Monday Tuesday Wednesday Thursday Friday

Day One Day Two Day Three Day Four Day Five (see lesson
What cho’ Name is? Knowledge is KEY History of AAVE AAVE is a language! plans)
-Stereotypes of AAVE -Lecture: History of -Pbs documentary with Discuss hw What it is?
-Implications & how it AAVE power point with guided notes readings/Pbs special Introduction to
applies to students guided notes for HW: read intro of (code-switching) Grammar Rules
-View Pbs special on students “Talking that Talk” HW: “talking that talk” (handout)
linguistic profiling Genre: Children’s
Students will be able Students will be able Students will be able Novel
Students will be able to: to: to: Introduce Multigenre
to: *understand how to *gain knowledge of the *use guided notes to Project (rubric, modes,
*understand the escape the negative historical roots of recognize important description)
undertones associated perspectives of AAVE AAVE facts about AAVE
with AAVE *understand and learn *use guided notes to *analyze the visual Students will be able
*conceptualize how that AAVE is a recognize important components of a film to:
stereotypes are systematic rule facts about AAVE *understand the
formed and put into governed language various components of
place by society. a multigenre project
and inquiry based
research
*become acquainted
with the different
options of projects
available to them.
 Monday Tuesday Wednesday Thursday Friday
Day Six Day Seven Day Eight Day Nine Day Ten
What it is? What it is? What it is? What it is? Lexicon Rules
Grammar Rules Grammar rules Grammar rules Grammar Rules (handouts) lecture
(handout) handout handout and Discuss research in with diagraphs and
Identifying in music Read segments of worksheet small groups. What handouts
lyrics “Their eyes were Genre: Poems words most commonly reading of “Talking
Genre: Music Watching God” What HW: listen to used? that Talk”
HW: research song w/ does the language DO fam/friends & record Identifying in Poems Genre: radio shows and
at least 5 grammar for the book? at least ten diff. ex. Genre: Poems comedies
rules Purposes of AAVE/ w/ five diff. rules
Due: project proposal figurative language used.(description of Students will be able Students will be able
Genre: Novel (story) assignment handout) to: to:
Students will be able *Participate *critically analyze the
to: Students will be able Students will be able effectively, lexicon rules in Steve
*gain knowledge of the to: to: respectfully, and Harvey’s radio Show.
basic grammar rules * read a small section *gather pertinent equally in a class *Learn the format,
of AAVE. of text with a specific primary information discussion performance, and
*gain experience purpose (identifying from their *observe and practice dialogue of a radio
identifying grammar AAVE grammar rules) surrounding community identifying the various show
rules in hip-hop and *recognize and on AAVE grammar grammar rules in
r&b songs. understand an author’s rules. various poems.
purposeful use of * gain experience *understand the
language. working with AAVE underlying tones of
grammar rules. photographs and how
messages can be
conveyed without
words.
 Monday Tuesday Wednesday Thursday Friday
Day eleven Day twelve Day thirteen Day fourteen Day fifteen
The Ebonics Debate! The Ebonics Debate! Debate How it Sounds? Lexicon Rules
Controversies Research Various Reflection on Debate . Lexicon Rules watch a segment of
Ann Arbor case Perspectives Students will record “School Days”
Oakland Community surrounding the Students will be able themselves reciting a Genre: Movie, movie
case Youtube clips controversies of AAVE to: nursery rhyme and posters, and movie
(B.Cosby) *engage in a dialogic reflect critically trailer)
Statistics of AAVE Students will be able discussion in the form
users WHO? WHY? to: of a debate Students will be able Students will be able
*research and *hear and understand to: to:
Students will be able formulate opinions multiple perspectives *perceive the sounds *critically analyze the lexicon
rules in “School Days”
to: about the Ebonics surrounding the of AAVE through *comprehend the connections
*become acquainted Debate Ebonics debate various recordings. between a movie, movie
with the historical *locate good *dialogue with peers *engage in small trailer, and movie poster.
*learn the purpose and
controversies supportive evidence about the perceptions groups to analyze components of advertising a
surrounding AAVE in for argument and opinions shared in their voice recordings. movie
the classroom class. *Recursively reflect
Due: Project update
*gain insight into the *recursively reflect on the lexicon rules Peer workshop
perspectives about debate in a written governing AAVE
AAVE in the classroom reflection Students will be able to:
* Verbally explain their
to help inform their Due: project update projects and rationale behind
own thinking about the their ideas and projects.
issue. * view and critically analyze
peers ideas, gaining other
perspectives and new ideas
for their own projects.

Monday Tuesday Wednesday Thursday Friday

Day Sixteen Day Seventeen Day Eighteen Day Nineteen Day Twenty
Being Bilingual Translation Strut Ya Stuff!
-Play code switching -using segments of -Research and Peer -Research and Peer Presentations
Jeopardy “Their Eyes were editing Editing
-Reintroduce the Watching God Students will be able
multi-genre project students will translate Students will be able Students will be able to:
and purpose it into standard to: to: *verbally explain their
-display sample English * work independently *work independently projects and rationale
student work and develop time and develop time behind their creations.
management skills management skills *view and critically
Students will be able Students will be able *edit with peers to *edit with peers to analyze peers
to: to: produce and receive produce and receive projects, gaining other
*visually understand *translate segments critical feedback. critical feedback. perspectives
the components of the of a novel into
multigenre project standard English
*analyze and *use the segments
conceptualize student they have translated
examples of the in their final portfolio
multigenre project assignment
*translate pieces of
AAVE and Standard
English in a
nontraditional form