Remember: If a slide is RED, copy it down word for word If a slide is YELLOW, write it down in your own words If a slide is GREEN, you only need to read it Rewrite the following non-standard expressions into standard English: Example: I aint doing that! = I am not doing that! 1. I ain't done nothin! 2. How much Easter eggs do you have? 3. We was robbed in that match. 4. Its cold today, innit?
5.I done that yesterday. POETRY THROUGH THE AGES. LO: To consider how a poets use of nonstandard English shapes and influences meaning. Assessment: Analysis of a poem stud ied this unit. Success? Level 5: I can identify various
features of a writers use of language, with some explanation. My comments show some awareness of the effect of the writers language choices. Level 6: I can give some detailed explanation, with appropriate
terminology, of how language is used. I sometimes draw together comments on how the writers language choices contribute to the overall effect on the reader. Level 7: My comments begin to develop precise, perceptive analysis of how
language is used. I have some appreciation of how the writers language choices contribute to the overall effect on the reader. Whats your opinion? Write it on a Post-It note. At any one time language is a kaleidoscope of styles, genres and dialects. David Crystal.
What a disaster. The great English language, with its power to move and to anger, to frighten and to perplex, to amuse and to inspire, to change the course of history, is being polluted. NonNonStandard Standard English is English is a not a big
problem at problem. Place your Post-It (with a reason) all. where your opinion of Non-Standard English lies. Lets watch this clip of Benjamin Zephaniah reading his poem No Problem In pairs, read the poem aloud to your partner Be p repar Think about:
ed to sh are When should you leave a your pause? When should you speak ideas . slowly or quickly? When should you raise or lower your voice? What accent should you use? Answer these questions while you listen: 1. What tone (angry, happy etc.) did
he/she use? 2. Does he/she make the poem interesting? 3. Were there any words that they emphasised? 4. Would you have read certain parts differently? GROUP DISCUSSION: In groups of three and four, discuss how poets use of non-standard English affects the poem. Tip: Think about how different the poem would be if it was written in
standard English. Individual Work: Write a paragraph analysing how Zephaniah uses non-standard English. In the poem No Problem, Zephaniah uses non-standard English This is effective because For example in the poem This helps us to understand Zephaniahs viewpoint by Personally, I think the use of non-standard English is effective because Do Now: Students rewrite the non-standard English sentences into standard English. Introduction: Students place a post it along the line where their
opinion of non-standard English lies with a reason. Development: Watch Zephaniah read his poem (hyperlink) Hand out a copy of the poem. In pairs, students read the poem aloud making a note of when the pause, raise/lower their voice, slow down/speed up/the accent they use. Feedback their ideas ask for justification for their choices. Ask some students to read the poem aloud to the class. Ask students to make notes against the questions on the ppt. slide while they listen. Class discussion about the use of non standard English. In groups first then as a class. Plenary: Individual task students write a paragraph analysing how Zephaniah uses non-standard English.
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