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K–12 teaching and learning · from the UNC School of Education

A very short history of the English language

Students apply their knowledge of world history to research the major influences on the language that has become the English we speak today. Students then develop a timeline of events in Britain and explain the contributions of the various invading groups to the English language.

A lesson plan for grades 9–12 English Language Arts and Information Skills

By Carla Shinn

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Learning outcomes

Goals:

  • Students will identify the ethnic groups and movements that came into Britain from the time of the Celts to the Elizabethans and contributed to the vocabulary of the language.

Objectives:

  • Students will construct a timeline of people and events that shaped the language from its roots to the American Revolution.

Teacher planning

Time required for lesson

3 hours

Materials/resources

Technology resources

  • Color monitor with access to the internet for each group of students
  • (Optional) CPU with PowerPoint software for each group

Pre-activities

Have students read “The Glorious Messiness of English” and/or watch the video “The Mother Tongue” from The Story of English video series.

Activities

  1. Teacher will move around to monitor group activities as students re-read the article and make a list of all people and groups mentioned in the article. Students will refer to encyclopedia to establish or confirm historical dates for the timeline.
  2. The timeline will be created from the information gathered. Students will identify the major groups contributing to the language which became English and make a basic timeline of invading groups and major influences (Celts, Romans, Anglo-Saxons, Vikings, Christians, Norman French, English Renaissance, beginning the timeline with Indo-European and ending with the Elizabethans).
  3. If access to PowerPoint software is available, student groups may create slides that illustrate pertinent information about one group or individual. Or, if time permits, students may be assigned to create a PowerPoint presentation of one of the subjects on the timeline, and present it to the class individually or in groups.

Assessment

Creation of a timeline and creation of a PowerPoint presentation. Using Rubistar, an online rubric generator, generate a rubric either in advance of the assignment or with the class. The advantage to involving students in the process is that they will truly understand what is expected and will have some investment in the quality of the final product. Use the attached example Multimedia rubric or create your own.

Supplemental information

Reference Books:

Comments

The library media assistants I supervise receive credit for my class as an English elective. I have combined my own love of the subject matter with an interest in supplementing material my students learn in their required courses.

North Carolina Curriculum Alignment

Information Skills (2000)

Grades 9–12

  • Goal 4: The learner will EXPLORE and USE research processes to meet information needs.
    • Objective 4.01: Identify information needs and formulate questions about those needs.
    • Objective 4.03: Develop a search strategy which includes the continuous evaluation of the research process and the information gathered.
    • Objective 4.05: Gather information from the most effective resources (print, non-print, electronic).
    • Objective 4.07: Organize and use information.
    • Objective 4.08: Credit sources of information.
    • Objective 4.09: Produce and present findings in various formats (print, graphical, audio, video, multimedia, web-based).

English Language Arts (2004)

Grade 10 — English II

  • Goal 2: The learner will evaluate problems, examine cause/effect relationships, and answer research questions to inform an audience.
    • Objective 2.02: Create responses that examine a cause/effect relationship among events by:
      • effectively summarizing situations.
      • showing a clear, logical connection among events.
      • logically organizing connections by transitioning between points.
      • developing appropriate strategies such as graphics, essays, and multi-media presentations to illustrate points.