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Language
Grade: Middle
Subject: Language

#2622. language change

Language, level: Middle
Posted Wed Jul 24 16:11:54 PDT 2002 by david foley (jondavmin@aol.com).
william howard school, uk
Materials Required: word cards
Activity Time: 2 x 1 hr
Concepts Taught: lang change constant/creative writing

D.Foley. Lesson Plan Year 9 Mixed ability. Lesson 5.

Objectives· To teach students about 'Language Change'.· To help them to understand why we have spelling problems.· To introduce them to the notion of 'Latinate language'-ultimately to expand their vocabulary and show them how power resides in language.
Starter activity
v Begin with an 'Anglo-Saxon spelling test' (450 A.D.) words such as ' I you he she we us love house food grass leaf sun day'. 100% success?v Move on to the 'Viking test' (800 A.D.) ' ill skin die leg bull skill' 100%?v Now the Norman (1066) 'amusement government parliament' less successful? Why? Words on board-what are the differences?- introduce notion of 'polysyllabic' explain root (G. polus=much/many --polygon etc)v Try spelling-1650-1800 --Latin borrowings- impecunious/uncommunicative/coagulate(Also often via Norman French).

Main activity
Sorting activity (kinaesthetic learning) Language and PowerUse work sheet/ICT.Sort into groups of three-Use dictionaries to identifyConnections. (Worksheet below)thin-spare-emaciated folk-people-nation help-aid-assistance goodness-virtue-probity fast-firm-secure fire flame conflagration holy-sacred--consecrated time-age-epoch ask-question-interrogate What general 'rule' have you discovered?

Plenary
We have learned that we use language in different ways. How would you feel if someone wanted to:a. 'Ask' you something?b. They wanted to 'question' you.?c. They came to 'interrogate ' you?So- there is a degree of seriousness that is built into the language and people with power (or who do well in exams!) tend to use the purple column
Homework
Choosing from the above listed vocabulary write a paragraph as an Anglo-Saxon (colloquial) and the same paragraph using Latinate (formal) language.

Sort into groups of three-Use dictionaries to identify
Connections. Colour code:
Anglo Saxon
French
Latinate


time sacred interrogate aid
emaciated help epoch consecrated
nation goodness folk fire
flame firm secure people
holy thin virtue probity
question age conflagration spare
assistance fast ask
What general 'rule' have you discovered?
Answers
thin-spare-emaciated folk-people-nation help-aid-assistance goodness-virtue-probity
fire flame conflagration holy-sacred--consecrated time-age-epoch
ask-question-interrogate fast-firm-secure


D.Foley. Lesson Plan Year 9 Mixed ability. Lesson 6.


Objectivesv To take creative writing into more explorative territory by breaking the chain of continuity between their present 'writing selves' and the child who initially learned to write stories.
Starter activity
v (Connect to previous lesson on language change). Begin with an 'Anglo-Saxon spelling test' (450 A.D.) words such as ' I you he she we us love house food grass leaf sun day'. v Focus on pronouns I you he she we us.-When are they used? To replace names.

Main activity
v Write the opening sentence to your next story. Begin with a non-finite verb (ing). 'Rushing into the street and screaming at the top of his voice, Michael knew that this would be a day like no other.'v Now write the same sentence but leave out the pronouns/proper nouns.v 'Rushing screaming into the street and knowing that this would be a day like no other brought a strange satisfaction to the boy.'v Now the level of difficulty increases as you challenge the class to write their second and third sentences. They should also avoid using too many determiners- the/a. But can begin with the infinitive-'To believe in yourself , perhaps that was all that remained' --or the 'existential there' 'There were only three people left in the room.'v Some students will find the experience taxing beyond belief while others will complete, perhaps, some of their best work ever.Example. Year 9'Returning to the old house on that grey October morning had burst the floodgates and allowed the memories, so long kept at bay, to form dark unfathomable pools of misery. Memories twisted like the brown edged ivy that still clung with fine tentacles to the face of the old home and demanded attention. To be back, to gaze at the overgrown flower beds- the stage for so many childhood tantrums and attempts at attention seeking- and to know that time cannot be stopped ,that was the worst part. Summer voices filled the windswept empty lawn as the visitor crossed towards the waiting car'. There is a time to remember and a time to forget.

Plenary
What have you discovered about the secret author that lives just beneath the surface but who gets drowned by the storytelling techniques that you learnt when you were 8?
Homework
Finish the story!