Sei sulla pagina 1di 4

Language Education Scope and Sequence

The following scope and sequence is intended for a secondary English classroom, specifically 10-11
th
grade.
Duration Topic Essential Questions CC Standards Suggested Activities
2- 3 weeks Language
Exploration
and Study
What is language?
How do individuals acquire
and learn language?
CCSS 11 L.3 Apply knowledge of
language to understand how language
functions in different contexts, to
make effective choices for meaning or
style, and to comprehend more fully
when reading or listening.
Language Diagnostic
Language Exploration Activities (pp.
85-96) LEA text
2-3 weeks Language
Exploration
and Study
Where do the words we use
today come from? Who
created them?
What is lexicography?
How are words formed?
a. Derivations
b. Etymologies
c. Compounding
d. Borrowing
e. Acronyms
f. Conversions
How does the creation of new
words in the English
dictionary reflect our culture
today?
Who controls the dictionary?
CCSS 11 L.1a
Apply the understanding that usage is
a matter of convention, can change
over time, and is sometimes contested.

Jabberwocky Activity*
Track That Word! & Sez Who
Activities
(https://www.pbs.org/speak/words/trac
kthatword/)
Language Exploration Activities (pp.
120-129) Andrews Text
4-6 weeks Language
Exploration
and Study
What is defined as good
English?
Why should good English
be determined on a case-by-
CCSS 11 L.3 Apply knowledge of
language to understand how language
functions in different contexts, to
make effective choices for meaning or
Influence of Audience*
Many Voices, Many Rooms*
Have students make dialectical
translations (e.g., writing a
case basis?

style, and to comprehend more fully
when reading or listening.

Apply language usage to writing and
speaking as appropriate for audience
and
purpose

Shakespearean soliloquy in street
language or a poem written in a
marginalized dialect into a privileged
dialect), then discuss what gets gained
and lost through such translation.
Create dialectical and slang-based
lexicons.
Have students become ethnographers
into language, recording and analyzing
the ways language plays out in their
lives.

4-6 weeks Language in
Use:
Dialects,
Literature,
and
Language
Attitudes
What are the variations in
American English?
What is a dialect? How are
accents and dialects different?
What distinguishes a dialect
from slang?
What is language prejudice
and how can we oppose it?
What examples of linguistic
intolerance have you seen
play out in our world?
Which dialect of American
English has the greatest
prestige? Why?

How have you seen language
vary across social class,
geographic regions, and
throughout history? What can
we contribute to that?

CCSS 11 L.3 Apply knowledge of
language to understand how language
functions in different contexts, to
make effective choices for meaning or
style, and to comprehend more fully
when reading or listening.

American English Dialects*
Reading Map: Picture Books Written in
American English Dialects*
American Tongues Video Viewing and
Discussion

3-5 weeks Language in
Use:
Dialects,
Literature,
and
Language
Attitudes
What are the
characteristics of some of
the dialects in the English
language?
(a) Gullah
(b) African American
Vernacular English
(c) Californian
(d) Cajun
(e) New York City
(f) Mid-west
(g) Chicano English
(h) Pacific Northwest
CCSS 11 L.3 Apply knowledge of
language to understand how language
functions in different contexts, to
make effective choices for meaning or
style, and to comprehend more fully
when reading or listening.

American Varieties website:
(dialect quiz, regional DARE,
explore the website and learn about
the various language varieties)
https://www.pbs.org/speak/seatosea
/americanvarieties/


6-8 weeks Language
Beliefs:
Grammar
and Good
English
What is the knowledge and
skills I need to use language
appropriately given my
context?
(a) Parts of speech
(b) Subject-verb
agreement
(c) Sentence types and
structures
(d) Sentence composing
(clauses, phrases)
(e) Punctuation
(f) Spelling
(homophones)
CCSS 11 L.1 L.1 Demonstrate
command of the conventions of
standard English grammar and usage
when writing or speaking.

(a) Use various types of phrases
(noun, verb, adjectival, adverbial,
participial, prepositional, absolute)
and clauses (independent,
dependent; noun, relative,
adverbial) to convey specific
meanings and add variety and
interest to writing or presentations.
(b) Analyze and evaluate the effect of
a variety of phrases and clauses on
creating interest and adding
meaning toprofessional, peer, and
personal writing.
The role of punctuation in establishing
the authors purpose*

Don Killgallons Sentencing
Composing Workbook Practice
(samples attached)

Contrastive Analysis
4-6 weeks Language in
Context
What makes my speech and
writing unique?
CCSS 11 L.1 L.1 Demonstrate
command of the conventions of
Language Post Test
Peer Dialogue and Evaluations
How can I successfully
continue to code-switch?
What skills/understandings do
I need to fully mastery the
conventions of informal
versus formal English so that
I can transition seamlessly in
my writing and speech
standard English grammar and usage
when writing or speaking.

CCSS 11 L.3 Apply knowledge of
language to understand how language
functions in different contexts, to
make effective choices for meaning or
style, and to comprehend more fully
when reading or listening.

Language Autobiographies
Formal and Informal Writings with
peer and teacher feedback

*lesson plans included