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Birds of a feather, an interdisciplinary unit: Language Arts wing

This lesson, which features Mark Twain's “Jim Baker's Blue-jay Yarn,” is part of an interdisciplinary unit on birds that contains math/science and language arts components. In the language arts wing, students will explore dialects and personification through this very entertaining tall tale full of the antics of talking blue-jays.

A lesson plan for grade 7 English Language Arts and English Language Development

By Janet Fore

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This lesson is part of an interdisciplinary unit on birds called Birds of a Feather, an Interdisciplinary Unit. Another component is a math wing. The unit is a collaborative effort by Vicky Smathers and Janet Watson Fore.

Learning outcomes

After a study of Mark Twain’s “Jim Baker’s Blue-jay Yarn,” students will write and then present a fable rich in dialect and personification.

Teacher planning

Time required for lesson

2 days

Materials/resources

A copy of the fable Jim Baker’s Blue-jay Yarn by Mark Twain.

Technology resources

Computer with word processing program (optional)

Pre-activities

  • Discuss dialects and how they differ from standard American English. Explain that Mark Twain was one of the first American writers to use realistic dialogue. The dialect of this yarn is the American West of the 1800s.
  • Discuss fables in which animals are given human characteristics. This particular story is a yarn about a blue-jay attempting to solve an impossible problem.

Activities

  1. Read “Jim Baker’s Blue-jay Yarn” aloud to your students. Be sure to adopt the accent and dialect with great exaggeration. Discuss how the blue jay’s dialect reveals its personality.
  2. Using the following quotes from the story, help the students distinguish between standard American English and dialect. Use a Venn Diagram to compare and contrast grammar usage in standard American English and in different dialects.
  3. Brainstorm a list of birds that would have distinct dialects (hummingbird, mocking bird, whooping crane, etc.). Write some sample lines of dialogue for each bird that would reveal their personality.
  4. Model for students how to write a fable that uses dialect. First, select a moral for your fable. (For example, “a stitch in time saves nine” or “slow and steady wins the race.”) Then select bird characters and dialect. Finally, model writing the fable for students.
  5. Pair the students, and have them write their own fable with an emphasis on dialect and personification.

Assessment

Have the students present their fables to the class. They should read with emphasis and exaggeration as they use the dialect that they have given to their bird. Score using the attached rubric.

Supplemental information

For additional fables, see Virginia Hamilton’s book of bird fables called When Birds Could Talk and Bats Could Sing.

In his series of Redwall books, author Brian Jacques uses dialect to personify many of his animal characters, especially the sparrows and hedgehogs.

Modifications

  1. Provide a key or teacher-made dictionary that references the English meaning of the slang words/phrases that appear in the dialect.
  2. Illustrations to accompany the text/dialects. (Students could help provide these illustrations)
  3. Pair students to decipher meanings that may be hidden in the language.

Alternative assessments

The prepared assessment involves writing, reading, and oral presentations. I would not require that the LEP students take a lead role in an oral presentation/role play. Perhaps the LEP students could be responsible for an illustration that accompanies the groups fable. This would reflect comprehension of both the tall tale that was read and the fable that was written by the group.

Critical vocabulary

  • Dialects: discuss examples of dialects in LEP student’s native language, if possible
  • Personification: provide illustrated examples
  • Tall tale: “tall” could be confusing, compare to untrue/exaggerated story
  • Antics

North Carolina curriculum alignment

English Language Arts (2004)

Grade 7

  • Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
      • using effective reading strategies to match type of text.
      • reading self-selected literature and other materials of individual interest.
      • reading literature and other materials selected by the teacher.
      • assuming an active role in teacher-student conferences.
      • engaging in small group discussions.
      • taking an active role in whole class seminars.
      • analyzing the effects on texts of such literary devices as figuarative language, dialogue, flashback, allusion, and irony.
      • analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
      • analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.
      • extending understanding by creating products for different purposes, different audiences and within various contexts.
      • analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.
  • Goal 6: The learner will apply conventions of application of grammar and language usage.
    • Objective 6.01: Model an understanding of conventional written and spoken expression by:
      • using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
      • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • applying the parts of speech to clarify language usage.
      • using pronouns correctly, including clear antecedents and correct case.
      • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).
      • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
      • extending vocabulary knowledge by learning and using new words.
      • determining when and where dialects and standard/nonstandard English usage are appropriate.
      • applying language conventions and usage during oral presentations.
      • choosing language that is precise, engaging, and well suited to the topic and audience.
      • experimenting with figurative language and speech patterns.

English Language Development (2005)

Grade 7

  • Goal 0:
    • Objective 0.01: Listen to stories or information and identify key details and concepts through verbal and non-verbal responses.
    • Objective 0.01: Apply phonics knowledge and syntactic structures to develop fluency in comprehending roots, suffixes, prefixes, less-common vowel patterns, and syllable breaks in texts.
    • Objective 0.01: Apply knowledge of phonics and grammar structures to decoded regular multi-syllabic words when reading texts.
    • Objective 0.02: Demonstrate sufficient accuracy so as to be clearly understood in the use of common verb tense forms, past, present, future in oral expression such as present third person singular and simple past endings.
    • Objective 0.02: Demonstrate control of basic sentence construction and use of standard conventions with assistance such as spelling rules and subject verb agreement.
    • Objective 0.03: Recognize differences in regional pronunciation.
    • Objective 0.03: Explore an awareness of language conventions and usage during oral presentations.
    • Objective 0.03: Identify common figurative and idiomatic language in text with assistance.
    • Objective 0.03: Demonstrate some use of basic figurative language and common idioms.
    • Objective 0.03: Demonstrate control of more complex sentence construction, as well as the frequent use of standard conventions with assistance (e.g., learned vocabulary, simple idioms, figurative language).
    • Objective 0.03: Write in present, past, and future tenses with some errors.
    • Objective 0.04: Develop familiarity with language conventions during oral presentations.
    • Objective 0.04: Analyze the text before, during, and after reading.
    • Objective 0.04: Interact with the text before, during, and after reading with assistance.
    • Objective 0.04: Participate in and demonstrate comprehension of short oral academic presentations through topic-related questions and answers.
    • Objective 0.05: Monitor own understanding of group discussions and seek clarification.
    • Objective 0.05: Demonstrate an understanding of literary devices as defined by grade-level competencies with assistance.
    • Objective 0.05: Demonstrate comprehension of simple material in expository and narrative texts.
    • Objective 0.06: Interpret meaning of figurative and idiomatic language found in grade-level texts with assistance.
    • Objective 0.06: Recognize and respond to basic characteristics of different literary genres with assistance.
    • Objective 0.06: Provide responses demonstrating some use of connections and interpretation.
    • Objective 0.06: Begin to retell information acquired through reading and/or listening.
    • Objective 0.07: Increase reading fluency and comprehension through effective reading strategies.

  • Common Core State Standards

    • English Language Arts (2010)

      • Reading: Literature

        • Grade 7
          • 7.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section...