Reflection: Adjustments to Practice Accent + Diction = Mark Twain's Dialect - Section 3: What Is Dialect? Defining and Decoding

 

As I introduced this section today, and as we attempted to make sense of Twian's use of dialect, I very quickly realized I would, indeed, have to explain the joke. I made a mental note to review the assignment once students had completed the story, taking into note their difficulty with grasping the structure of the story and diction of Twian's dialect. I also needed to review the definitions of the figures of speech, students quickly remembered hyperbole, but not idiom. Adding these to the dialect guide, limiting what students are asked to do, would make this assignment more focused for them. 

  Explaining the Joke
  Adjustments to Practice: Explaining the Joke
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Accent + Diction = Mark Twain's Dialect

Unit 11: Literacy: What's Your (Local) Color? Regionalism in the American Short Story
Lesson 2 of 8

Objective: SWBAT apply their knowledge of language and context clues to understand the wording of Mark Twain's writing.

Big Idea: "Th' wo'ds used an' th' way in which they're pronounced make up th' dialeck of a region, as enny fool kin plainly see."

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3 teachers like this lesson
Subject(s):
English / Language Arts, dialect (Literary Terms), author biography, Literature, Fictional Literature, mark twain, figures of speech, frame narrative, The Notorious Jumping Frog of Calaveras County
  45 minutes
twain postage
 
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