Activities

1. Create a poster that identifies when to use Standard American English (SAE) or informal language/slang.  Include a strategy that will assist you in knowing when to use SAE or informal language/slang.
   
   
2. Watch multiple videos of people speaking.  Identify what type of speech was used, the context, and possible reasons for the type of speech used.

3. Make a T-chart with informal speech/slang on one side and Standard American English (SAE) on the other side.
   
   
4. Given a list of questions, verbally answer the questions for a friend.  Answer the same questions as if you were answering them for an adult who might hire you for an after-school job.  Discuss with your partner how your answers differed.   

5. Informally discuss with your elbow partner the question, “Would uniforms improve our school?”  Prepare a statement using Standard American English (SAE) to share with the class.  Explain how the statements differed and why.
   
   
6. Given the topic, “Should cell phones should be allowed in school?” discuss your opinion with your classmates.  Using the same ideas, prepare a short paragraph using Standard American English (SAE) to read to the principal.  Explain how the statements differed and why.

Answer Key/Rubric

1. Student creates a poster that identifies when to use Standard American English (SAE) or informal language/slang.  Student includes a strategy that will assist in knowing whether to use SAE or informal language/slang.  Student correctly identifies situations when SAE should be spoken.  SAE should be spoken when:

• interacting with a teacher or school staff member
• having a classroom discussion
• giving a presentation or speech
• student needs to show academic competence
• when interacting with the public or unknown people

     Informal language/slang can be used when:

• at home with parents or relatives
• with friends

     Student understands they can use the TAP strategy to know if they should use SAE or informal
     language/slang.  Student uses TAP strategy by asking what or who is the:

• Task
• Audience
• Purpose

     If the task, audience or purpose involves showing academic proficiency, they should use SAE.  If the task,
     audience or purpose only involves friends or relatives outside of school, informal language/slang can be used.

2. Student watches multiple videos of people speaking.  Student identifies what type of speech was used, the context, and possible reasons for the type of speech used.  Student correctly identifies type of speech, context and gives possible reasons for the type of speech adopted.  For example:

     Student understands Standard American English includes:

• Correct grammar and usage of English
• Using higher level vocabulary
• Using tact and sensitivity
• Avoiding slang, informal language, vulgarity or low-level vocabulary

3. Student makes a T-chart with informal speech/slang on one side and Standard American English (SAE) on the other side.  Student correctly creates a T-chart and lists several examples of informal speech/slang on one side and SAE on the other side.  Student’s SAE usage is correct.  For example:

4. Given a list of questions, verbally answer the questions for a friend.  Answer the same questions as if you were answering them for an adult who might hire you for an after-school job.  Discuss with your partner how your answers differed.   Student answers question for friend as if they were at lunch.  Student correctly uses Standard American English (SAE) when answering questions as if an adult were interviewing them for an after-school job.  For example:

     Student understands Standard American English includes:

• Correct grammar and usage of English
• Using higher level vocabulary
• Using tact and sensitivity
• Avoiding slang, informal language, vulgarity or low-level vocabulary

     Student discusses and correctly notes differences in how he answered questions for a friend at lunch and when
     being interviewed by an adult for a possible after-school job.

5. Student informally discusses with his elbow partner the question, “Would uniforms improve our school?”  Student prepares a statement using Standard American English (SAE) to share with the class.  Student correctly explains how the two statements, informal discussion with elbow partner and statement for class, differed and why.  Student correctly uses SAE when answering question in class. 

6. Given the topic, “Should cell phones should be allowed in school?” student discusses his opinion with classmates.  Using the same ideas, student prepares a short paragraph using Standard American English (SAE) to read to the principal.  Student correctly explains how the two statements, informal discussion with classmates and statement for the Principal, differed and why.  Student correctly uses SAE when preparing statement to be read by the principal.