James Madison University College of Education

Social Studies Lesson Plan Format

MSSE 570, 571Cude/Taylor Jaffee
Name: _Morgan Braun__________

Date: ___12/8/15__________ circle one: Original / Revision

Subject/Class: _Ap Human Geography_____ Grade Level: _Mixed__ Topic: Languages_

Essential Question(s)/Big Ideas:

How does language define culture?
Is a common language essential?
SOLs/Standards addressed (# & letter):

NCSS Strands addressed:

CULTURE
INDIVIDUAL DEVELOPMENT AND IDENTITY
GLOBAL CONNECTIONS

Learning Outcomes/Objectives & Assessment chart: [Use U,K,D,V (Value); Label and number
them.]
Learning Outcomes/ Objectives:

Assessment: How will you know they know?

U 1: SWBAT understand that a common

language encourages globalization

Argument for the creation of a common world

language in the structured academic debate

U 2: SWBAT understand that languages are

a facet of culture

Whole class discussion about examples of culture in

language, students will provide examples such as how
you describe time, space, causality, define love and
relationships. Exit tweet at the end of class
K 1: SWBAT languages exist only as long as Students will provide examples of isolated and
they are necessary and practiced
extinct languages around the world in class
discussion.
K 2: SWBAT a lingua franca is a common
Students will provide examples of linga francas in
language
countries around the world
K 3: SWBAT the positives and negatives of
Students will share examples of positives and
multilingualism
negatives they found from the gallery walk
D 1 (Skill): SWBAT compare and contrast
Students will show understanding through positives
countries where different languages exist to
and negatives graphic organizer. Must show evidence
show the pros and cons of multilingualism
from other countries
D 2: SWBAT defend why or why not we
Students will show mastery through the planning of
should embrace one lingua franca
their argument on graphic organizer before the
structured academic debate
D 3:SWBAT analyze graphs to see the
Whole class discussion about why more people learn
impact of English as a linga franca
English and not mandarin

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/14

Background Content Overview/Justification: One paragraph in your own words (4-6 sentences) that
justifies the use of the K objectives above. Include citations of where you gathered your background
information in the reference section.
A common linga franca is necessary to promote globalization and to help build economies.
Many countries have embraced English as a linga franca. Some countries manage to have a linga
franca and also embrace multiple languages in order to preserve cultural heritage. Multilingualism has
multitudes of positives; it can promote tolerance, create a cultural identity, define how space and time
are interpreted, promote economic opportunities, and pass on inherited history. However, for
practicality nations need a common language to have a government, school system, road system, as
well as other infrastructure. Languages become extinct when they are no longer used for these
government purposes. Nations lose much of their cultural identity when they do not promote the native
language of their country
Instructional Plan: This is the heart of your lesson. It includes step-by-step instructions, which a
substitute teacher should be able to teach from. Include movement opportunities and student-directed
learning. Higher Blooms questions should be included. Plan and write out your transitions. THIS IS
a SCRIPT of what you will teach.
Lesson
Components &
Time Frame
(examples)

What the Teacher Will Do

Hook
(7 min.)

Students will play a game where they try and see how warped they can make a
statement through google translate. Henry is a teenager. He is passionate about
soccer. He loves his girlfriend very much. He is a family person. Students are
only allowed to copy and paste the entire statement into different languages to
try and come up with the funniest translation of the statement. Students will be
given 4 minutes to do this. At the end of four minutes the teacher will ask the
students to share their new translations and look at how the meaning of the
statement changed by trying to translate it into a different language

Introduction
(2 min.)

Adaption/Differentiation*: Tell students who are having trouble warping it to

think of their knowledge of different language branches and try to put into a
language that is in a different language family to warp it more effectively
At the end of the activity the teacher will ask: How did the meaning of the
statement change? How do languages help us effectively make a point? How do
languages help us tell others how we feel and who we are? How does this relate
to the article we read for homework?

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/14

Direct Instruction
(20 min.)

Gallery Walk
(20 min.)

Class Discussion
(10 min.)

Structured Academic
Debate (24 min.)

Exit card (10 mins)

Students will look at vocabulary from this unit. Teacher will give the definition
and then as a class will think of an example where this vocabulary term exists
in the world today. Students will also look at examples of words that exist in
other languages and not in English. Teacher will then talk about isolated and
extinct languages and ask for examples of each. What do we lose when we try
to have one common language? What do we gain?
Teacher will show a graph on how much English has dominated the world as a
linga Franca. Teacher will explain that is a common language used to encourage
globalization and world economies. Teacher will ask student why is English the
linga franca and not mandarin? What is significant about that?
Teacher will create five different stations around the room with articles and
facts about nations where multilingualism exists. Students will walk around the
room with a graphic organizer with two columns of positives and negatives.
Students will be asked to write three positives and three negatives of
multilingualism using the countries experiences as evidence.
Adaption/Differentiation: Students can go to more familiar countries and more
unfamiliar countries to make it easier or more challenging.
Teacher will post positive and negative Padlet on the smart board. Students will
be asked to share their positives and negatives and will post these to the padlet.
Teach will organize them into negatives and positives. Students will copy down
any new positives or negatives on their own graphic organizers.
Teacher will explain the concept of this to students and then have them split
into groups of four. She will pass out a graphic organizer and then tell students
the topic of this debate, Should English be the only language in the world?
Students will be given three minutes to form their arguments on their graphic
organizer. They must use examples from class today to show positives or
negatives of multilingualism. Then they have 10 minutes to debate each side of
the argument. The students will be given another 3 minutes to prepare the other
side of the argument and then 8 minutes to debate the question from the other
side (given less time since they already debated).
Students will compose a tweet answering the question: How does language
define culture on Todays meet

*Adaption/Differentiation: Please briefly include within your instructional plan how would you
alter/modify various part of the lesson (as seen in the example above) to meet needs of ELLs/struggle
readers, ADHD students, and gifted students. [You can also explain how sections of the lesson are
already meeting needs of diverse student populations]
Materials Needed for the Lesson:
References: Give the websites you used as well as the print materials. Discuss how you altered the
material if you borrowed pieces from someone elses work. Use APA 6th edition for citation format.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Taylor Jaffee 9/14

http://padlet.com/morgan_braun/ph5alm1nfghv
Can We Talk in Aruba? (n.d.). Retrieved December 4, 2015, from http://caribya.com/aruba/languages/
Colls, T. (2009, October 19). The death of a language? Retrieved December 4, 2015, from
http://news.bbc.co.uk/today/hi/today/newsid_8311000/8311069.stm
Traynor, I. (2010, May 10). The language divide at the heart of a split that is tearing Belgium apart.
Retrieved December 4, 2015, from http://www.theguardian.com/world/2010/may/09/belgium-flanderswallonia-french-dutch
Boroditsky, L. (2010, July 23). Lost in Translation. Retrieved December 4, 2015, from
http://www.wsj.com/articles/SB10001424052748703467304575383131592767868
BOLTON, K. and NG, B. C. (2014), The dynamics of multilingualism in contemporary Singapore. World
Englishes, 33: 307318. doi: 10.1111/weng.12092

Sharma, J. (2001, December 1). LANGUAGE IN INDIA. Retrieved December 6, 2015, from
http://www.languageinindia.com/dec2001/jcsharma2.html
Wallmach, K. (2006, September 1). Is South Africa a role model for other multilingual countries? A
translator's perspective. Retrieved December 4, 2015, from
http://www.witslanguageschool.com/NewsRoom/ArticleView/tabid/180/ArticleId/9/Is-South-Africa-arole-model-for-other-multilingual-countries-A-translator-s-perspective.aspx
Rubenstein, J. (2005). The cultural landscape: An introduction to human geography (8th ed.). Upper
Saddle River, N.J.: Pearson/Prentice Hall.
Points
/3 ea.

Rubric for Lesson Plans See full rubric for detailed description of expectations.
NCSS Themes: 1
2
3
4
5
6
7
8 9
10
Objectives/EQ: well written EQ which is essential, objectives well-written and significant
Assessment: aligned with objectives, formative & summative
Content & procedures: HOOK, closure, timing, appropriate, detailed, accurate content, well
chosen strategies

PASS criteria: higher-order thinking, depth of knowledge [disciplined inquiry], meaning beyond
school, active, integrative, ethical valuing
Required elements: additional pieces submitted (incl. powerpoint, notesheet, assessments, rubrics,
etc), on time, strong visual component, use of primary sources

TOTA
L

13.5 15 = exemplary (A)

12- 13.25 = meets target (B)
10.25 11.75 = meets target (C)
10 and below = needs improvement/redo & resubmit

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/14