Slangtionary: Decoding Teen Speak
Created bySamantha Howard
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Slangtionary: Decoding Teen Speak

Grade 6English5 days
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5.0 (1 rating)
This project explores the dynamic world of teen slang, focusing on how it shapes communication and evolves over time. Students decode the connotative meanings of slang terms, analyze their impact on understanding, and research their origins and cultural connections. By creating and presenting a 'Slangtionary,' students gain insights into the complex relationship between language, identity, and cultural context.
SlangTeen SpeakConnotationCommunicationEtymologyContextEvolution
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How does slang shape communication among our peers, and what can we learn about its connotative meanings, varied interpretations, and evolving nature?

Essential Questions

Supporting questions that break down major concepts.
  • How does slang impact communication?
  • What is the role of context in understanding slang?
  • How can the connotative meanings of slang terms lead to misunderstandings?
  • How does slang evolve and change over time?
  • What is the relationship between slang and identity?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to define and explain the connotative meanings of common slang terms used by their peer group.
  • Students will be able to analyze the impact of slang on communication, including its potential for misunderstandings and its role in shaping identity.
  • Students will be able to research the evolution and changing nature of slang over time.
  • Students will be able to compile their research into a comprehensive 'Slangtionary' using multimedia elements.
  • Students will be able to present their 'Slangtionary' and engage in a thoughtful discussion about the role of slang in communication.

Common Core State Standards (CCSS)

CCSS.ELA-Literacy.RL.6.4
Primary
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and toneReason: This standard directly addresses the core focus of the project, which is exploring the connotative meanings of slang and its impact on communication.
CCSS.ELA-Literacy.W.6.4
Supporting
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: Creating the 'Slangtionary' requires students to write clear and coherent definitions and explanations, aligning with this writing standard.
CCSS.ELA-Literacy.SL.6.4
Supporting
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, structure, and style are appropriate to task, purpose, and audience.Reason: Presenting the 'Slangtionary' allows students to practice their presentation skills and effectively communicate their research findings, aligning with this speaking and listening standard.
CCSS.ELA-Literacy.W.6.7
Supporting
Conduct short research projects to answer a question (including gathering relevant information from multiple print and digital sources), drawing on several sources and generating additional questions for further research and investigation.Reason: Researching the evolution and varied interpretations of slang terms aligns with this research-based standard.

Entry Events

Events that will be used to introduce the project to students

Mysterious Message

Students encounter a confusing dialogue entirely in slang, sparking curiosity about deciphering the hidden meanings and the evolution of language.

Slang Challenge

Students participate in a 'guess the meaning' game with unfamiliar slang terms, igniting their interest in the diverse ways language evolves within different communities.

Slang Timeline

Students explore a digital timeline of slang evolution, tracing how specific terms have changed over time and the cultural shifts they reflect.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Slang Decoder

Students will select a slang term and delve into its connotative meanings, exploring how it's used among their peers and the potential for varied interpretations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a slang term you frequently hear among your peers.
2. Write down the denotative meaning (dictionary definition) of the term.
3. Interview 3-5 peers and ask them what the term means to them, how they use it, and in what contexts.
4. Analyze the responses you gathered. Are there variations in meaning? Does the context of use impact interpretation?
5. Write a paragraph summarizing your findings, including the denotative meaning, connotative meanings, and potential for misinterpretations.

Final Product

What students will submit as the final product of the activityA detailed analysis of a single slang term, including its definition, connotative meanings, and examples of its use in different contexts.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.RL.6.4 (Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings)
Activity 2

Slang in Action

Building on the previous activity, students will create contextual scenarios to illustrate the different interpretations and impacts of their chosen slang term.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Create two short skits or dialogues using your chosen slang term.
2. In the first skit, demonstrate a scenario where the slang term is used correctly and effectively.
3. In the second skit, show a scenario where misinterpretation or misuse of the slang term leads to confusion or humor.
4. Write a brief explanation for each skit, highlighting how the word choice impacts meaning and tone.

Final Product

What students will submit as the final product of the activityTwo short skits or dialogues demonstrating different interpretations and impacts of the slang term.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.RL.6.4 (Analyze the impact of a specific word choice on meaning and tone) and CCSS.ELA-Literacy.W.6.4 (Produce clear and coherent writing)
Activity 3

Slang Timeline Detective

Students expand their research to explore the etymology and evolution of their chosen slang term, connecting it to broader cultural trends.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the history and origins of your chosen slang term. Where did it come from? How has its meaning changed over time?
2. Connect the evolution of the term to broader cultural shifts or historical events. Are there any patterns or trends?
3. Create a multimedia presentation (e.g., slideshow, video, poster) showcasing your findings.
4. Prepare to present your research to the class, engaging in a discussion about the slang term's journey through time.

Final Product

What students will submit as the final product of the activityA multimedia presentation tracing the evolution of the slang term and exploring connections to cultural shifts.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.W.6.7 (Conduct short research projects) and CCSS.ELA-Literacy.SL.6.4 (Present information, findings, and supporting evidence)
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Slangtionary Portfolio Evaluation

Category 1

Understanding and Analysis

Evaluates the depth of comprehension in meaning and application of slang terms.
Criterion 1

Connotative and Denotative Meanings

Ability to distinguish and elaborate on both denotative and connotative meanings of chosen slang terms.

Exemplary
4 Points

Insightful and nuanced explanation of both denotative and connotative meanings. Consistently recognizes subtle differences in interpretations and implications.

Proficient
3 Points

Clear explanation of denotative and connotative meanings. Recognizes clear differences in interpretations and implications.

Developing
2 Points

Basic explanation of meanings with occasional insight into connotative aspects. Some inconsistencies in understanding interpretations.

Beginning
1 Points

Limited explanation primarily focusing on denotative meanings, with little insight into connotative meanings.

Criterion 2

Impact Analysis

Analysis of how word choice affects meaning and tone in communication.

Exemplary
4 Points

Highly sophisticated analysis of word choice's impact on meaning and tone across multiple scenarios.

Proficient
3 Points

Effective analysis showing clear understanding of how word choice impacts meaning and tone.

Developing
2 Points

Basic analysis with some understanding of impact on meaning and tone. Occasional misinterpretations.

Beginning
1 Points

Limited or incorrect analysis of word choice's impact on meaning and tone.

Category 2

Research and Presentation

Assesses capability to research slang terms effectively and present findings in a coherent and engaging manner.
Criterion 1

Historical and Cultural Research

Depth of research into the history and evolving nature of slang nouns and terms.

Exemplary
4 Points

Conducts comprehensive, insightful research connecting slang history to broad cultural shifts; identifies patterns and trends insightfully.

Proficient
3 Points

Carries out thorough research connecting slang history to cultural shifts; recognizes broad patterns.

Developing
2 Points

Researches slang history with basic connections to cultural shifts; identifies limited patterns.

Beginning
1 Points

Minimal research and limited understanding of history or cultural context.

Criterion 2

Presentation Skills

Effectiveness in communicating findings through presentation skills and multimedia use.

Exemplary
4 Points

Presents findings with exceptional clarity, engagement, and coherence using multimedia effectively.

Proficient
3 Points

Presents findings clearly and cohesively with successful multimedia integration.

Developing
2 Points

Presents findings with basic clarity; some issues with multimedia usage.

Beginning
1 Points

Presents findings with limited clarity, lacking coherence and multimedia effectiveness.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your overall learning journey throughout this slang exploration project. How has your understanding of slang and its impact on communication evolved?

Text
Required
Question 2

What were some of the most surprising or interesting discoveries you made about slang during this project?

Text
Required
Question 3

On a scale of 1 to 5, how confident are you in your ability to analyze the difference between denotative and connotative meanings of slang?

Scale
Required
Question 4

Which activity in this project did you find most engaging?

Multiple choice
Required
Options
Slang Decoder
Slang in Action
Slang Timeline Detective