Unit+1+Scheme+of+Work


 * __Unit 1: English Language, Identity, and Culture__**
 * **Unit Objectives ** || **- develop awareness of the relationship between language, culture, and identity **


 * - understand the origins and evolution of the English language **


 * - understand and apply the concept of word formation regarding roots and affixes **


 * - communicate effectively in informal correspondence ** ||


 * Global English (Spanglish)**
 * 1) Play beginning of Ozomatli’s Stand up Revolution video. Ask students what language they hear (Spanglish).
 * 2) Ask if students think Spanglish is good or bad, and why? dfdfdfdf dfdfdgdfgdf dfgddfgdfgdfg sdfgsdfgsdfgsdfgsdfgsdfgsdf
 * 3) Read article about global English and answer questions.
 * 4) Review questions in class and see if any of the examples in article have influenced their opinion about Spanglish and global English.


 * History of English**
 * 1) Match American and British English words.
 * 2) Find out what students know about history of English.
 * 3) Watch video about history of English and answer questions
 * 4) Show students how “Ghoti” can be pronounced fish because of English’s strange rules as a result of its mixed history.


 * Greek and Latin roots**
 * 1) Unscramble words scrambled form of “biology”, “biography”, and “autobiography”.
 * 2) What do words have in common (bio). What does bio mean=
 * 3) With groups, identify meaning of Greek and Latin roots (see handout= Review answers
 * 4) Play game. Put definition on board, students give answers.
 * 5) Extension – Write sentences with words or play flyswatters with suffixes and meanings.


 * Global English (TOK)**
 * 1) Discuss in Socratic circle/Fishbowl any of the following questions:
 * 2) “At what point would you decide that a particular dialect of Englis is no longer a dialect, but its own language?”
 * 3) What does a culture gain by embracing English? What does it lose?
 * 4) What’s the relationship between language and culture?
 * 5) Relate questions to TOK.


 * Opinion** **Essay (Preparation for HW)**
 * 1) Give sample opinion essay. Get students opinion on topic ahead of time.
 * 2) Students read and identify important parts of essay (hook, background info, thesis, arguments 1 and 2, counter-argument, conclusion).
 * 3) Identify connectors in essay and review meaning or do connector activity.
 * 4) Give homework assignment: write an opinion essay of at least 400 words about whether Spanglish is weakening the English language.


 * Idioms of Time (Language and Culture)**
 * 1) Talk about cultural differences of time in Mexico and U.S. and/or give examples.
 * 2) Introduce idioms of time through matching of expression and definition.
 * 3) Review answers.
 * 4) Students use idioms in sentences or short dialogues.
 * 5) Students create “wasting time” survey in which they interview Mexicans and foreigners.
 * 6) For homework, give survey and then bring results in later class for discussion.


 * Three Little Pigs (Story and cultural values**)
 * 1) Talk about how idioms convey cultural values. What other language forms convey such values? (stories, songs, etc.)
 * 2) Brainstorm famous childrens stories that teach values (Cinderella, Beauty and the Beast, Three Little Pigs, etc.)
 * 3) Review Three Little Pig story. What happens? What values does it represent.
 * 4) Students read story and circle vocabulary.
 * 5) Review vocabulary and confirm values story teaches. Would a Mexican mother tell her piglets to go off into the world and be independent? (probably not).
 * 6) Tell students they are going to create a new version of Three Little Pigs, but this time with Mexican values. In groups, students choose a value (family, cooperation, etc.)


 * Three Little Pigs (Dramatize for Mexican values)**
 * 1) Students retell original version of Three Little Pigs using vocabulary.
 * 2) Groups write version of story to teach a Mexican value.
 * 3) Groups practice dramatizing story.
 * 4) Groups present dramas to class. Class guess which value they are trying to convey.


 * Analysis of Three Little Pig Videos**
 * 1) Watch Disney version of Three Little Pigs. Analyze for Audience, purpose, content, theme, toon, mood, stylistic devices, and structure.
 * 2) Repeat for Guardian ad that uses Three Little Pig references.
 * 3) Pair share then review as a class.


 * Intro Mexican Folktale Oral Presentations**
 * 1) Play song of “La Llorona”. Ask students about its message, why it’s so popular and discuss its cultural relevance.
 * 2) Brainstorm other popular Mexican stories and songs that children are taught.
 * 3) Groups select one such cultural example and plan and oral presentation about its message and significance.
 * 4) In another class, students present information orally.

1. Watch movie as example of American fairy tale. For homework, students write diary from Dorothy's point of view.
 * Wizard of Oz Movie**