Just posting this lesson plan so I can link it for a class...

GOLD SEAL LESSON		Romeo & Julietymology: How Language Changes
Subject(s) English/RLA		Rigor/Relevance Framework
Grade Level  8-12
Instructional Focus		Reading Students read a variety of grade level materials, applying strategies appropriate to various situations Listening Students listen for a variety of purposes appropriate to the grade level. Writing Students write for a variety of purposes and audiences with sophistication and complexity appropriate to the
Student Learning		What students should know and be able to do as a result of this lesson such as concepts, knowledge, skills, and behaviors. For example: Students use the results of that conversation to predict the evolution of the English language. Students will support those predictions by creating a reasoned argument.
Performance Task		Overview Students will ask, “Why is Shakespeare so hard to read and understand? Why do they talk that way? Why did the language change to the way that it is today?” Language changes in a random—yet logical—manner. As my classes study Romeo & Juliet, we will be discussing the changes that have occurred within the English language—when, why, and how those changes occur. We will then use the results of that conversation to predict the evolution of the English language and support those predictions.  As part of the preparation for this larger discussion, we will talk about how “pidgin” languages have developed on the fringes of larger lingual empires, just as slang develops on the fringes of society. This lesson is coupled with study of Romeo & Juliet and Latin-base vocabulary. Description Activating Strategies: 1.      What words do you use that your parents didn't use when they were your age? Name a few words that are completely new words. List a few words that you think were in use, but are used differently now. 2.      Discuss the words that the class has listed. ·         Where did these new words/new uses come from? ·         How do different situations dictate the appropriate use of "new" language? Lesson: Introduce the idea of alternate forms of English (pidgin). 1.      What is a pidgin language? 2.      Watch pidgin videos. (Search teachertube.com for “pidgin” and “part”. All four parts will come up.) 3.      Discuss how pidgin came about on Hawaiian islands. 4.      Students will be put into groups to investigate the idea of pidgin English. Groups will be organized by research question. ·         Which languages have pidgin forms? ·         Where is pidgin English spoken? ·         Who speaks pidgin English? (Which countries, cultures, populations, parts of society?) ·         Why do pidgin languages develop? Why is it invented? Why is it spoken? ·         When were most pidgin languages invented? 5.      Groups will report, once sufficient time for research has passed. 6.      My classes have a Essay of the Week, every week. This week’s essay question(s) will be: “How/Why does English change over time?  Describe the mechanisms that cause language to evolve over time.” The essay should be the standard, five-paragraph format. (The rubric for this essay is included below.)
Essential Skills		Apply writing rules and conventions (grammar, usage, punctuation, sentence structure, and spelling). Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. Follow oral directions. Research information from a variety of sources and draft a well-organized, accurate, and informative report or essay that engages an audience and addresses its needs. Develop processes or techniques for building vocabulary, decoding unfamiliar words/texts, and understanding or remembering information by using such strategies as context clues, word structure, letter-sound relationships, word histories, and mnemonics. Organize supporting detail in logical and convincing patterns that focus on audience and purpose. Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. Use ideas from different sources to write a paper that expresses a personal opinion or uses specific evidence from literary texts to support an opinion. Develop and use expository writing skills in all content areas. Identify and interpret idiomatic expressions and figures of speech that enhance oral communication.
Assessment		Rubric for “Essay of the Week” is attached below.
Attachments/ Resources		http://teachertube.com/  “Ha Kam Wi Tawk Pidgin Yet?” Parts 1-4

Submitted by: Adam Hunt; Huntington High School, Huntington, WV;  hhs.hunt@gmail.com

CATEGORY	10- Above Standards	8- Meets Standards	6 - Approaching Standards	2 - Below Standards	Score
Grammar & Spelling	Author makes no errors in grammar or spelling that distract the reader from the content.	Author makes 1-4 errors in grammar or spelling that distract the reader from the content.	Author makes 5-10 errors in grammar or spelling that distract the reader from the content.	Author makes more than 10 errors in grammar or spelling that distract the reader from the content.
Sentence Structure	All sentences are well-constructed with varied structure.	Most sentences are well-constructed, and there is some varied sentence structure in the essay.	Most sentences are well constructed, but there is no variation is structure.	Most sentences are not well-constructed or varied.
Complete	Answer is complete and shows depth, effort, and understanding.	Some effort shown; answer is complete but lacks depth or full explanation.	Answer may or may not be complete. Little to no effort shown.	Answer not attempted or complete. No effort shown.
Response	Response answers all parts of the question; great effort and thought are reflected in response. The piece reflects above average effort compared to the standard that the student has set this semester.	Response answers question on a basic level; effort and thought are reflected in response. The piece reflects average effort compared to the standard that the student has set this semester.	Response mildly answers question and shows little to no effort. The piece reflects below average effort compared to the standard that the student has set this semester.	Response does not answer the question and shows no effort or thought. The piece reflects no effort compared to the standard that the student has set this semester.

Rubric for Essay of the Week