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Language Stages

Talk Like a Pirate

Use this lesson to help increase the use of non-obligatory responses to initiate, maintain and close a conversation.

Save or Print Lesson Plan

A pdf version of the lesson plan can be printed or saved on a PC or tablet. Supplemental Materials (Books and Smart Charts) for this lesson are listed below and are saved or printed separately. Smart Charts provide Unity icons for each lesson to assist with modeling target words.

App Information

Fat Cat Pirate Chat

Download on the App Store

Expected Outcome

The student will use simple phrases and interjections to initiate conversation or make a comment using an interjection.

Purpose

To encourage using simple phrases and comments to expand their length of utterance.

Vocabulary

Varies

Language Skill

Using simple phrases and interjections to initiate, maintain and close a conversation

Objectives

  1. The student will state their opinion using simple pirate phrases.
  2. The student will initiate a conversation using a simple pirate interjection or greeting.
  3. The student will state whether they agree, disagree or are indifferent using a non-obligatory response that is positive, negative and neutral.
  4. The student will state they do not know using a simple interjection.

Activities

Speaking

  1. Non-obligatory responses are words we use to initiate, maintain or close a conversation. Examples might include, “hey”, “okay” or “no way.” These responses can be positive (“cool”), negative (“yuk”) or neutral (“oh”). These series of activities are meant to teach a student how to best use these important social skills in a fun and meaningful way. Be sure to continue to reinforce the use of non-obligatory responses after Talk Like a Pirate Day by programming in fun, age appropriate responses onto the student’s device. Listen to what their typical peers are saying and use those phrases when programming.
  2. When first introducing the Fat Cat Pirate Chat app, allow the student to explore the app and the fun pirate phrases. You can show the student how they can make a positive, negative or neutral comment using the app. The phrases can also be recorded onto the child’s communication device. Recording a Message
  3. Role play different scenarios with the student requiring them to respond with either a negative, a positive or a neutral comment. Be sure to talk like a pirate yeself so as not to confuse the young lad or lassie!
  4. Ask questions that require the student to answer using a positive, negative or neutral pirate phrase. Try and make it relevant and meaningful to the student such as, “If a boy gets hungry, what should he do?” Model answer if the student needs help. (Yarrrr, he should put some grub in he gullet!) If the student doesn’t know, he can use a phrase like “don’t be askin’” or “Blow me down?”
  5. Play the game “Talk the Plank” with the group. Have the students stand in a row. Mark the end of the plank on the floor or on a mat. Have each student pick a card. They will need to use a non-obligatory response to respond to the situation – a pirate word if ye dare! (depending on the level of the child). If they get the answer correct, have them spin the spinner and follow the directions. The game is over when a player reaches the end of the ‘plank’. A big hearty thanks to Rose from Speech Snacks for letting us share this mighty fine activity!

Reading

  1. Read the book “Pirates Don’t Clean Their Teeth” by Adrian Summerson. The book is available to read online at Pirates Don’t Clean Their Teeth Talk about all the things Ben did to get ready to be a pirate that day. Have the student use their positive, negative and neutral non-obligatory responses to comment on all the things that Ben had to do.
  2. Download and play Pirate Mad Libs. Have each person use their device to fill in the needed words to the word bank. When all the blanks have been filled in, read the fun pirate story aloud. You can use this template over and over again to get new and even sillier stories.
  3. Add a fun pirate joke to the person’s device using the ‘Wait any Key’ feature if available. Wait Any Key Here are a couple to get you started: a. What size soda did the pirate order? A LARRRRRRge.
    b. What did the Pirate say when someone called him a name? I know you ARRRRR but what am AYE!

Writing

  1. Use the template provided to write a Pirate Poem. Have the student use their device to fill in the needed words.
  2. Create a Wanted Poster for a pirate. Have one student use their device to describe the pirate. Have another student draw the pirate based on the description so the first student can’t see it. After the description is finished, share the picture.
  3. Create a Pirate flag. Have the students use their device to discuss what will be on the flag, the colour etc.

Generalisation

  1. Hide a small treasure in the classroom. (a small box of gummy worms or stickers) Create simple clues that the students will use to find the treasure. (i.e. look under the teacher’s desk, take three steps towards the window and look down, etc) and send them on a treasure hunt. Have them use their device to read the clues for their team before they go off to find the next clue. Another variation would be to print out the Treasure map and fill it in with the treasure marked in the classroom, on the playground or anywhere else you have access to. Be sure to require the students to comment during the game with their device.
  2. Bake a simple cake or cupcakes. You can do this as a class activity. Hide a small, clean, plastic toy in one of the cupcakes or in the middle of the cake. At snack time, give each student a piece of cake or cupcake. Have them break open their snack to see if they have the treasure. The winner gets to be the head pirate for the day.
  3. Arr! So yer mateys be runnin’ around playin’ at sailin’ the seas an’ ye want t’ join th’ swashbucklin’. BUT ye need the lingo and the sound effects o’ swords clashing, pistols shooting, the scream of a dying pirate. Well me hearties, download th’ app, an’ buckle up fer the action. Check out Fat Cat Pirate Action to get all you need for a fun filled adventure. Fat Cat Pirate Action

Supplemental Materials

Games

Common Core Standards

Below are references to the Common Core Standards organized by grade level and associated with the goals and objectives of this lesson plan. When considering which standards to target in your lessons with students, begin by looking at the standards at your student’s grade level. You may need to refer to that same standard at a lower grade level to adapt your lesson to best meet the needs of your student.

Kindergarten

  • K.RIT.1

    Ask and answer questions about key details in a text.

  • K.RIT.4

    Ask and answer question to help determine or clarify the meaning of words and phrases in a text.

  • K.SL.6

    Speak audibly and express thoughts, feelings and ideas clearly.

  • K.L.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • K.L.1b

    Use frequently occurring nouns and verbs.

  • K.W.2

    Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

  • K.W.6

    With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

  • 1.L.6

    Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

1st Grade

  • 1.RL.4

    Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

  • 1.RIT.7

    Use the illustrations and details in a text to describe its key ideas.

  • 1.SL.4

    Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.

  • 1.W.6

    With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

  • 1.W.8

    With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

2nd Grade

  • 2.SL.1

    Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

  • 2.L.6

    Use words and phrases acquired through conversations, reading and being read to and responding to texts, including using adjectives and adverbs to describe.

  • 2.L.3

    Use knowledge of language and its conventions when writing, speaking, reading or listening.

  • 2.W.6

    With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

3rd Grade

  • 3.L.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • 3.L.6

    Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships.

  • 3.W.6

    With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.

4th Grade

  • 4.L.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • 4.L.3

    Use knowledge of language and its conventions when writing, speaking, reading or listening.

  • 4.W.6

    With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type and minimum of one page in a single sitting.

  • 4.W.10

    Write routinely overextended time frames and shorter time frames for a range of descipline-specific tasks, purposes and audiences.

5th Grade

  • 5.SL.6

    Adapt speech to a variety of context and tasks, using formal English when appropriate to task and situation.

  • 5.L.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition and other logical relationships.

  • 5.L.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • 5.W.6

    With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.

  • 5.W.10

    Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes and audiences.

6th Grade

  • 6.SL.2

    Interpret information presented in diverse media and formats and explain how it contributes to a topic, text or issue under study.

  • 6.SL.6

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

  • 6.L.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  • 6.L.3

    Use knowledge of language and its conventions when writing, speaking, reading or listening.

  • 6.W.3

    Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.

  • 6.W.4

    Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.

  • 6.W.5

    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.

  • 6.HSS.2

    Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

  • 6.HSS.4

    Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical contest relevant to grades 6-8 texts and topics.

7th Grade

  • 7.SL.6

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

  • 7.SL.4

    Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume and clear pronunciation.

  • 7.L.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension and expression.

  • 7.L.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • 7.W.3

    Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

  • 7.W.6

    Use technology, including the internet to produce and publish writing and link to and cite sources as well as interact and collaborate with others, including linking to and citing sources.

  • 7.W.10

    Write routinely overextended time frames and shorter time frames for a range of discipline-specific tasks, purposes and audiences.

8th Grade

  • 8.SL.1

    Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts and issues, building on others’ ideas and expressing their own clearly.

  • 8.SL.5

    Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

  • 8.SL.6

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

  • 8.L.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • 8.L.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  • 8.W.3

    Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

  • 8.W.6

    Use technology, including the internet, to produce an publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

  • 8.W.10

    Write routinely overextended time frames and shorter time frames.

Grades 9 and 10

  • 9.10.L.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • 9.10.L.3

    Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

  • 9.10.L.6

    Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  • 9.10.W.2

    Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection organization and analysis of content.

  • 9.10.W.3

    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  • 9.10.W.10

    Write routinely overextended time frames and shorter time frames.

  • 9.10.W.6

    Use technology, including the internet to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

  • 9.10.ST.7

    Translate quantitative or technical information expressed in words in a text into visual form and translate information expressed visually or mathematically into words.

  • 9.10.HSS.4

    Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Grades 11 and 12

  • 11.12.SL.1

    Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

  • 11.12.SL.6

    Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

  • 11.12.L.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • 11.12.L.3

    Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

  • 11.12.L.4

    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

  • 11.12.L.6

    Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  • 11.12.W.2

    Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.

  • 11.12.W.3

    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  • 11.12.W.6

    Use technology, including the internet to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

  • 11.12.W.10

    Write routinely overextended time frames and shorter time frames for a range of tasks, purposes and audiences.

  • 11.12.ST.2

    Determine the central ideas of conclusions of a text, summarize complex concepts, processes or information presented in a text by paraphrasing them in simpler but still accurate terms.

  • 11.12.ST.4

    Determine the meaning of symbols, key terms and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.

  • 11.12.HSS.4

    Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.