational articles about the
controversy around Standard English (1).
b) Students will react to examples of non-standard English that are
presented by the teacher as positive examples of texts (3).

Performance (do):
7) Students will be able to inquire about and explore how language use
varies in written and spoken pieces.
a) Differentiate between Standard English and Non-Standard English (2,
3, 4, 7, 8).
b) Compare and contrast different language varieties within various types
of texts (3, 4).
c) Identify the audience and purpose of two contrasting texts (3, 4).
d) Distinguish between informal and formal register (3, 4, 7, 8).
e) Evaluate the effectiveness of texts written for very different audiences
and purposes (4).
f) Students will be able to analyze the similarities and differences of key
terminology about language use: linguistic variety, standardized
English, slang, vernacular, and jargon (1).
g) Students will be able to identify code-switching in written and spoken
pieces and evaluate its purpose (2, 4).
8) Students will be able to compose a written piece with a stated purpose
and audience, and adapt it into a second version to address a different
audience.
a) Use pre-writing strategies to generate ideas for writing topics (4, 5, 7).
b) Identify the purpose, role, audience, format, and topic for two
contrasting writing assignments (4, 5, 7).
c) Adapt the language of a second written piece to appeal to a different
audience (8).
d) Write using specific word choice appropriate to the audience and
purpose (5, 6, 8, 9).
e) Write using the appropriate register to the audience and purpose (5, 6,
8, 9).
9) Students will be able to manipulate language for various contexts.
a) Demonstrate use of Standard English, when appropriate (5, 6, 8).
b) Revise and adjust their writing to suit a particular audience (6, 8, 9).
c) Revise and adjust their writing to suit their purpose (6, 8, 9).
d) Revise their writing for features like double negatives (6).