RE-REVISED LESSON PLAN: Taiki, Cole, Mavis, Danbee, Allison
Our group hopes to study more on the linguistic of American English. We’re focusing specifically on how people may perceive others based on their speech patterns or heavy accents. Both traits could be found from either native or non-native English speakers.
Our main objective is to get our audience to see the influence of speech, and what they might subconsciously take away from hearing the spoken words of others. Does the way a person speak imply their ethnicity, thus hinting at their intelligence, eloquence, and personality? In turn, why are these traits then racially mocked?
c)list of your materials
- Questionnaire composed of quotes found in various stories: The Bluest Eye, Frankenstein, A Lesson Before Dying, American Born Chinese
- Audio clips of different films; Birth of Nation, Breakfast at Tiffany, White Chicks
- Flash cards/Bilingual People
- Follow up question sheet
- Laptop
- Videos from Buzzfeed focusing on racial stereotypes
- Camera
- Recording device
- Comic for visual aid
- Our meeting will start off with the questionnaire made by Allison. Our audience will have to match up the question with which race they think said it (White, Black, Chinese,…other)
- After revealing the answers, we will have an open discuss based on the follow up questions also made
- Recording of the conversations will be made by Mavis via phone, and Taiki will take pictures on his phone
- To further encourage the idea behind our lesson, Danbee will show the videos she found from Buzzfeed with a laptop (including audio from films)
- A comic made by Allison and redrew by Mavis will circulate in time with the videos
- Cole will take notes crucial to our paper
- Every group member is expected to participate during the open discussion
- Everyone will interact teaching a simple phrase in a foreign language
So I read both this post by Taiki and the post Mavis had posted. I expected there to be some significant difference, but I don’t see any. Is there something I am missing?
Commenting on what I just read:
I think you have a lot of different and engaging materials which is great. I think there’s enough to have a generative conversation about. I think though the through line of how you will teach through these materials is still a little unclear to me. I notice you are still using the language of wanting to “study” in your teaching objective. So as I mentioned when I spoke with your group. Wanting to study is not really a teaching objective. What do you want your students to learn, consider, or experience? The answer this question is your teaching objective. The lesson plan should detail step by step a strategy by which using your materials you will try to accomplish that teaching goal.
It may sound like I am being picky. It’s possible. It’s definitely possible to teach a good class without a detailed lesson plan. But your project is partly the teaching and partly your ability to articulate what you’re teaching and how and why you make the decisions you do.
I need to see more of you writing this up like a lesson. Right now you have a kind of lists of all the things in your project. For example points # 3, 6, and 7 are not actually a part of how you will teach. They are actions for the project as a whole, but they are not steps in the lesson.
If you have questions, email me. I’m traveling but will try to check in.