Haud Yer Tongue TG - Channel 4

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PROGRAMME 4 22 Ti Be <strong>Yer</strong>sel Programme outline In this programme Scots is used in contemporary writing. Mary McIntosh reads an alphabet game in Scots. Janet Paisley recites the poem ‘Skelp’. Sheena Blackhall talks about Scots words and recites her poem ‘The Check-Oot Quine’s Lament’ while pupils from Dunblane Primary School are shown re-labelling supermarket goods in Scots. The Proclaimers sing ‘Throw the R Away’ and discuss their experiences of being a Scots pop group. Matthew Fitt recites a poem about the Proclaimers while criticising stereotypical attitudes to Scots. We visit Portobello High School, where pupils and teacher Alan Keay talk about the school Scots magazine Porty Blethers. Pupils deliver a rap called ‘D & C’s Guide to Scotland’. Researcher Alisdair Allan explains how he sat all his degree exams in Scots. We go to Ayrshire, where Billy Kay and pupils from Park Primary School, Stranraer visit the cave of Sawney Bean, a cannibal from the past. A pupil recites ‘The Ballad of Sawney Bean’ by Lionel McLelland. Learning outcomes Pupils should: ● practise using a Scots dictionary and learn about glossaries; ● learn that, at the moment, the Scots language, unlike English, is not standardised; ● consider the use of Scots in modern contexts; ● learn more about modern Scots literature; ● appreciate that extra Scots vocabulary enhances rather than restricts their language store. H A U D Y E R T O N G U E Leid leet foonert (freezing) trauchled (exhausted) forfochen (tired) skite (swipe) gansie (jumper) scunnert (annoyed) pieces (sandwiches) tatties (potatoes) bubblyjock (turkey) clabbiedoos (mussels) haddies (haddock) mingin (filthy) cannae (cannot) glaikit (stupid) Before viewing Teachers might prompt pupils to list all the Scottish writers they have read or heard of. Most pupils will have heard of, or studied, at least the work of Robert Burns. During viewing Pupils could note down any names of Scots writers that are mentioned in the programme. If possible, they could add the names of any songs or poems. After viewing Listening and talking barrie (brilliant) deek (a look) schule (school) pecht oot (out of breath) wabbit (tired) doitit (mixed up) scabbyheidit (a head with scabs) aul claes an parridge (old clothes and porridge) midden (a mess) Pupils could discuss the list of writers compiled before and during the programme. Do they now know the names and works of some other writers? Discuss whether pupils would like, as suggested by the pupil from Portobello High School, to sit exams in Scots. Should there be a choice of English or Scots to study? Discuss the Scots opportunities in Higher Still for studying Scots literature and language and for writing in Scots. Would pupils like to see supermarkets labelling in Scots as the children at Dunblane Primary School did? In the programme people spoke about their language being diminished if they lost their Scots vocabulary.
Pupils could discuss this point. Do they think it would mean a lessening of their self-expression if they couldn’t use Scots words? Will they encourage their own children to speak Scots in years to come? Reading After reading ‘The Ballad of Sawney Bean’ by Lionel McClelland (Activity Sheet 9), pupils can analyse the poem’s content and form. The poem describes the Bean family, their activities and their capture. Comprehension questions could be asked. Pupils could be introduced to other new Scots literature. Prose might be introduced (see resource page 32). Knowledge about language Pupils could analyse the poem’s technical construction and identify its rhythms and rhyme patterns. Crossreference might be made to any other ballads that may have been studied, for example Border ballads (from Programme 3) or the ballad of ‘Sir Patrick Spens’. Writing Pupils could compile an alphabet of Scots words as in the game played by the pupils in the programme. This might be similar to the game ‘The Minister’s Cat’. Pupils might write a rap in Scots, choosing modern themes and issues. Classes could compile a newspaper in Scots. Ask them to study some magazines or newspapers and list contents and ideas. You might include some of the following: horoscope, jokes, letters, articles, cartoons (speech bubbles in Scots), editorial comment about Scots issues, sports results, photographs and illustrations with captions, film, television and book reviews, weather reports, crosswords. The TV page might have ‘Hame an Awa’, ‘Neebours’, ‘Polis Academy Twa’. Different tasks might be allocated according to levels of ability. The use of Scots for functional writing might be encouraged through a newspaper report or article. Pupils may write a local legend set in their home town or village, or rewrite, in Scots, a well-known fairytale. Rewriting a well-known story is a good introduction to writing in Scots for some pupils. Those with limited ability in creative writing will be able to concentrate on their Scots vocabulary rather than inventing a new story. Frequently, these pupils, for sociological reasons, are the pupils whose Scots vocabulary is familiar and rich. Pupils could be encouraged to think of a local place they know well. They might already know a local legend, but, if not, can use the familiar landscape to prompt the imagination to create one. Often, local vocabulary is the pupils’ daily speech and a wide vocabulary store emerges. Using Activity Sheet 10 ‘Scots saws or sayings’, pupils are encouraged to recognise an important element of Scottish speech: idiomatic use of language. The use of idiomatic phrases, especially in dialogue, lends an authenticity to short stories or drama. Pupils could write a short dialogue between two Scots characters who employ idioms in their speech. Humorous sketches are particularly suitable for this. In the programme, the pop band The Proclaimers sing a pop song. Pupils could try writing their own Scots pop song. It could be set locally or it could include Scottish names. The rap form might lend itself well to this. Expressive arts Art: as suggested in Activity Sheet 10 ‘Scots saws or sayings’, illustrations could be made of sayings. ‘The Ballad of Sawney Bean’ might be illustrated. Each verse tells a different part of the story and a storyboard might be suitable for less able pupils, with short captions written in Scots underneath pictures. Words can be selected from the ballad to help supply vocabulary, and you might provide a bank of phrases for pupils to select from. Music: write and sing a Scots song or ballad. ‘The Ballad of Sawney Bean’ is available on Dunkeld Records sung by Black-Eyed Biddy. 23
Page 1 and 2: Introduction Welcome to Haud Yer To
Page 3 and 4: example, when literary texts are st
Page 5 and 6: factfile 2 A language tree H A U D
Page 7 and 8: PROGRAMME 1 O Aw the Airts Programm
Page 9 and 10: Words from other countries During t
Page 11 and 12: The Wild Geese ‘Oh tell me what w
Page 13 and 14: Further discussion Billy Kay says
Page 15 and 16: Listen tae the Teacher (1) He’s f
Page 17 and 18: PROGRAMME 3 Programme outline This
Page 19 and 20: factfile 4 Scots writers time-line
Page 21: Slang and Scots Look at the chart
Page 25 and 26: The Ballad of Sawney Bean Go ye not
Page 27 and 28: PROGRAMME 5 The Future Oors? Progra
Page 29 and 30: Writing a Scots fairy tale In the p
Page 31 and 32: Auld Lang Syne (old times long ago)
Page 33: Credits Haud Yer Tongue was produce

Haud Yer Tongue TG - Channel 4

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