Focus on Pronunciation
Learning Objectives (SWBAT= Students Will Be Able To)
SWBAT distinguish how many syllables are in a given word
SWBAT analyze language and intonation to determine tone and intention
SWBAT utilize appropriate tone to create their own PSA which supports their stance on gun control
SWBAT reflect on their pronunciation for effective communicative purposes
Materials Needed:
Syllables Video A
NRA representative Video C (only first 1:56 minutes)
Demand a Plan Video D
Full lesson plan on Google Docs:
Time: 5-10 minutes
Learning Objectives targeted: #1
Procedure:
Introduce the topic of this lesson, syllables and pronunciation.
Review stress patterns and how each speaker is different, and how that can impact our interpretations of syllables and pronunciations.
Activity: Watch - Think - Repeat
Time: 10 minutes
Learning Objectives targeted: #1
Procedure:
You will introduce the Syllables video, letting students watch the entire video once.
After watching the entire video, allow students to pair themselves together or form groups.
Have students practice clapping out the syllables of their names.
Optional: If you would prefer to use something other than names, we recommend starting with more common words.
Scaffolding: Give students the opportunity to watch the video more than once if they are still unsure of the concept and clapping. You may also utilize Youtube’s playback speed options to speed up or slow down the video.
Activity: Deconstruct and Reconstruct: Learning Legal Jargon
Time: 30 minutes
Learning Objectives targeted: #1
Procedure:
Introduce vocabulary from Pronunciation Practice with Vocabulary. As the instructor, you may choose to write a few words on the board, all words on the board, or present them in a powerpoint.
After reviewing definitions, you will practice 5 words with the class. This could be any random 5 from the list, or the first 5 on the list. Tell the class that syllables can help us determine pronunciation of words, by piecing apart the words, then putting it all back together. Show the students an entire word from the list. Let the students practice saying the word aloud. Now let the students try to clap and find the syllables of the word, like we learned in the video prior. Then, ask students how many times they clapped. The claps should imitate the amount of syllables. After the students determine the syllable count, reveal the correct answer and assess how the class did.
After demonstrating this sample with the class, put the students into groups of 4-5. Give students Syllable Practice Activity handout, informing them that they will write down the syllables they believe are for each word.
Once the class has finished, bring everyone back together and ask the groups to volunteer pronouncing the syllables for each word. You may choose to ask one group at a time or let the entire class do this at once.
Scaffolding: Groups can be larger or smaller depending on class size. If some of the vocabulary is too difficult, reveal the syllables of the word to the class, letting them practice each syllable, then put it back together to properly form the word. At the end of the activity, you may hand students Pronunciation Practice with Vocabulary handouts so that they may refer to this at home when completing their homework.
Activity: PSA: Pronunciation - Learning to Produce Sound and Sympathy for a Cause
Time: 15-20 minutes
Learning Objectives targeted: #2
Procedure:
Students will listen to three videos and tell the students to pay attention to how the pronunciation and tone of each video impacts the message portrayed. Introduce videos B, C, and D. Each video takes a different stance and attitude towards gun laws and gun violence.
After the videos, ask the students CCQs, or comprehension check questions. There are pre-written questions in the scaffolding, but feel free to formulate your own. We recommend asking students which video felt the most serious and which felt the most casual. Ask them why, and encourage them to consider pronunciation and tone when explaining. Finish the activity when CCQ’s are finished and wrapped up.
Scaffolding: Use the list provided here to ask students comprehension check questions.
Activity: Develop and Design Your Own PSA
Time: 15-20 minutes
Learning Objectives targeted: #3 and #4
Procedures:
Introduce Adobe Spark to the students and the video making process, we have included a tutorial on how to create and navigate Adobe Spark here. We recommend making your own sample video ahead of time to show the students, however we have provided a sample here The assignment and prompts are listed here, Homework, and you may read this to the class. Provide them with a digital or paper copy as well.
Appendix A: Pronunciation Practice with Vocabulary
Appendix B: Syllable Practice Activity
Appendix C: PSA Homework - Unit 3
Appendix D: Adobe Spark Tutorial
Appendix E: Sample PSA Homework Video