UNIT Wicked Cool English.doc by yan198555



                                                              Catherine Alexander (409-6583)
                                                                     Friday, August 11, 2006
UNIT                 Wicked Cool English!
                     Strand: Oral and Visual Communication
                     Specific Expectations:
                     1) Developing Media Knowledge and Skills:
                         i.   “explain the relationship between media forms and their intended
                              audiences […]
                        ii.   analyze media productions to explain how language can be used to de-
                              emphasize or exaggerate the importance of information […]”
                     2) Using English in Socially and Culturally Appropriate Ways:
                     i.       “analyze social contexts and adapt their style of speaking to suit the
                              setting and the audience
GOALS FOR                    To analyze how metaphors are used in modern English vernacular.
THIS UNIT                    To analyze how stereotypes can be challenged in the media, specifically
                             To understand how humour can be used through metaphors.
                             To understand when to use and how to use some certain vernacular words
                              in English (e.g. dude, man, wassup, I dunno, etc.)
LEARNING             Discussion around vernacular words and sayings (not swear words. This should be
ACTIVITIES &         specified; however, if the students are in ESL 5, probably this is not necessary).
PEDAGOGICAL          The movie Clueless.
APROACH              Dramatization.
                     Content-based instruction.
TIME REQUIRED        4 class periods of 75 minutes.
                     5 class periods of 60 minutes.
STUDENTS’            In ESL 1-4, mainstream English classes and other subjects in English, grades 9-10,
PRIOR                possibly 11.
LESSON PLAN              1) Engage the students as they walk in the classroom by speaking to them
DAY 1:                      using the vernacular: “Yo wassup, guys? How’s it going? Park your
                            fannies in yo proper seats and take out a utensil of learning, and sketch
What is vernacular          down yo thoughts to the bellwork, yo.” Continue talking to them like this
language and how            as they enter, engage in short conversations, and ask as many students as
do you use it?              possible, “Hey man, what’s a metaphor, dawg?” etc. Have these
                            vernacular words written on the board too.
                         2) Access prior knowledge through Bellwork on the board: What do you
                            think the following metaphors in speech mean? Jot down your own
                            English translation for each, then discuss them with the person next to
                         a) “Hey dude, I got the 411 on next week’s assignment.”
                         b) “Hello there. May I have your digits?”
                         c) “Wassup! How’s it hanging? What’s shaking?”
                         d) “Go out with him? As if!”
                         3) Share the ideas together. Write them on the board. Offer insight into
                            origin, hidden meaning, or various meanings to certain colloquial words.
                            Explore: encourage questions about other words.
                         4) Introduce the movie Clueless. Write information on the board, and have
                            students who have already seen it add information too:
                                 a. Actors and actresses and the characters they play, and who each
                                      character is.
                                 b. Setting, general storyline, teenaged problems.
                                 c. Significance of this movie at the time it was released (but do not
                                      specify on the stereotypes yet, but hint at them).
                         5) Language: give handout “Clueless” (see appendix):
                                 a. In groups of 2 or 3, read through each scene on the page together,

                                       aloud to each other to hear how it sounds. Play with intonation,
                                       speed, and body language while reading some of the sayings or
                                       words aloud.
                                  b. Highlight or star the words that you still have difficulty
                                       understanding from the definition. Teacher explains, but
                                       emphasizes how context is important, and that they need to look
                                       out for those new words as the movie progresses to them
                                       understand the context.
                                  c. The teacher assigns a different scene to each group, and the
                                       group must explore and explain the metaphors in those scenes to
                                       the rest of the class.
                    6) Begin movie with a couple of lights on so that the students can read their
                    vocabulary sheets. STOP the movie before each new scene begins (as indicated on
                    the handout) to give them a chance to re-read the new vocabulary words coming
DAY 2:              1) Bellwork: What words/images pop into your head immediately when you read
                    the following words? Write down exactly what pops into your head the second you
Identifying         read each one!
Stereotypes and              a. blonde
Challenging Them.            b. rich
                             c. skinny
                             d. a Beverly Hills high school
                             e. teenagers
                    2) Teacher: You take out some pictures you’ve cut out of magazines. You pull
                    them out and have the class vote on which picture best matches the image they
                    have of each word: e.g. for blonde pull out a picture of Paris Hilton, Hillary
                    Clinton, and Brad Pit. Which one best fits their personal image? And continue
                    challenging their stereotypes.
                    3) In groups of 2 or 3:
                         a) discuss how Clueless is challenging some of these stereotypes so far in the
                             movie, and how.
                         b) Predict: jot down a few predictions as to how Clueless will challenge these
                             stereotypes more. For those students who have already seen the movie,
                             have them recall and share their ideas with their group.
                         c) Share the ideas as a class.
                    4) Continue the movie from yesterday’s class, stopping it before each scene for a
DAY 3:                   1) Bellwork: Write down the top 5 favourite new vernacular words you have
                             learned so far from Clueless and explain why you would like to try to use
                             them on a regular basis. Volunteers may share them with the class.
                         2) Discuss: questions about what has been watched so far, about metaphors,
                             the vernacular, or stereotypes?
                         3) Finish the movie this period.
                         4) CULMINATING ACTIVITY: Assign dramatic interpretations (see
                         5) Assess group work activity (teacher and peer) and evaluate using the
                             rubric (see appendix).
DAY 4:              Presentations of culminating activity.
MODIFICATIONS                 Practice, reflection, and discussion (bellwork)
TO ESL                        Engage them by using the vernacular yourself. Put the words in the
                                  print so that they can read the words as you say them.
                              Discussion of the origin and use of some of these words.
                              Engage them in questions and discussion about vernacular words that
                                  they have found confusing in the past.
                              Handout of words in the movie: read over and explore them before
                                  the movie, read along during the movie, use in the culminating
                              Subtitles in English.
                              Stereotypes: pictures to enhance visualization of the words, and to
                                  challenge their perspectives in a North American context (e.g.

                      blondes are smart, women can be Senators, etc).
                     Culminating activity gives the students the opportunity to practice,
                      rehearse, and execute the vernacular amongst themselves in a creative
ASSESSMENT           Group work (teacher observation and peer assessment using the
                      Group Pie Chart).
                     Culminating Activity with rubric. Students will receive individual
                      marks with consideration of their peer assessment with the Group Pie

                              (on next page)

             1. Handout: Clueless
             2. Handout: Culminating Activity
             3. Handout: Culminating Activity’s Rubric

                                            CLUELESS (1995)
          Starring Alicia Silverstone, Stacey Dash, Paul Rudd, Brittany Murphy, Breckin Meyer.
OPENING SCENE:                                                21. “…babe-drought at my school”: there was a drought
1. Clueless: to be without a clue, to miss the point, to      (no rain), dryness, lack of hot teachers.
have no understanding of reality.                             22. “…screaming for a makeover”: desperately needs
2. “I actually live a way normal life”: really                someone to help her improve her appearance altogether.
3. “You were hardly even married to his mother”: barely,      23. “Phat! Did you write that?”: very cool.
for a short time, not really a marriage.
                                                              MR. HALL’S CLASS:
WALKING INTO SCHOOL:                                          24. “…16 tardies to work off”: tardy (n) is a late (to
4. “I must give her snaps for her courageous fashion          class); tardiness (adj) is to be late.
effort”: snaps from her fingers like African-Americans        25. “Travis Birkenstock”: obviously the son of the
often do to compliment women.                                 Birkenstock company, the most famous and expensive
5. The names Dionne and Cher: named after Dionne              sandal company in the world.
Warwick (a famous black singer) and Cher (you know
Cher) whose careers have dried up since the 60s and 70s.      THE CAR: 26. “You try driving in platforms.”: boots
6. That Ike and Tine Turner movie: the story of famous        with a very high and thick heel, like worn in the 1960s
singer Tina Turner and her abusive husband, Ike.              and ‘70s.
7. “You Jeepin’ behind my back?”: Have you been
fooling around with another man in your Jeep?                 WITH MS. GUIST AND PE CLASS:
8. “Speaking of vehicular sex”: Speaking of having sex        27. “We gotta book it”: we’ve got to hurry to make it PE
in cars…                                                      class on time.
9. “I’m outtie”: I’m out of here, see you later, I’m going.   28. “I feel like bailing.” I don’t feel like going to PE
10. “As if””: Whatever! No way!                               class.
                                                              29. “I feel like such a heffer.” A cow.
MR. HALL’S DEBATE CLASS:                                      30. “Is that a photo op or what?” a perfect photo
11. R.S.V.P.: Respondez-vous, s’il vous plait, please         opportunity.
respond.                                                      31. “He’s getting her digits.” Her phone number;
12. "totally buggin’": totally panicking, moving around       numbers = digits.
erratically like a little bug.
13. “The buzz on Christian is that his parents have joint     LUNCH WITH TY:
custody…”: the news, the buzzing of people speaking,          32. “…to be fried all day.” Burnt out from smoking too
like many bees; his parents are divorced but split their      much marijuana all the time.
time with Christian every 6 months.                           33. “I have never had straight friends before.”¨: friends
                                                              who do not consume drugs and alcohol on a daily basis.
14. “I’m toast”: I’m burned, in trouble.                      CHER’S HOUSE 34. “How about sterilization?”: an
15. “I totally choked”: did not do as well as I could have,   operation that will prevent her from reproducing.
ruined it.
16. “Mr. Hall was way harsh”: so hard, super nasty,           THE PARTY:
unreasonable.                                                 35: “Twin Peaks experience”: Twin Peaks was an
                                                              American sci-fi show, pre-X Files, but similar; she is
CHER’S HOUSE:                                                 experiencing something unusual and unnatural.
17. “Isn’t my mom a Betty?”: referring to Betty Davis, a      36. “Mel Gibson”: played Shakespeare’s Hamlet in a
famous actress from the 40s-60s who was very                  famous movie version.
sophisticated and classy.
18. Kenny G: a musician who plays sappy and cheesy            THE LOCKER ROOM:
love songs with a soprano saxophone.                          37. “Let’s blow off 7th and 8th”: Let’s skip 7th and 8th
                                                              periods at school.
CHER’S AND DIONNE’S IDEA:                                     38. “…and see the new Christian Slater.”: a new movie
19. “Here’s the 411 on Mr. Hall”: the information; to call    starring the handsome actor Christian Slater.
for information on the telephone in North America, you
press 411.
20. “boinkfest”: sex.

THE RESTAURANT:                                            59. “Like Josh thinking I was mean was making me
39. “Luke Perry”: played the character Dylan on Beverly    postal.”: making me crazy, like post office workers go
Hills 90210.                                               crazy (e.g. Newman from Seinfeld).
40. “The P.C. term is…”: the Politically Correct term.     60. “My bad!”: my mistake! My error! I’m sorry!
                                                           61. The DMV: Department of Motor Vehicles.
MR. HALL’S CLASS:                                          62. “Oh, bummer.”: too bad, that’s terrible,
41. “Nice stems.” Nice legs: a metaphor for flower         disappointing.
42. “I thought it reeked.” It stunk, it was terrible.      CHER AND TY:
43. “I dug it.” I liked it. Past tense of the vernacular   63. “I feel like ralphing”: I feel like vomiting.
term, to dig (e.g. I dig chocolate.)                       64. “I don’t think you mesh well together.”: mix well,
44. “…the heavy clambakes.”: big parties.                  work well, go together.
                                                           65. “I could feel the chunks start to rise up in my throat.”
CHER’S HOUSE:                                              Chunks of vomit.
45. “Do you think the death of Sammy Davis left an
opening in the Rat Pack?” Group of bad-boy singers         CHER THINKING:
from the 40s and 50s: Frank Sinatra, Sammy Davis Jr.,      66. “This Josh and Ty thing was wiggin’ me more than
Dean Martin, and Jerry Lewis.                              anything.”: upsetting her.
                                                           67. “OK, OK, so he’s kind of a Baldwin.”: handsome
THE PARTY:                                                 like one of the Baldwin actors: Alec, William, and
46: “No, she’s a full on Monet.” Like one of Claude        Steven Baldwin.
Monet’s paintings (French impressionist artist).
47. “Hagsville.” Super ugly.                               AT HOME WITH DAD:
48. “They’re charging for brewskies.”: beer.               68. “…but I feel wretched.”: awful, tortured.
                                                           69. “He’s one of those do-gooder types”: someone who
WITH JOSH:                                                 always does good things for people and the community.
49. “Do you know what would be so dope?”: So cool.
50. “…sometimes I have more fun vege-ing out then          PISMO BEACH RELIEF:
when I go partying.”: lying around like a vegetable.       70: “Proper!”: appropriately cool.
51. “…brother-type tagging along?” following her
around.                                                    CHER AND TY:
                                                           71. “I have been going down a shame spiral.”: Cher’s
IN THE CAR: 52. capricious: impulsive.                     shame has been getting worse and worse because of their
53. “I don’t know where she meets these Barneys.” Like     CHER’S HOUSE:
Barney Rubble from The Flintstones: short, stocky, ugly,   72. “Now we’re screwed!” ruined, in a big mess that
goofy.                                                     cannot be fixed.
54. “Carpe diem, OK?” Latin for seize the day.             73. “I’m just a ditz with a credit card?”: an airhead,
55. “Let’s get you home for some R&R.”: Rest and           stupid, superficial.
                                                           THE WEDDING:
THE CAFETERIA: 56. a montage: a collage, a mixture.        74. “It’s in the bag.”: She’s got it under control.

THE KITCHEN: 57. “…below Sunset.”: below Sunset

THE DRIVER’S TEST:                                                     Directed by Amy Heckerling.
58. “I had an overwhelming sense of ickiness”: feeling
bad, guilty, sorry for herself.

                                                                                                    Ms. Alexander

                                              Culminating Activity

      To practice using the vernacular with other members of your class.
      To practice speaking a certain message yet changing your words appropriately for different

THE TASK: To design and perform a dramatic interpretation of a certain situation. One presentation will be
acting out the situation using the vernacular, and the other presentation will be acting out the situation using
more formal language. The characters may change, but the situation and events will remain the same for both

        1) Choose a group of 3 or 4 people. You will be given 1 and a half class periods to plan and
        2) Choose one of the following situations, and design two separate scripts for it. If you choose a
           situation that is not on the list, then please have it approved by me first:
            You, or you and a friend, are approaching your teacher or principal about a
                complaint or a compliment that you have with the school. / You, or you and a friend,
                are approaching your friend, or a group of friends, with a complaint or compliment
                that you have about the school.
            You, or you and a friend, are complaining to your parents about a certain problem
                at home. / You, or you and a friend, are complaining to your friends about a certain
                problem at home.
            You, or you and a friend, would like to compliment a host or hostess on a wonderful
                holiday party / You, or you and a friend, would like to compliment your buddy on an
                awesome holiday party.
            You, or you and your brother or sister, are describing an amazing fun vacation you
                had with your friends. / You, or you and your brother or sister, are describing an
                awesome fun wicked vacation you had with your friends.
            Other suggestions?
        3) Beginning writing the two scripts, paying special attention to how you need to change your
           words and body language (and even costumes!) to portray your message effectively towards
           your audience. Use the Clueless handout to help you with some of the vernacular vocabulary
           that you can use.
        4) Please use the rubric before designing the presentations. You will each get an individual mark,
           and the Group Pie Charts will be taken into consideration for your final mark on this activity.

    Each presentation must be over a minute long (both the vernacular and formal versions).
    Each person in the group must have a speaking part.
    Creativity, clarity of speech, movement, props, costumes, interaction between characters are all
    Scripts do not need to be completely memorized; HOWEVER, lines should be mostly memorized, and
     please avoid using sheets of paper to read from. If required, use cut up pieces of paper or cue cards.
     These will NOT be marked.
    Each group will need to hand in a Group Pie Chart after the presentations are performed.

                                       CLUELESS CULMINATING ACTIVITY
                                        4                        3                           2                           1
Knowledge/                  -demonstrates            -demonstrates               -demonstrates some          -demonstrates limited
Understanding:              thorough knowledge       considerable                knowledge of                knowledge of
-knowledge of               of linguistic forms      knowledge of                linguistic forms and        linguistic forms and
linguistic forms and        and terminology.         linguistic forms and        terminology.                terminology.
terminology                                          terminology.
Thinking/Inquiry:           -demonstrates            -demonstrates               -demonstrates some          -demonstrates limited
-learning strategies        thorough use of          considerable use of         use of learning             use of learning
(and following              learning strategies      learning strategies.        strategies.                 strategies.
instructions                -demonstrates            -demonstrates               -demonstrates some          -demonstrates limited
accordingly)                thorough competence      considerable                competence in using         competence in using
-critical thinking skills   in using critical        competence in using         critical thinking skills.   critical thinking skills.
                            thinking skills.         critical thinking skills.
Communication:              -demonstrates            -demonstrates               -demonstrates some          -demonstrates limited
-proficiency in oral        thorough proficiency     considerable                proficiency in oral         proficiency in oral
communication               in oral                  proficiency in oral         communication.              communication.
                            communication.           communication.
Application:                -demonstrates            -demonstrates consid-       -demonstrates some          -demonstrates limited
-use of language and        thorough competence      erable competence in        competence in the use       competence in the use
literacy skills in new      in the use of language   the use of language         of language and             of language and
contexts                    and literacy skills in   and literacy skills in      literacy skills in new      literacy skills in new
                            new contexts.            new contexts.               contexts.                   contexts.

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