What is the effect of colloquial language in

What is the effect of colloquial language in poetry? LO: To understand how colloquial language can be used in poetry Do now: On separate slips of paper list as many slang phrases as you know. (No swearing!) Keywords for today's session Slang Colloquial Informal Challenge: Find a definition in your dictionary and write down

Pairs Tomas & Erleta Yusuf & Tekai Daisy & Omar Jayden & Rabia Florentina & Mohammed Rosie & Sayeed & Aaliyah Fatma & Saem Yunus & Jahsiah Jarell & Malakhi Diar & Umair

How much slang do you know? ●Brainstorm as many slang words as you can (no profanity!) on separate slips of paper. ●On the floor, arrange into categories. ●Be ready to explain your categories to the rest of the class. Category ideas:

What is the purpose of slang? Start with a quick written response on whiteboards. . . Slang allows people to. . . Slang is important because. . . I like/ don't like slang because. . . Compare your ideas. . . I bet you're thinking. . . I'm dying to tell you. . . We both agree that. . . I don't quite get. . .

What is the purpose of slang? Develop a more detailed response using these keywords. . .

Say the phrase below in slang: We were sitting on the bus, just talking and socialising.

Say the phrase below in slang: It was really good.

Say the phrase below in slang: There was a girl on the business telling everyone about her life, very loudly.

Say the phrase below in slang: I had a lot of really good music on my i. Phone.

Say the phrase below in slang: Everybody was arguing and insulting each other. It was very exciting.

Say the phrase below in slang: I heard one girl call out hello to one of her friends.

Slang and dialect. . . Scottish: Wee; small. Bairn; a small child. Haste ye back; come back soon. Geordie: Wye aye; yes. Canny; good. Bonny; pretty. Brummie: Me duck; my dear/love. Bab; dear/love. Moggy; a cat. Cheese cob; a cheese sandwich. West Yorkshire: Mardy; someone who is easily upset. To be blathered; to be very drunk. By eck; an exclamation of surprise. Eee by gum; an exclamation of surprise. Chow; food. Manc: To be mad keen; to be very enthusiastic. Ay-up; hello. Nowt; nothing. I’m ‘avin that; I like that a lot. Scouse: Any road; anyway. Yer wha; Pardon. To bin-bag somebody; to break up with somebody. Ace; well done. 'Avin' a bevvy; to have a beer. To have a barney; to have an argument. Welsh: Lush; great. Butt; a friend. Shush your noise; do be quiet. Slang varies according to regional dialects. Is this important?

Jammin in the Bus Highlight colloquial words and phrases. Feel free to annotate anything else you find! Mans was jamming, jamming on the bus There were one, two, three, about four of us You dun know fam, we love to chat We can chat for England, and that's a fact Voices come like amplified speakers Words are missiles with the heat seekers "Reh reh, " this girl's chatting her business For everybody on the top deck to witness But don't watch that, I'm watching an old man Sleeping and dribbling on somebody's gran We didn't want to, but we laughed when we looked The old man woke up, gave us an evil look Music from our phone makes us act merry Erickson, Nokia i. Phone and Blackberry Bare tunes on my mp 3 Talib Kweli, Tinie Ty and Wiley I'm a DJ, the bus is my club But these passengers don't show me any love Even adults are scared to go up above Then I heard one girl, call another girl "bruv" I turned my head, anti-clockwise My eyes realised that they were not guys Four girls, all louder than us All cussing and causing a fuss I saw one passenger leave in rush The look on her face was of pure disgust One girl was giving another girl grief Then I heard her say, "I'll knock out her teeth" The driver stopped the bus to provide relief The whole episode was beyond belief It was all quite negative and not a plus Just another day when you're jamming on the bus https: //www. youtube. com/watch? v =BFBm. GLc. BWLY

Jammin in the Bus Mans was jamming, jamming on the bus I'm a DJ, the bus is my club There were one, two, three, about four of us But these passengers don't show me any love You dun know fam, we love to chat Even adults are scared to go up above We can chat for England, and that's a fact Then I heard one girl, call another girl "bruv" Voices come like amplified speakers I turned my head, anti-clockwise Words are missiles with the heat seekers My eyes realised that they were not guys "Reh reh, " this girl's chatting her business Four girls, all louder than us For everybody on the top deck to witness All cussing and causing a fuss But don't watch that, I'm watching an old man I saw one passenger leave in rush Sleeping and dribbling on somebody's gran The look on her face was of pure disgust We didn't want to, but we laughed when we looked One girl was giving another girl grief The old man woke up, gave us an evil look Then I heard her say, "I'll knock out her teeth" Music from our phone makes us act merry The driver stopped the bus to provide relief Erickson, Nokia i. Phone and Blackberry The whole episode was beyond belief Bare tunes on my mp 3 It was all quite negative and not a plus Talib Kweli, Tinie Ty and Wiley Just another day when you're jamming on the bus

Describe what is happening in the poem, in your own words.

Explain the impact of the colloquial language in the poem (use the PEE structure)

Predict What would the impact of the poem be if more formal language was used?

Compare the beginning and the end of the poem. Is there a change in the mood? Use evidence There is a change of mood in the poem. At the start there is a happy, chatty mood. For example. . By the end the poem is more sinister. For example. . This suggests that. . .

Justify 'Jammin in the Bus is a poem about conflict'. Do you agree or disagree?

What is the effect of the colloquial words and phrases used in 'Jammin in the Bus'? Colloquial language is used to create an informal atmosphere. The tone of the poem is mixed. The poet uses slang to create. . . The language used shows that The poet shows young people to be. . . The language used shows that the speaker is. . . It could be argued that dialect can make a poem seem less formal. Language is used to. . . Dialect can be used to lighten the tone of a poem. . . The tone of the poem is very. . . but in places it is also. . . Modern references make the poem seem. . . Extension: How effective is 'Jammin in the bus'?

Create: Jammin in the Class! Write a poem about your experiences in class called ‘Jammin in the Class’. . . ● Start with a brainstorm of things that happen or have happened in the classroom. ● Use the same structure as Jammin the Bus poem (rhyming couplets) ● Use an authentic sounding dialect and colloquial language ● Be creative!

Jammin in the Bus Answer the following PEE question in full sentences: What is the effect of the colloquial words and phrases used in 'Jammin in the Bus'? Does this language affect the tone of the poem? How does it make you feel about the speaker? What would the poem be like if it was written in ‘standard’ English? Extension: How effective is 'Jammin in the bus'? language (1 point) slang (1 point) informal (2 points) casual (2 points) colloquial (3 points authentic (5 points) dialect (4 points)

What is the effect of the colloquial words and phrases used in 'Jammin in the Bus'? Colloquial language is used to create an informal atmosphere. Extension: How effective is 'Jammin in the bus'?

What is the effect of the colloquial words and phrases used in 'Jammin in the Bus'? Colloquial language is used to create an informal atmosphere. For example, the poet uses modern London slang such as 'mans was jamming' to set the scene for his story. The use of slang creates a casual, chatty tone, because phrases such as 'dun know fam' are only used informally. In addition, this language creates a youthful tone due to the fact that young people tend to speak in slang. However, it could be argued that the colloquial language creates a negative tone. Speaking in a non-standard dialect could be seen as aggressive because it breaks the rules of language. In the later stage of the poem, one of the girls calls another girl 'bruv', which suggests that she is tough and maybe violent. Extension: How effective is 'Jammin in the bus'?

What is the effect of the colloquial words and phrases used in 'Jammin in the Bus'? One idea is that this poem is about the conflict between different generations. The language used is very teenage and the The use of slang creates a casual, chatty tone, because phrases such as 'dun know fam' are only used informally. In addition, this language creates a youthful tone due to the fact that young people tend to speak in slang. However, it could be argued that the colloquial language creates a negative tone. Speaking in a non-standard dialect could be seen as aggressive because it breaks the rules of language. In the later stage of the poem, one of the girls calls another girl 'bruv', which suggests that she is tough and maybe violent. Extension: How effective is 'Jammin in the bus'?

Jammin in the Bus Answer the following PEE question in full sentences: The _____ in this poem is often very _____. This poem contains many s____ words, including _______, ______ and _____. These words give the poem a _____ tone. They also make the speaker seem ______. Overall, the mood of the poem is ______ because _______. Use the following words in your response: language (1 point) slang (1 point) informal (2 points) casual (2 points) colloquial (3 points authentic (5 points)

Fist of Five. . . Socratic debate. Inner circle (6 students discuss while outer take notes. ● There is a correct way to speak. ● You sound uneducated when you speak in nonstandard English. ● How much do you use non-standard English at home? ● How much do you use non-standard English with your friends? ● Poetry should be written in standard English. Write down 3 - 5 main conclusions from this conversation.

Write down 3 - 5 main conclusions from your conversations. We will share as a class. . . The way we speak is often influenced by the situation we are in.

How do poets use dialect? LO: To understand how dialect can be used to create an authentic voice in poetry Do now: Copy out the following words. Use a dictionary to find out what they mean. Challenge: write your OWN definition. ●Dialect (page____) ●Phonetic (page____) ●Authentic (page ____)

Read 'Unrelated Incidents' by Tom Leonard. . . this is thi six a clock news thi man said n thi reason a talk wia BBC accent iz coz yi widny wahnt mi ti talk aboot thi trooth wia voice lik wanna yoo scruff. if a toktaboot thi trooth lik wanna yoo scruff yi widny thingk it wuz troo. jist wanna yoo scruff tokn. thirza right way ti spell ana right way to tok it. this is me tokn yir right way a spellin. this is ma trooth. yooz doant no thi trooth yirsellz cawz yi canny talk right. this is the six a clock nyooz. belt up What do you notice about this poem? Vocabulary? Spelling? Punctuation?

If ‘standard’ English is ‘proper’ English, then why do poems like this exist? Talk around your table. One student will monitor the conversation. I bet you’re thinking. . . I’m dying to tell you. . . We both agree that. . . What I don’t get is. . . Extension: Take notes while the conversation progresses. Try to use the following words: ● dialect ● phonetically ● authentic

What is the effect of dialect in ‘Unrelated Incidents’? In this poem. . . The poet uses… This poem is deliberately… At times, the tone of the poem is… In many ways… It could be argued that. . One way that the poet… Overall… The audience is invited to. . . aggressive comfortable formal informal freedom uneducated identity culture slang dialect authentic phonetic challenge

If ‘standard’ English is ‘proper’ English, then why do poems like this exist? The poet forces us to read in a Scottish accent. For example, the word 'toktaboot' actually means 'talked about'. The phonetic spellings are fun, but they also force us to change the way we speak. This gives the poem a strong Scottish identity. In addition to this. . . If you can, use the words: ● dialect ● phonetically ● authentic ● identity

Harkness: How does language relate to identity and culture? Subsidiary questions:

Dialect around the world Do now: Cross the line if. . . ● Where are your parents’ parents from? ● On your post-it, write down four non-English phrases from that place

Granny Is. . . Granny is fried dumplin’ an’run-dung coconut drops an’ grater cake, fresh coffee smell in the mornin’ when we wake Granny is loadin’ up the donkey basket full on market day with fresh snapper the fishermen bring back from the bay Granny is clothes washin’ in the river scrubbin’ dirt out on the stone haulin’ crayfish an’ eel from water on her own. Granny is stories in the moonlight underneath the guangu tree and a spider web of magic all round we. Granny say, ‘Only de best fe de gran’children, it don’t matter what de price, don’t want no one pointin’ finger’ Granny nice Valerie Bloom (Jamaica/British) http: //www. poetryarchive. org/childrensarch ive/single. Poem. do? poem. Id=2814 Highlight all the dialect you can find. What do you notice? Challenge: Highlight all the imagery and annotate.

Pairs Tomas & Erleta Yusuf & Tekai Daisy & Omar Jayden & Rabia Florentina & Mohammed Rosie & Sayeed & Aaliyah Fatma & Saem Yunus & Jahsiah Jarell & Malakhi Diar & Umair

‘Granny Is’: Connotation webs Do now: Complete three connotation webs for a verb, noun, adverb, adjective of your choice

Inference practice The The The Explain how the writer uses language for effect word ______ suggests… verb/ adjective/ adverb ____ is important because… writer uses ____ (alliteration/ hyperbole/ metaphor/a dash/ ellipsis etc) to… word _______ has a connotation of… phrase _______ is effective because… phrase_____ creates imagery of…

Apprentice Expert Describe In your own words, describe the setting and scenery of this extract. Do NOT just copy from the text. Describe the personality of Granny in your own words. Do NOT just copy from the text. Explain the effect of dialect in this extract. Explain how the poet feels about her How is it used to affect the tone of the grandmother. How does dialect show poem. this? Justify What is the overall mood of this extract? How does dialect affect this mood? Justify your answer using evidence from the text. Try to offer more than one viewpoint. Is dialect used effectively in this poem? Does it create an authentic voice? Try to offer more than one viewpoint. Create (Bonus) Re-write this opening in your own words. Try to create a similar mood. Re-write this opening (or something similar) in your own words. Change the narrative perspective (1 st, 2 nd, 3 rd person) The The The word ______ suggests… verb/ adjective/ adverb ____ is important because… writer uses ____ (alliteration/ hyperbole/ metaphor/ punctuation/ superlative etc) to… word _______ has a connotation of… phrase _______ is effective because… phrase_____ creates imagery of…

Question: How does Valerie Bloom feel about her grandmother? Question: Why does Valerie Bloom use non -standard dialect to discuss her family? Start with clear topic sentences. Eg: The poet shows her grandmother to be a powerful figure. . . The language used shows that Valerie Bloom is. . . It could be argued that dialect can make a poem seem less formal. Language is used to. . . Dialect can be used to lighten the tone of a poem. . . The tone of the poem is very. . . but in places it is also. . . The poet uses informal language to make the poem more personal. The poet uses short sentences to. . .

The poet shows her grandmother to be a powerful figure.

The poet shows her grandmother to be a powerful figure. In the third stanza, the poet uses powerful verbs which show her granny to be physically active. The words ‘haulin’, ‘washin’ and ‘scrubbin’ create an image of an active, hard-working person. In addition, the stanza ends with the phrase ‘on her own’ which emphasizes her independence. She works by herself, which means that she must be strong. On the other hand, it could be argued that the grandmother is quite vulnerable. Thee image of her loading up the donkey suggests that she is quite weak and struggling to do her work. The word ‘loadin’ makes you think of hard work and struggle.

Extension: Annotate this poem. Try to find ONE interesting thing for each F. L. I. R. T. S area. Meh Granny Meh granny never had the things She never had her hair in spikes That maist fowk hae the day, Or dyed it green or blue, She never saw a TV set An' she never had her airms tattoed Or heard a tranny play. Or had a sniff o' glue. She never yaised a microwave Meh granny never had a hoose Eye level grills an' things. Wi' mod cons like we hae. She used tae yaise an auld black range The kitchen was her living room, An' twa gas burning rings. The loaby her hallway. Meh granny never ate kebabs The carpets were but clootie rugs Or Chinese kerry oots. That she'd made piece by piece, She never drank a can o' coke An' her vacuum wis a besom heid Or tasted kiwi fruits. That worked wi' elbow grease. She never smelt the curried scent Alas, meh granny's crossed the vale O' spicy vindaloos, Ower tae the ither side. An' she never (tho' she stayed three up) She's sairly missed, but nontheless Had stairheid barbecues. That's whaur she'll hae tae bide. Meh granny never wore T-shirts, Hoo'ever---should she get tae hear No even in her teens. O' a' the things we've got, She never wore a mini skirt I'm shair she'll shed her heavenly wings Or frayed an' torn jeans. An' come back like a shot. -David Taylor

‘Dem tell me’ 1. Who is speaking? 2. What do they want? 3. What is the tone? 4. What is the subject or subtext? 5. How do these words relate to Power and Conflict? 6. Why are we analysing these words?

● ● ● Analyse ‘Dem tell me’ in groups Word filter poem Read and highlight refs known vs ref unknown Refer back to first brainstorm Can you find? . . . (Key techniques) Pairs analyse metaphors that bracket poem (blindfold… Carving out…) ● Pairs into groups, then groups analyse Form ● Blooms tasks written response

Checking Out Me History Dem tell me Wha dem want to tell me Bandage up me eye with me own history Blind me to me own identity Dem tell me bout 1066 and all dat Dem tell me bout Dick Whittington and he cat But Toussaint L’Ouverture No dem never tell me bout dat Toussaint A slave With vision Lick back Napoleon Battalion And first Black Republic born Toussaint de thorn To de French Toussaint de beacon Of de Haitian Revolution Dem tell me bout de man who discover de balloon And de cow who jump over de moon Dem tell me bout de dish ran away with de spoon But dem never tell me bout Nanny de maroon Nanny See-far woman Of mountain dream Fire-woman struggle Hopeful stream To freedom river Dem tell me bout Lord Nelson and Waterloo But dem never tell me bout Shaka de great Zulu Dem tell me bout Columbus and 1492 But what happen to de Caribs and de Arawaks too Dem tell me bout Florence Nightingale and she lamp And how Robin Hood used to camp Dem tell me bout ole King Cole was a merry ole soul But dem never tell me bout Mary Seacole From Jamaica She travel far To the Crimean War She volunteer to go And even when de British said no She still brave the Russian snow A healing star Among the wounded A yellow sunrise To the dying Dem tell me wha dem want to tell me But now I checking out me own history I carving out me identity -John Agard

Toussaint L’Ouverture Napoleon was one of the greatest generals who ever lived. But at the end of the 18 th century a selfeducated slave with no military training drove Napoleon out of Haiti and led his country to independence. The remarkable leader of this slave revolt was Toussaint Breda (later called Toussaint L'Ouverture, and sometimes the “black Napoleon”). Slave revolts from this time normally ended in executions and failure – this story is the exception.

Nanny de Maroon Nanny was a leader of the Maroons at the beginning of the 18 th century. She was known by both the Maroons and the British settlers as an outstanding military leader who became, in her lifetime and after, a symbol of unity and strength for her people during times of crisis. She was particularly important to them in the fierce fight with the British, during the First Maroon War from 1720 to 1739. Although she has been immortalised in songs and legends, certain facts about Nanny (or “Granny Nanny”, as she was affectionately known) have also been documented.

Shaka the Zulu Shaka was a great Zulu king and conqueror. He lived in an area of south-east Africa between the Drakensberg and the Indian Ocean, a region populated by many independent Nguni chiefdoms. During his brief reign more than a hundred chiefdoms were brought together in a Zulu kingdom which survived not only the death of its founder but later military defeat and calculated attempts to break it up.

Why is Mary Seacole famous? What she did Mary Seacole went to the Crimean War, to help British soldiers. She nursed sick and wounded soldiers. When battles were raging, she gave everyone food, blankets, clean clothes and kindness. The soldiers called her 'Mother Seacole'. When she lived Mary was born in 1805, on the Caribbean island of Jamaica. She first visited Britain as a young woman. Later she ran a hotel in Panama. After her adventures in the Crimean War (1854 -1856), she lived in Britain. She died in London in 1881. Why we remember Mary Seacole did what few other women did in the Victorian age. She was a traveller. She ran a business. She went to a war. If people refused to help her, perhaps because of racial prejudice, she still did what she believed was right. She risked her life to help others.

Your cultural history. . . Homework: Find out ‘untold’ stories from your cultural background ●Events - People - Places ●Interview family members ●Research on the Internet 1 page of notes ready for Monday

Harkness: What does this poem tell us about identity, history and culture? Subsidiary questions:

● ● ● ● The most well known people aren’t the best Protest against history Some people try to stop history History is important to remember Who is ‘dem’? (The people who create the curriculum, the people who rule over others) Is history linked to culture? History can be covered up History is linked to identity We are educated on identity as well as history. Identities can be hidden and shared The poet is proud of his identity Slang/ dialect emphasises identity History is often negative History is often about fighters/ great people ‘Carving’ suggests creating a history

Independence Week! ‘Checking out me History’ personal poem ● Research ● 1 st draft ● Final draft ● Explanation of your poem What Have I Learned about Dialect, Identity and Culture? Essay ● Full plan ● First draft ● Final draft ‘Granny Is’ style personal poem ● 1 st draft ● Final draft Optional extra ● Analysis of the poems we have studied ● A monologue/ video ● A poster ● A website ● Be creative!

Building approach 1. Instigating ● ● ● Dialect is… Language can be. . Culture is… Identity is. . . In this essay, I will explore… 4. Probing ● Which poems can you explore? ● Evidence from different poems? ● What did you find out in your research? 2. Clarifying ● The question I am exploring is. . . ● (keyword) can be defined as. . . 3. Building ● One important idea is that ● In addition… ● Another important point is. . . 5. Challenging 6. Summarising ● Many people believe that ● In contrast… ● On the other hand… ● Overall I believe… ● It is clear that. . . (Challenge your own argument)

1 Dialect, culture and identity: Essay planning Step 1: Copy your essay question in the middle of the page and circle/ highlight the most important words. Annotate them.

2 Step 2: Understand the question What is interesting about this question? What does it ask us to consider? This question is asking me to… I will need to consider… I will look for… This question is interesting because. . . Which texts/ evidence will you focus on? Make a list.

3 Step 3: Generate ideas Brainstorm 6 - 8 ideas that related to the question. Fill your mindmap with ideas. It is up to you how you structure your ideas. . . You may wish to link ideas that are related. Tip: Use De Bono’s hats to help you

4 Step 4: Find evidence Find quotes to help develop your points. This may give you further ideas. . . Link your points to your quotes. . . You should also annotate key words.

5 Step 5: Topic Sentences Experiment with effective Topic Sentences, based on your notes. Write at least five. Many people believe… ______ is shown to be. . . Often, writers makes dialect seem. . . It could be argued that. . . In many ways… One way that. . . Which order would you write them in? Don’t forget connective phrases!

Exploring C______e and I_______y Do now: Complete the following sentences (2 mins for each) 1. 2.