1. 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

2. Rewrite the following non-standard expressions into standard English:
Example: I ain’t doing that! = I am not doing that!
I ain't done nothin‘!
2. How much Easter eggs do you have?
3. We was robbed in that match.
4. It’s cold today, innit?
5.I done that yesterday.

3. Poetry through the ages.
LO: To consider how a poet’s use of non-standard English shapes and influences meaning.
Assessment: Analysis of a poem studied this unit.

4. Success?
Level 7: My comments begin to develop precise, perceptive analysis of how language is used. I have some appreciation of how the writer’s language choices contribute to the overall effect on the reader.
Level 6: I can give some detailed explanation, with appropriate terminology, of how language is used. I sometimes draw together comments on how the writer’s language choices contribute to the overall effect on the reader.
Level 5: I can identify various features of a writer’s use of language, with some explanation. My comments show some awareness of the effect of the writer’s language choices.

5. What’s your opinion? Write it on a Post-It note.
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.
“At any one time language is a kaleidoscope of styles, genres and dialects.” David Crystal.
Non-Standard English is not a problem at all.
Non-Standard English is a big problem.
Place your Post-It (with a reason) where your opinion of Non-Standard English lies.

6. Let’s watch this clip of Benjamin Zephaniah reading his poem “No Problem”…
Hyperlink

7. In pairs, read the poem aloud to your partner…
Be prepared to share your ideas.
Think about:
When should you leave a pause?
When should you speak slowly or quickly?
When should you raise or lower your voice?
What accent should you use?

8. Answer these questions
while you listen:
What tone (angry, happy etc.) did he/she use?
Does he/she make the poem interesting?
Were there any words that they emphasised?
Would you have read certain parts differently?

9. Group discussion:
In groups of three and four, discuss how poet’s use of non-standard English affects the poem.
Tip: Think about how different the poem would be if it was written in standard English.

10. 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 Zephaniah’s viewpoint by… Personally, I think the use of non-standard English is effective because…

11. 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.