Overview

Lesson Procedure

60-60 minutes of class time across 5 phases.

1. Warm-Up5 minutes
2. Direct Instruction20 minutes
3. Guided Practice15 minutes
4. Independent Practice15 minutes
5. Closure5 minutes

1. Warm-Up5 minutes

   Warm-Up Prompt

   "Your team won a game last night. Tell your partner how you would say it to (1) a teammate who missed the game and (2) the whole school over the morning announcements. Say both versions aloud. What changed?"

   List the changes on the board in two columns, Words and Sentences. Students usually notice slang, exact scores, full names and greetings. Point out that the announcement also needs sentences that are complete and easy to follow the first time, because listeners can't reread speech. That is SL.7.6: the same facts, adapted to the listener and the task, with formal English when the situation calls for it.

2. Direct Instruction20 minutes

   Part 1: The words of the standard. Give students the table below to keep.

   The words of SL.7.6

   Term	What it means
   Context	The situation you are speaking in: who is listening, where you are and what is going on
   Task	The job your talk has to do, such as explaining, persuading, requesting, welcoming or giving directions
   Register	How formal or casual your speech is
   Formal English	Careful, standard English for presentations, meetings, interviews and talks with adults you don't know well: complete sentences, precise words, no slang, and grammar that follows L.7.1 and L.7.3
   Phrase	A group of words without both a subject and its verb, such as "on our bikes"
   Clause	A group of words with a subject and its verb. An independent clause can stand alone as a sentence; a dependent clause, such as "because it is calm," cannot
   Modifier	A word, phrase or clause that describes another word. It is misplaced when it sits next to the wrong word, and dangling when the word it describes is missing from the sentence
   Wordiness and redundancy	Wordiness is using more words than you need ("in the event that" for "if"). Redundancy is saying the same thing twice ("a free gift")

   Part 2: One proposal, three listeners. Read Transcript 1 aloud with student volunteers as Theo, Dev and Ms. Osei, and yourself as Keisha. Ask: "What stays the same in all three conversations, and what changes?" Then use Diagram 1 to compare them.

   1[At dinner, Keisha tells her brother Theo, who is seven, about her class's plan.]

   2Theo: Why are you drawing a lizard?

   3Keisha: It's a leopard gecko. My class wants to keep one in our room as a class pet. See its spots? That's why it's called a leopard gecko. It sleeps most of the day and wakes up when it starts to get dark. And guess what it eats? Live crickets!

   4Theo: Ew! Can I hold it?

   5Keisha: Maybe, if you come to our open house. You'd have to be really gentle.

   6[The next morning on the bus, Keisha talks to her friend Dev.]

   7Keisha: Okay, so you know the gecko thing? Everybody's signed the petition except you and, like, two other people. Sign it? Please? It'll be so fun, and you can be on the cricket team.

   8Dev: The what team?

   9Keisha: The cricket team. You feed it crickets. It's not gross, I promise. Well, kind of gross.

   10[That afternoon, Keisha meets with the principal, Ms. Osei, who has agreed to a five-minute meeting.]

   11Ms. Osei: Good afternoon, Keisha. Mr. Lin tells me you have a proposal.

   12Keisha: Good afternoon, Ms. Osei. Thank you for meeting with me. Our class would like to keep a leopard gecko in Room 9 as a class pet. We chose a leopard gecko because it is small and calm, and because it can live for 15 years or more with good care, future classes could look after it too. Mr. Lin has agreed to supervise, and 26 of the 28 students in our class signed a petition. If you approve, a parent volunteer will donate the tank.

   13Ms. Osei: Who would take care of it over school breaks?

   14Keisha: That is an important question. During breaks, Mr. Lin would take the gecko home, and two families have offered to help if he travels.

   15Ms. Osei: I'll think about it. Please send me the plan in writing by Friday.

   16Keisha: I will. Thank you for your time.

   • Adapting for a young listener (paragraph 3)

     How does Keisha change her speech for Theo, who is seven?

     Result: Her task is to explain, so she uses short, simple sentences and everyday words, explains the name ("See its spots? That's why it's called a leopard gecko"), and asks a question to keep him interested ("And guess what it eats?"). She leaves out the petition, the teacher and the long life span, which a seven-year-old doesn't need. The speech is simple but still clear and correct.

   • Casual speech that fits (paragraphs 7 and 9)

     Keisha says "the gecko thing," "like" and "kind of gross" to Dev. Is that a problem?

     Result: No. Dev is a friend, the setting is the bus and the task is to persuade him quickly. Fragments ("Sign it? Please?"), a joke and friendly words fit that context, and formal English is not indicated. A formal request here would sound strange to a friend.

   • Sentence types that show how ideas relate (paragraph 12)

     How do Keisha's sentences to Ms. Osei show the relationships between her ideas?

     Result: She uses complex sentences, which join an independent clause and at least one dependent clause, to show reasons and conditions: "We chose a leopard gecko because it is small and calm" gives a cause, and "If you approve, a parent volunteer will donate the tank" gives a condition. A compound sentence, two independent clauses joined by "and," adds two facts of equal weight: "Mr. Lin has agreed to supervise, and 26 of the 28 students in our class signed a petition." The principal hears how every idea connects (L.7.1b).

   • Precise, concise words when formal English is indicated (paragraphs 12 and 14)

     Why is formal English indicated with Ms. Osei, and what makes Keisha's words precise and concise?

     Result: The listener is the principal, the setting is a scheduled five-minute meeting and the task is a request, so formal English is indicated. Keisha greets her, thanks her, and states the request in one sentence. She gives exact numbers (26 of the 28 students) instead of "everybody," and no word is wasted: she answers the question about breaks in two sentences (L.7.3a).

   • Answering on the spot (paragraphs 13-14)

     Ms. Osei asks a question Keisha did not plan for. How does she stay formal?

     Result: She takes a moment ("That is an important question"), then answers in complete sentences with a clear subject: "During breaks, Mr. Lin would take the gecko home." The opening phrase "During breaks" sits right before the clause it describes, so the answer is clear the first time. Staying formal when the conversation goes off script is part of command of formal English.

   Part 3: Four questions for any context. Before speaking, ask: Who is listening? What is my task? Where am I? Is formal English indicated? Point out that Keisha is clear with all three listeners. Adapting does not mean being careless in casual talk: every listener has to understand.

3. Guided Practice15 minutes

   Formal English tune-up. A seventh grader rehearsed a two-minute speech asking the town recreation board to repaint the lines on a public basketball court. Speaking to a public board is a formal task. Pairs cover the right-hand columns, say each line aloud, decide whether it follows formal English, fix it if needed, and name the Language standard behind the fix. Then uncover the columns and compare. Diagram 2 shows the two modifier errors in detail.

   Formal English tune-up: seven spoken lines from a speech to the recreation board

   Spoken line	Formal English	Rule
   "Walking past the court every day, the faded lines are hard to miss."	"Walking past the court every day, I can't miss the faded lines."	Dangling modifier: the person walking is missing, so the sentence says the lines walk. Add the word the phrase describes (L.7.1c)
   "We saw a court with new lines on our bikes."	"On our bikes, we saw a court with new lines."	Misplaced modifier: "on our bikes" describes "we," not the lines. Move it next to its word (L.7.1c)
   "In my personal opinion, I think the court is basically in need of new paint."	"The court needs new paint."	Wordiness and redundancy: "in my personal opinion" and "I think" say the same thing, and "is in need of" is wordy for "needs" (L.7.3a)
   "The lines are faded. Players argue about shots. Games stop."	"Because the lines are faded, players argue about whether shots were inside the line, and games stop."	Sentence choice: a compound-complex sentence (two independent clauses and at least one dependent clause) shows the cause and its two effects (L.7.1b)
   "The paint costs $600, and our club raised $400."	"Although the paint costs $600, our club has already raised $400 of it."	Sentence choice: a complex sentence with "although" shows that the second idea answers the first; "and" only adds (L.7.1b)
   "The court that is next to the library is used by students every afternoon."	No change needed	Clause function: "that is next to the library" is a dependent clause that acts as an adjective and tells which court (L.7.1a)
   "It would be totally awesome if you guys could fix it."	"We ask the board to approve the repainting."	Precise, formal words replace slang and a vague "it"; the request is stated directly (L.7.3a)

   Debrief. Ask: "Which lines would be fine if you were telling a friend about the court?" Students usually say "totally awesome" and "in my personal opinion" would pass with a friend. Then point out that the two modifier errors would confuse any listener, formal or not, because a listener hears "the lines are walking" before the sentence ends. Have pairs say the fixed lines aloud, since formal English here is a speaking skill, not only a writing one.

4. Independent Practice15 minutes

   Students read two transcripts from one student's life: a rehearsal of the tour she will give at a school open house, and a short conversation on the first day of school. They mark each paragraph of Transcript 2 as ready or needs work for its context, then work alone on the quiz. Questions 1-10 and 16 are about Transcript 2, questions 11 and 12 are about Transcript 3, question 15 compares both, and the rest ask students to use the standard in new situations.

   1[On Thursday afternoon, Amara rehearses in the empty front hall of Pinecrest Middle School. Her teacher, Mr. Castillo, stands in for the visiting families.] Good evening, and welcome to Pinecrest Middle School. My name is Amara Obi, and I am in seventh grade. Tonight I will show you the places your children will use most in sixth grade.

   2Let's start upstairs. After climbing the stairs to the second floor, the science labs are straight ahead. Each of the three labs has its own sinks, safety goggles and a fire blanket.

   3Next, please look out this window. We have a garden behind the gym full of tomatoes and sunflowers. Sixth graders plant it every spring.

   4Due to the fact that the library is the biggest room in the building, it is my suggestion that you visit it first when you come back on your own. It opens at 7:30 a.m. in the morning.

   5The late bus leaves at 4:15. Students can wait in the library. They have to sign in at the desk.

   6Here is the cafeteria. Honestly, the pizza is kind of mid, but the Tuesday tacos lowkey slap.

   7Our principal will show a video to the new families about school safety at 7:45 in the gym.

   8Our gym is small, and our basketball teams have won the league three years in a row.

   9Thank you for visiting Pinecrest tonight. If you have questions, I will be at the welcome table by the front doors until 8:30.

   10[Mr. Castillo: The opening and the closing are ready, Amara. Let's work on the middle.]

   1[On the first day of school, a sixth grader stands in the front hall holding a schedule and staring at the room numbers. Amara stops to help.]

   2Amara: Hi! You look a little lost. Which room are you looking for?

   3Sixth grader: Um, 214? Science?

   4Amara: Oh, that's upstairs. Go up these stairs, and it's straight ahead. You'll see the goggles on the wall. Want me to walk up with you? I'm going that way anyway.

   5Sixth grader: Okay. Thanks.

   6Amara: No problem. Everybody gets lost the first week. I did too.

5. Closure5 minutes

   Exit ticket: "Name one place this week where formal English is indicated for you. Write one sentence you might say there that uses a dependent clause to give a reason or a condition."

   Teacher note. All the students, adults, schools, clubs and numbers in the transcripts are invented. The facts about leopard geckos in Transcript 1 are real: they are small, spotted lizards that are active mainly at dusk and at night, they eat live insects such as crickets, and with good care many live 15 years or more. Treat home languages and dialects with respect: SL.7.6 is about choosing a register that fits a context, not about one way of speaking being better than another. Words like "mid" and "slap" in Transcript 2 are fine among friends; the problem is only that they break the formal tone of a tour for families. When correcting a student's spoken grammar, do it privately or with rehearsal lines like the ones in this lesson, not in the middle of a talk.

   Homework. Students use the Situation Notes below to prepare the same information for three different listeners and tasks, then deliver one version aloud. Show them the directions and the rubric before they leave.

   1Event: Seventh-Grade Star Night, a free evening of stargazing for seventh graders and their families.

   2When and where: Friday at 7:30 p.m. on the sports field. If it is cloudy or rainy, Star Night moves to the next Friday.

   3Telescopes: the science department has 2 telescopes. The class hopes to borrow more from the Valley Astronomy Club, a group of adult volunteers, but has not asked yet.

   4What to bring: a blanket and a flashlight covered with red paper. Red light helps your eyes stay used to the dark.

   5Sign-up: 40 spots, with Mr. Lin in Room 118, by Wednesday.

   6Help needed: 3 student volunteers to hand out star maps and guide families to the field.

   7Permission: the principal must approve turning off the field lights for the evening.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   In Transcript 2, why is formal English indicated for Amara's tour?

   AShe is speaking in a school hallway, and school hallways always call for formal speech BMr. Castillo is her teacher, so every word she says to him must be formal CShe will guide families she doesn't know at an evening event for the school DThe tour is short, and short talks need more careful words than long ones

2. Question 2 of 20 · Multiple Choice

   What is wrong with the second sentence of paragraph 2?

   AIt is a dangling modifier: nobody who climbs the stairs is named in the sentence BIt is a misplaced modifier: the people who climb are named, but too far away CIt is a run-on sentence, because it joins two sentences with only a comma DIt uses the wrong tense, because the families have not climbed the stairs yet

3. Question 3 of 20 · Multiple Choice

   Which revision fixes the error in that sentence?

   AThe science labs are straight ahead, after climbing the stairs to the second floor. BAfter you climb the stairs to the second floor, the science labs are straight ahead. CAfter climbing the stairs, to the second floor the science labs are straight ahead. DAfter climbing the stairs to the second floor, the labs of science are straight ahead.

4. Question 4 of 20 · Multiple Choice

   Which revision fixes the modifier in paragraph 3?

   AWe have a garden, full of tomatoes, behind the gym and sunflowers. BFull of tomatoes and sunflowers, we have a garden behind the gym. CWe have a garden behind the gym that is full of tomatoes and sunflowers. DBehind the gym, we have a garden full of tomatoes and sunflowers.

5. Question 5 of 20 · Multiple Choice

   Which phrase in paragraph 4 is redundant, saying the same thing twice?

   A"due to the fact that" B"a.m. in the morning" C"when you come back" D"the biggest room"

6. Question 6 of 20 · Multiple Choice

   Which revision of the first sentence of paragraph 4 is precise and concise?

   ABecause of the fact that the library is the biggest room, it is my suggestion to visit it first. BThe library is the biggest room in the building, so, in my opinion, I suggest visiting it first. CBecause the library is the biggest room, I suggest that you visit it first when you come back on your own. DThe library is big. It is the biggest room. You should visit it first when you come back.

7. Question 7 of 20 · Multiple Choice

   Paragraph 5 has three short, choppy sentences. Which revision shows best how the ideas relate?

   AThe late bus leaves at 4:15, and students can wait in the library, and they have to sign in at the desk. BStudents who take the late bus can wait in the library until the bus leaves at 4:15 if they sign in at the desk. CThe late bus leaves at 4:15. Students can wait in the library. Students have to sign in at the desk. DAt 4:15 the late bus leaves the library, and students have to sign in at the desk to wait for it.

8. Question 8 of 20 · Multiple Choice

   What is the problem with paragraph 6 in this context?

   AIt has a dangling modifier, like the one in paragraph 2 BIt is too short to be a paragraph in a spoken tour CIt praises the tacos, and a guide should never give opinions DIts slang breaks the formal tone of a tour for new families

9. Question 9 of 20 · Multiple Choice

   Which revision fixes the misplaced modifier in paragraph 7?

   AAt 7:45 in the gym, our principal will show the new families a video about school safety. BAbout school safety, our principal will show a video to the new families at 7:45 in the gym. COur principal will show a video to the new families at 7:45 in the gym about school safety. DOur principal, about school safety, will show a video to the new families at 7:45 in the gym.

10. Question 10 of 20 · Multiple Choice

    In paragraph 8, Amara wants to show that the teams win in spite of the small gym. Which revision signals that relationship?

    AOur gym is small, and so our basketball teams have won the league three years in a row. BOur gym is small. Our basketball teams have won the league. They won three years in a row. CBecause our gym is small, our basketball teams have won the league three years in a row. DAlthough our gym is small, our basketball teams have won the league three years in a row.

11. Question 11 of 20 · Multiple Choice

    Why does casual speech fit Transcript 3?

    AA nervous sixth grader needs quick, friendly directions from another student BCasual English does not follow any grammar rules, so it is easier to say CAmara is in the same hall as the open house, so she can be casual now DSchool rules say students may speak casually on the first day of school

12. Question 12 of 20 · Multiple Choice

    Which change would make Transcript 3 less effective for its context?

    ASaying the room number back, so the sixth grader knows she heard him BPointing to the stairs while she says "Go up these stairs" CSwitching to stiff formal words, such as "ascend" and "laboratories" DTelling him that everyone gets lost the first week, so he feels better

13. Question 13 of 20 · Multiple Choice

    Which sentence has a dangling modifier?

    ARunning to catch the bus, Eli dropped his backpack into a puddle. BRunning to catch the bus, the backpack fell into a puddle. CThe coach handed a trophy to the captain covered in gold paint. DThe coach handed a trophy covered in gold paint to the captain.

14. Question 14 of 20 · Multiple Choice

    You call a dentist's office to move your appointment. Which opening fits the context best?

    A"Hey, it's me. So basically I can't come Tuesday. Can we do another day or whatever?" B"Hello, this is Jordan Lee. I would like to reschedule my Tuesday 4:00 appointment." C"Hello. I am calling at this point in time to inform you of my desire for a change." D"Tuesday doesn't work. I need a new appointment. Can you give me one? Thanks."

15. Question 15 of 20 · Short Answer

    Transcripts 2 and 3 show the same student in two contexts. Describe two differences in how Amara speaks, quoting each transcript, and explain why each difference fits its context and task.

    Show model answer

16. Question 16 of 20 · Short Answer

    Rewrite paragraph 4 of Transcript 2 in formal English that is precise and concise. Then name each change you made and the rule behind it.

    Show model answer

17. Question 17 of 20 · Short Answer

    A student practices this line for a science fair presentation: "Hoping to win first place, the poster was finished at midnight. My partner and I found a website about volcanoes on my laptop that had amazing photos." Find the two modifier errors, name each type, and fix them.

    Show model answer

18. Question 18 of 20 · Short Answer

    Your class's canned food drive has collected 412 cans. The goal is 500, and the drive ends Friday. Write what you would say (a) to a friend at lunch and (b) in a formal announcement over the school speaker, and explain one difference.

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19. Question 19 of 20 · Short Answer

    Combine these three sentences from a formal announcement into one sentence that shows how the ideas relate. Name the sentence type you wrote and the relationship each joining word shows: "The field trip was canceled. The bus broke down. We will go next Thursday."

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20. Question 20 of 20 · Short Answer

    You are asked to thank a visiting author in front of the seventh grade after her talk. Name the listener, the task and the setting, decide whether formal English is indicated, and write two sentences you would say, including one complex sentence.

    Show model answer

These standards connect to SL.7.6: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.