LessonPlanby:SarahBruceandKellyDorsey

Comparisonof:
PrincessandtheFrog(NewOrleansDialectAAL)
https://www.youtube.com/watch?v=ZqB3ybtYQXI
andTheFrogPrince(StandardEnglish)
https://www.youtube.com/watch?v=3ridGE3ICiQ

TopicoftheLesson:

ComparisonbetweenAALandStandardEnglishthroughfairytales

Conceptstobetaught:
Iwantthechildrentounderstandthat
differentlanguagesarespokenindifferentareasandcontexts
differentlanguagesincludediversevocabulary
thecharactersinthemoviearespeakingadifferentlanguagecalledAAL
princessesarediverse

Rationale:
Whyisthisimportantforstudentstolearn?
Studentswilllearnhowtocomparetwostorylinesacrossfairytalesusinglanguagewithin
theircomparison.Bymakingcomparisonsbetweenthetwolanguagesusedwithinthefairy
taleformat,theteacherwillhavetheopportunitytodispelanymisconceptionsregardingthe
useofdifferentlanguagesanddialectsinliteratureandreallife.Thislessoncanalsoactasa
proactiveteachingopportunityregardingculturaldiversityandacceptance.Additionally,the
conceptofcompareandcontrastisaliterarytechniqueusedtocomprehendandevaluatetexts.
Therefore,thistechniquehasasolidfoundationwithintheCommonCoreStateStandards.

CommonCoreStateStandardsandOhiosAcademicContentStandards
CCSS.ELALITERACY.RL.2.2
Recountstories,includingfablesandfolktalesfromdiversecultures,anddeterminetheircentral
message,lesson,ormoral.

CCSS.ELALITERACY.RL.2.3
Describehowcharactersinastoryrespondtomajoreventsandchallenges.

CCSS.ELALITERACY.RL.2.6
Acknowledgedifferencesinthepointsofviewofcharacters,includingbyspeakinginadifferentvoice
foreachcharacterwhenreadingdialoguealoud.

CCSS.ELALITERACY.RL.2.9
Compareandcontrasttwoormoreversionsofthesamestory(e.g.,Cinderellastories)bydifferent
authorsorfromdifferentcultures.

CCSS.ELALITERACY.RL.3.2

Recountstories,includingfables,folktales,andmythsfromdiverseculturesdeterminethecentral
message,lesson,ormoralandexplainhowitisconveyedthroughkeydetailsinthetext.

CCSS.ELALITERACY.RL.3.3
Describecharactersinastory(e.g.,theirtraits,motivations,orfeelings)andexplainhowtheiractions
contributetothesequenceofevents

Geography,HumanSystems,8.Culturesdevelopinuniqueways,inpartthroughtheinfluenceofthe
physicalenvironment.

MaterialsNeeded:

VideoClips:

PrincessandtheFrog
https://www.youtube.com/watch?v=ZqB3ybtYQXI
andTheFrogPrince
https://www.youtube.com/watch?v=3ridGE3ICiQ
OneThinkSheetperfairytale
Anchorchart
Venndiagramworksheet

Procedures:
AnticipatorySet:
Studentswillbeginthislessondiscussing/reviewingtheelementsofafairytale.Studentswilloffertheir
suggestionsandananchorchartwillbemadebytheteacher.

Fairy Tales...
-aremakebelievestories
-includeamagicalelement
-usuallybeginwithOnceUponaTime
-usuallyendandtheylivedhappilyeverafter.
-haveroyalty
-havewickedcharacters
-teachalesson
-havearewardforgoodness

WholeGroup:
Todayboysandgirls,youwillbelearningaboutfairytalesandfindingdifferencesbetweentwo
similarfairytales.Youwilllistentoaclipoftwofairytales,oneatatime.Youwontseeallofit,butI
wantyoutolistenandthinkabouttheelementsyousee.Howdothecharacterstalk?Howarethey
dressed?Whatdotheylooklike?Isthereroyalty?Whatisthemagicalelement?

Studentswillbegivenathinksheet.Onesideofthepagewillbetitled
PrincessandtheFrog
andthe
othersidewillbetitled
TheFrogPrince
.Studentswillwritedowntheirthoughtsduringandaftereach
clip.
SmallGroups:

Aftereachclipisshown,theclasswillbreakintogroupstotalkaboutwhattheywrote.Studentswill
comparetheirnotes,determiningwhatwasthesameandwhatwasdifferent.Ingroups,studentswill
completeavenndiagramtogether.Studentswillcomebacktogetherasaclasstodiscusstheirvenn
diagrams.
Atthistime,theteacherwillbewalkingaroundlisteningtoconversationineachgroup.Ifneeded,the
teachercanaddcommentarybasedonathoughtfromastudentorhelpstudentsdiscussaspecifictopic
withmoredetail.(Ex.StudentInoticedthecharactershavedifferentvoices,likefancyvoices.
TeacherIlikethatyoubroughtthattoeveryonesattention.Didanyoneelsewritethisontheirpaper?
Doeseachcharactersoundthesameacrossthetwofairytales,likethetwoprincessesforinstance?
Whatisdifferentbetweenthem?)Theteacherwillbelookingfordiscussionaboutlanguageandfairy
taleelements.

WholeGroup:
Studentswillthencometogetherasaclasstodiscussthesimilaritiesanddifferencesbetweenthetwo
fairytales,focusingontheaspectsoflanguagethatthestudentsnoticed.Throughconversation,the
teachercandispelanymisconceptionsregardingtheuseofdifferentlanguagesanddialectsinliterature
andreallife.

Lookingatourfindings,younoticedthatthetwoprincessestalkdifferentlyaswellasafewother
characters.ThefirstclipIshowedyouisaclipthathastheprincessusingwhatwecallAfrican
AmericanLanguagewithaCreoledialect.TheprincessinthesecondclipuseswhatwecallStandard
English.Theseclipsshowasimilarstorylinebutarefromtwodifferentcultures.

Minilesson
Inaminilessonformat,theteacherwillfacilitateaconversationregardingAfricanAmerican
Language.

Theteacherwillsharethedefinitionof
culture
:Cultureisthelearnedbehaviorofagroupofpeople,
whichincludestheirbeliefsystems,
language
,socialrelationships,institutionsandorganizations.
ExplainthatAfricanAmericanLanguagedevelopedduetothesharedcultureofagroupofpeople.

TheprincessinPrincessandtheFrogspokealanguagecalledAALknownasAfricanAmerican
Language.ThislanguagecamefromatimewhenthecolonieswereshippingslavesfromAfrica.The
slavesspoketheirownlanguageinAfrica.WhentheyweretakenfromAfrica,theAfricanlanguage
theyusedbegantotransformorchangewhentheybegantocommunicatewiththecolonists.Some
partsoftheAfricanlanguageremainedwhentheslavesbeganusingEnglish.Theslavesweretryingto
keeptheirlanguagebutneededtotalkwiththecolonists,too.Atthetime,thecolonistswereincontrol
andinorderforslavestomakeit,theyneededtospeakEnglish.

InAAL,itsoundssimilartoEnglishbuttherearedifferencesyoucanhearintheclips.Whenthe
princesssays,Ireckonyallwannakiss?orIfyoutheprincethenwhowaswaltzinwithLottyon
thedanceflo?theprincessuseswordsweuseinEnglishbutsometimestheorderofthewordsare
different.Forinstance,whenshesaysIfyoutheprincehowwouldwesaythatinEnglish?

Studentssharetheirresponses.
Thatsright!YoujusttranslatedthislineintoStandardEnglish.Wewouldsay
Ifyouarethe
prince
ifwearetalkinginStandardEnglishandwewouldsay,
Ifyoutheprince
ifweare
talkinginAAL.

IndependentPractice/Conclusion:
Nowthatwehavetalkedandorganizedourthinkingasaclassandinsmallgroups,youarenowgoing
towriteyourownfairytaleusingyourownlanguage.Thinkaboutwhatcharactersyouwilluse.How
willtheytalk?Whatwilltheysay?Whatmagicalelementwillyouuse?Letthisfairytalerepresentyou
andhowyouviewyourlanguage.

ProfessionalResources:

Delpit,L.(2006).Whatshouldteachersdo?Ebonicsandculturallyresponsiveinstruction.
Dialects,
Englishes,creoles,andeducation
,93101.
Thisarticlediscussesspecificstrategiesforintegratinglanguagediversityintothecurriculum
inanefforttochangenegativeattitudestowardsBlackchildrenslanguage.

Freeman,M.(n.d.).TeachingSimilarandDifferentThroughMulticulturalFairyTales.Retrieved
March7,2015,from
http://tip.drupalgardens.com/sites/g/files/g764316/f/201307/Freeman_unit_0.pdf
.
Thisarticleprovidesanexcellentoverviewregardingtheimportanceofamulticulturalliteracy
educationaswellastheroleoffairytalesinamulticulturalclassroom.Additionally,a
kindergartenunitcenteringonCinderellaisincluded.

Hefflin,B.R.,&BarksdaleLadd,M.A.(2001).AfricanAmericanchildren'sliteraturethathelps
studentsfindthemselves:SelectionguidelinesforgradesK3.
TheReadingTeacher
,810819.
ThisarticleprovidesguidelinesforselectingAfricanAmericanchildrensliteratureofhigh
literaryandartisticqualityforGradesK3inordervalidatetheimportanceofAfrican
Americaninsociety.

Hurley,D.L.(2005).Seeingwhite:childrenofcolorandthedisneyfairytaleprincess.TheJournalof
NegroEducation,74(3),221232,RetrievedMarch7,2015,from
http://www.virginiabonner.com/courses/cms3340_disney/readings/Hurley_WhitePrincesses.pdf
.
Thisarticlearguesthatchildrensselfimageisaffectedbythewaysinwhichtheysee
themselvesintextsbothverbalandvisual,andthatfairytalesplayanimportantroleinshaping
selfimageandthebeliefsystemofchildren.