Comparing English

Dialects
[L.5.3.B Compare and contrast the varieties of English (e.g.,
dialects, registers) used in stories, dramas, or poems.]

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Book Units
Teacher
Dialect
Essential Questions
What are some factors that influence the development of dialects?
How do dialects reflect the culture and identity of the speakers?
How can dialects enhance or hinder communication?
How can we respect and appreciate the diversity of dialects?

Vocabulary:
dialect: a way of speaking a language that is used by a specific group of people or in a particular region
vocabulary: the words that are used in a language or by a group of people
grammar: the rules and patterns that are used to form sentences and words in a language
pronunciation: the way that words are said or sounded in a language

Teaching Standard
L.5.3.B Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Links to Digital Files

Google Slides
[Save this file to your Google Drive to make it editable.]
YouTube Lesson Video
Vimeo Lesson Video
[These videos are the same.]

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Lesson Plan
Hook
To capture students’ attention and activate their prior knowledge, start the lesson with a video showcasing different English
dialects. Below you will find four options for this. I prefer the first listed because it shows famous people, mostly actors, speaking a
line or two. With a length of 4:33, this video works well for a hook. I have included additional options in case the video is removed
from YouTube.
This Map Shows Where American Accents Come From [4:33] https://www.youtube.com/watch?v=FXOIxT1ML1o

The Origins of American Accents [9:00] https://www.youtube.com/watch?v=LNt2Kn9id0c

Accent Expert Gives a Tour of U.S. Accents - (Part One) | WIRED – YouTube [21:32]
https://www.youtube.com/watch?v=H1KP4ztKK0A

Do You Speak American? [Learn English] - Episode 1 (Series of 7 Episodes with each approximately an hour in length)
https://www.youtube.com/watch?v=NOTzkejL7ks&list=PL4Qkf25KuRExNAjmZzCFNMrzJALuFiWuR

After watching the video:

• Ask students to share what they noticed about how people speak English.
• Ask them to name some dialects they heard or know.
• Write their responses on the board.

Activity #1 - Organizer [Found in the Student Packet]

Print out the organizer provided in the “Student Packet” section of this handout or online through Google Slides. Students will
complete the organizer while watching the video lesson. The pages following the lesson plans illustrate how to fold these
organizers for easy storage in an interactive notebook.

Three versions of this organizer are provided depending on the needs of your students.
• Students will write definitions and examples.
• Students will fill in key words in the definitions and write examples which are provided.
• The third copy of the organizer may be used as an answer key, for differentiated instruction, for students who were
absent during instruction, or if you wish for the students to have the sentences already completed.

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Activity #2 – Stories
Tell the students they will read two stories that use dialect to show the story’s setting and characters. The first story, “The Gator in
the Bayou,” is about a boy and his father encountering a gator in Louisiana’s swampy region. The second story, “Elspeth and the
Dragon: A Scottish Tale,” is about a girl who helps a dragon break a curse in the mountainous region of Scotland.
Distribute copies of the stories to the students or project them on a screen. Read the stories aloud to the students, or have them
take turns reading them aloud. Pay attention to how the dialect sounds and how it affects the mood and tone of the story.
After reading each story, ask the students questions to check their comprehension and analysis of the dialect.
Here are some sample discussion questions with answers:
What words or phrases did you notice that differed from standard English in each story?
In “The Gator in the Bayou,” some words or phrases that were different from standard English were “dis,” “ain’t,” “us,” and “ol’.”
These words and phrases are typical of Cajun English, a dialect spoken by Louisianans with French roots.
In “Elspeth and the Dragon: A Scottish Tale,” some words or phrases that were different from standard English were “ye,” “aw,”
“doon,” and “wis.” These words and phrases are typical of Scottish English, a dialect spoken by people who live in Scotland and
have Celtic roots.
How did the dialect help you imagine the voice and tone of the characters?
The dialect helped me imagine the voice and tone of the characters by showing their emotions and expressions. For example, I
could imagine Jacques’ papa’s grin when he said, “We caught us a big ol’ gator,” or the dragon’s accent and warmth when he
said, “Och, dinna be afeared, lassie.”What did the dialect tell you about the setting and culture of each story?
The dialect told me that the setting and culture of each story were different and unique. For example, the dialect in “The Gator in
the Bayou” told me that the story occurred in the bayou, a swampy region in the southern United States. The dialect also told me
that the characters were from a Cajun culture, a group of people with French roots who live in Louisiana. The dialect in “Elspeth
and the Dragon: A Scottish Tale” told me that the story occurred in Scotland, a country in the United Kingdom. The dialect also
told me that the characters were from a Scottish culture, a group of people with Celtic roots who live in Scotland.
How did the dialect make the story more realistic and engaging?
The dialect made the story more realistic and engaging because it showed how people actually speak in different places and
cultures. It also added flavor and color to the story, making it more exciting and fun to read. The dialect also created some
contrast and conflict between characters who spoke differently, such as Jacques and Rubin or Elspeth and the sorcerer.

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How did the dialect show different aspects of the characters, such as their humor, tension, culture, education level, sense of
place, or identity?
The dialect showed different aspects of the characters by using words and phrases that reflected their personality and attitude.
For example, Jacques was a young boy who was scared and curious about the gator. He shouted and asked questions. His
papa was an older man who was brave and humorous. He chuckled and made jokes. Elspeth was a curious and courageous girl
who agreed to help the dragon without hesitation. The dragon was friendly and grateful to Elspeth for her help. The sorcerer was
shocked and defeated by Elspeth and the dragon. He lifted the curse reluctantly.
Have the students write down their answers on a sheet of paper or discuss them as a class.

Activity #3 – 5 Sentences
Identify the words or phrases different from standard American English in each dialect.
Examples
“you lot” and “you mob” mean “you all” or “y’all”
“store,” and “shop” mean the same thing
“whack” and “smack” mean “hit”
Rewrite the sentences in standard American English or another dialect.
Here are some possible ways to rewrite these sentences in Standard English:
“You all come over to the store and get some ice cream for yourself.”
“I have never seen anything like that in my whole life.”
“I am telling you, it was the most amazing thing I have ever seen.”
“I told him, ‘You cannot be serious!’”

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Activity #4 – Dialect Detective
Provide students with the conversation snippets in different dialects and ask them to compare and contrast the elements
conveyed in each.
• They can discuss how humor, tension, culture, education level, sense of place, and identity differ or overlap across the dialects.
• Ask the students to explain how the dialect contributes to the mood or tone of the conversation. For example, it adds humor
by creating contrast, irony, or tension by creating conflict or misunderstanding.
• Ask the students to identify the features that differentiate it from Standard American English in each snippet. For example,
“y’all,” “ain’t,” and double negatives in Southern American English.
• Ask the students to compare and contrast the dialects regarding their vocabulary, grammar, pronunciation, and spelling. For
example, “y’all” in Southern American English is similar to “yuh” in Jamaican English but different from “you” in Standard
American English.

Extension Activities
Dialect Role Play:
Divide the class into small groups and assign each group a conversation snippet.
Have them create skits or role plays based on the given snippets, emphasizing the specific element (humor, tension, culture,
education level, sense of place, or identity) conveyed through the dialect.
Encourage students to use expressive voices and body language to enhance their performances.

Dialect Mapping: Display a world map in the classroom and have students place markers or sticky notes on locations associated
with the dialects mentioned in the conversation snippets. Discuss how dialects can vary geographically and reflect different
regions’ sense of place and cultural identity.

Dialect Celebration Day: Plan a culminating event where students can showcase their knowledge and understanding of dialects.
The event could include performances, displays, or presentations highlighting the different elements conveyed through dialects.
Invite parents, staff, and other students to join the celebration and appreciate the diverse linguistic heritage.

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General Instructions for How to Create the Organizers

Gay Miller @ Book Units Teacher

 I love interactive notebooks. I have found students return again and again to their
notebooks to find rules and examples. The only problem is foldable organizers take a lot of
time to create. Because of this, I played around with paper to come up with a design that
is quick and easy for students to make.

Note: The organizers in the photos are for demonstration purposes only. Not all are included in this unit.

Gay Miller @ Book Units Teacher

PRINTABLE VERSION -- Organizers
Three versions of most organizers are offered: one with blanks where students write definitions and create examples; one with
the definitions provided but with blank spaces for students to write in key words; and one with the answers provided. The third
copy of the organizer may be used as an answer key, for differentiated instruction, for students who were absent during
instruction, or if you wish for the students to have the organizers already completed.

STEP 1 - Print the organizers.

Print the organizers directly from this packet.

STEP 2 - Using the Organizers:

Have students watch the instructional video that goes with the organizer. Pause the video when instructed to do so. Have
students complete the organizer. Next, have students watch the remainder of the video to check their answers. Many
organizers ask students to give examples. Tell students that just because their examples don’t match the video examples
doesn’t necessarily mean their examples are wrong.

Gay Miller @ Book Units Teacher

STEP 3 - Fold the Organizer.

This organizer requires no cutting or coloring. I recommend telling students that they can color the blackline drawings at home if
they wish to, but it is not necessary. The organizer folds like a fan. Make sure the first fold is under, so the definitions are on top and
will be visible when flipping through the interactive notebook.

STEP 4 - Gluing the Organizer Flip the organizer over with the text box containing the
definition face down. Have students place a single line of white school glue down the back
right-hand side of the organizer. Glue the organizers two to a page (four to an open
notebook). See photos on the next page.

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Print
Fan Fold
Glue Print Fan Fold Glue

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Student Packet

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 Dialect Authors use dialect to Culture: Sense of place:
_______________________________ ____________________________ __________________________
Dialect is the way people speak
in a specific place or group. It _______________________________ ____________________________ __________________________
can include the words they use,
_______________________________ ____________________________ __________________________
how they pronounce them, and
the grammar they follow. _______________________________ ____________________________ __________________________
Everyone has a dialect, even if
_______________________________ ____________________________ __________________________
they don’t realize it. Dialect can
tell us a lot about people, such _______________________________ ____________________________ __________________________
as where they come from, what
_______________________________ ____________________________ Example:
they believe in, or how they feel.
Dialects can include: _______________________________ Example: __________________________

• pronunciation _______________________________ ____________________________ __________________________

• vocabulary _______________________________ ____________________________ __________________________

• grammar Humor: ____________________________ __________________________
• idiomatic expressions _______________________________ ____________________________ __________________________
_______________________________ ____________________________ __________________________
_______________________________ Education level: Identity:
_______________________________ ____________________________ __________________________
Example: ____________________________ __________________________
_______________________________ ____________________________ __________________________
_______________________________ ____________________________ __________________________
Tension: ____________________________ __________________________
_______________________________ ____________________________ __________________________
_______________________________ ____________________________ Example:
_______________________________ Example: __________________________
_______________________________ ____________________________ __________________________
Example: ____________________________ __________________________
_______________________________ ____________________________ __________________________
_______________________________ ____________________________ __________________________
____________________________ __________________________
 Authors use dialect to make Culture: Authors can use Sense of place: Authors can
Dialect their characters and stories dialect to make their use dialect to make their
Dialect is the way people speak more _________________ and characters say words or characters say words or
in a specific place or group. It exciting. They can use dialect to phrases from another phrases that show where
can include the words they use, show different aspects of their language or culture that they _________________ or
how they pronounce them, and characters, such as their humor, show their _________________ belong.
the grammar they follow. tension, culture, education level, or beliefs. Example:
Everyone has a dialect, even if sense of place, or identity. They Example:
can also use dialect to create ____________________________
they don’t realize it. Dialect can
_________________ or conflict ____________________________
tell us a lot about people, such ____________________________
as where they come from, what between characters who speak ____________________________
differently. Dialect can help ____________________________
they believe in, or how they feel.
readers imagine the characters’ ____________________________ ____________________________
Dialects can include: _________________ and ____________________________
personalities better. Some ____________________________
• pronunciation
examples of how authors use ____________________________
• vocabulary ____________________________
dialect are: ____________________________ Identity: Authors can use
• grammar Humor: Authors can use dialect dialect to make their
Education level: Authors can
• idiomatic expressions to make their characters say use dialect to make their characters say words or
_________________ things or characters say words or phrases that show who they
sound silly. phrases that show their level are or what they
Example: of _________________ or _________________.
intelligence. Example: Example:
_______________________________
____________________________ ____________________________
_______________________________
____________________________ ____________________________
_______________________________
____________________________ ____________________________
_______________________________
____________________________ ____________________________
Tension: Authors can use dialect
to make their characters say ____________________________ ____________________________
scary or _________________ things ____________________________
or sound _________________ or ____________________________
nervous.
Example:
_______________________________
_______________________________
_______________________________
_______________________________
 Authors use dialect to make Culture: Authors can use Sense of place: Authors can
Dialect their characters and stories dialect to make their use dialect to make their
Dialect is the way people speak more realistic and exciting. They characters say words or characters say words or
in a specific place or group. It can use dialect to show phrases from another phrases that show where
can include the words they use, different aspects of their language or culture that they live or belong. For
how they pronounce them, and characters, such as their humor, show their background or example, in Finding Nemo by
the grammar they follow. tension, culture, education level, beliefs. For example, in The Disney, Bruce the Shark says
Everyone has a dialect, even if sense of place, or identity. They Lion King by Disney, Rafiki the words and phrases from
they don’t realize it. Dialect can can also use dialect to create monkey says a Swahili Australian English that show
tell us a lot about people, such contrast or conflict between expression that shows his sense of place and
as where they come from, what characters who speak wisdom and playfulness: friendliness: “G’day mate.
they believe in, or how they feel. differently. Dialect can help “Asante sana, Squash How ya goin’? Wanna throw
readers imagine the characters’ banana, Wewe nugu, Mimi another shrimp on the
Dialects can include: voices and personalities better. hapana.” barbie?”
• pronunciation Some examples of how authors Education level: Authors can Identity: Authors can use
use dialect are:
• vocabulary use dialect to make their dialect to make their
Humor: Authors can use dialect characters say words or characters say words or
• grammar to make their characters say phrases that show their level phrases that show who they
• idiomatic expressions funny things or sound silly. Here is of education or intelligence. are or what they want. For
an example from The Christmas For example, in Annie by example, in Moana by
Blizzard by Helen Ketteman. And Thomas Meehan, Annie and Disney, Moana says words
the racket! Sounded louder the other orphans sing a and phrases that show her
than one of those new-fangled slang and rhyme song that identity and determination:
jet areoplanes. shows their lack of “I am Moana of Motunui.
education and unhappy life: You will board my boat, sail
Tension: Authors can use dialect
“It’s a hard-knock life for us. across the sea, and restore
to make their characters say
It’s a hard-knock life for us. the heart of Te Fiti.”
scary or surprising things or
‘Stead of treated, we get
sound angry or nervous. For
tricked. ‘Stead of kisses, we
example, in Harry Potter and the
get kicked.”
Sorcerer’s Stone by J.K. Rowling,
Hagrid, the Giant makes a
simple statement with a pause
that shocks Harry: “You’re a
wizard, Harry.”
The Gator in the Bayou What is a dialect? How can you tell that the characters in this
story use dialect?
Deep in the heart of the bayou, there lived a young boy
named Jacques. He had grown up hearing tales of the fierce ____________________________________________________________
gator that lurked in the murky waters, but he never believed ____________________________________________________________
they were true. Until one day, when he was out fishing with his
papa, they came face to face with the beast. ____________________________________________________________
"Papa, look out!" Jacques shouted, as the gator lunged at ____________________________________________________________
them. But his papa was quick and managed to push them
both out of the way just in time. ____________________________________________________________
"Don't you worry, Jacques," said his papa, with a chuckle. "Dis What does the dialect in this story tell you about the setting of
here gator's all talk. He ain't gonna hurt us none." the story? Where does the story take place?
And with that, Jacques' papa grabbed his fishing rod and
cast it into the water. The gator snapped at the bait, but ____________________________________________________________
Papa was too quick for him and pulled him out of the water. ____________________________________________________________
"See, Jacques? We caught us a big ol' gator," said his papa,
with a grin. ____________________________________________________________
From that day on, Jacques knew to always believe the stories ____________________________________________________________
of the bayou, and to always be prepared for anything.
____________________________________________________________
What does the dialect in this story tell you about the
characters? How do they feel and act?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
How does the dialect in this story make the story more realistic
and engaging? How does it help you imagine the voice and
tone of the characters?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Gay Miller @ Book Units Teacher ____________________________________________________________
Elspeth and the Dragon: A Scottish Tale How can you tell that the dragon in this story uses dialect?
Once upon a time, in a land far, far away, there lived a young ____________________________________________________________
lass named Elspeth. She lived in a small village nestled at the
foot of a grand mountain, and she spent her days tending to ____________________________________________________________
her family's sheep. ____________________________________________________________
One day, while Elspeth was out with her flock, she heard a ____________________________________________________________
loud noise coming from the top of the mountain. Curious, she
decided to investigate. As she climbed the mountain, she ____________________________________________________________
heard the noise getting louder and louder. When she reached What does the dialect in this story tell you about the setting of
the summit, she was shocked to find a dragon perched on a the story? Where does the story take place?
rock, its scales glistening in the sunlight.
____________________________________________________________
"Och, dinna be afeared, lassie," the dragon said in a thick
Scottish dialect. "I'll no harm ye." ____________________________________________________________
Elspeth was surprised to find that the dragon could speak, and ____________________________________________________________
she was even more surprised when the dragon explained that
____________________________________________________________
it had been cursed by a wicked sorcerer and was unable to
fly. The dragon asked Elspeth for her help, and without ____________________________________________________________
hesitation, she agreed. What does the dialect in this story tell you about the
Together, they set out on a journey to find the sorcerer and characters? How do they feel and act?
break the curse. They faced many obstacles along the way,
____________________________________________________________
but with Elspeth's determination and the dragon's strength,
they were able to overcome them all. ____________________________________________________________
After many long days of travel, they finally reached the ____________________________________________________________
sorcerer's castle. The sorcerer was shocked to see Elspeth and
____________________________________________________________
the dragon, but he knew he could not defeat them. He lifted
the curse, and the dragon was finally able to fly again. ____________________________________________________________
Elspeth and the dragon said their goodbyes, and the dragon How does the dialect in this story make the story more realistic
flew off into the sunset, free at last. Elspeth returned home to and engaging? How does it help you imagine the voice and
her village, and from that day forward, she was known as the tone of the characters?
brave lass who had befriended a dragon.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Gay Miller @ Book Units Teacher
British English: Australian English:
“You lot come on over to the shop and get yourself some ice “You mob come on down to the store and grab yourself some
cream.” ice cream.”
“I’ve never seen anything like that in all my days.” “I’ve never seen anything like that in all my life.”
“I’m telling you, it was the most amazing thing I ever saw.” “I’m telling you, it was the most awesome thing I ever saw.”
“I said to him, I said, ‘You can’t be serious!’” “I said to him, I said, ‘You’ve got to be joking!’”

Southern American English: Indian English:

"Y'all come on down to the store and git yerself some ice “You all come on to the shop and take some ice cream for
cream." yourself.”
"I ain't never seen nothin' like that in all my born days." “I have never seen anything like that in all my life.”
"I'm telling you, it was the most amazin' thing I ever did see." “I am telling you, it was the most wonderful thing I ever saw.”
"I says to him, I says, 'You can't be serious!'" “I told him, I told him, ‘You cannot be serious!’”

African American English: Scottish English:

“Y’all come on down to the store and get you some ice “Ye aw come on doon tae the shop and get yersel some ice
cream.” cream.”
“I ain’t never seen nothing like that in all my days.” “I’ve niver seen onything like that in aw my days.”
“I’m telling you, it was the most amazing thing I ever seen.” “I’m tellin ye, it wis the maist amazin thing I ever saw.”
“I said to him, I said, ‘You can’t be serious!’” “I said tae him, I said, ‘Ye cannae be serious!’”

Irish English: Jamaican English:

“Ye all come on down to the shop and get yourself some ice “Unu come on down to di shop an get unu self some ice
cream.” cream.”
“I’ve never seen anything like that in all my days.” “Mi neva si nutten like dat inna all mi days.”
“I’m telling you, it was the most amazing thing I ever saw.” “Mi a tell yuh, it was di most amazing ting mi eva si.”
“I said to him, I said, ‘You can’t be serious!’” “Mi sey to him, mi sey, ‘Yuh cyaan be serious!’”

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Southern American English Dialect Australian English Dialect
“Hey, y’all, look at this here sign,” said Billy, pointing to a “G’day mate, how ya goin’?” said Jack, as he greeted his
wooden board outside a store. “It says ‘Fresh eggs for sale. We friend Tom.
also have chickens.’” “Not too bad, mate, not too bad,” said Tom. “Just had a bit of
“So what?” asked Sally. “That’s what they sell, ain’t it?” a run-in with a roo on the way here.”
“Yeah, but don’t you see the funny part?” said Billy, grinning. “A roo? You mean a kangaroo?” asked Jack.
“They’re selling fresh eggs and chickens. That means they’re “Yeah, mate, a kangaroo. One of those big buggers jumped
selling the same thing twice. Once before it hatches and once out in front of me car and I had to swerve to avoid it. Nearly hit
after it hatches.” a tree.”
“Oh, I get it,” said Sally, laughing. “That is pretty funny. But “Crikey, mate, that’s no good. Did you damage your car?”
maybe they’re just trying to make more money.” asked Jack.
“Or maybe they’re just too lazy to cook their own eggs,” said “Nah, mate, she’s right as rain. Just got a bit of a scratch on the
Billy. bumper. But the roo didn’t look too happy. He gave me a dirty
look and hopped away.”
“Well, mate, you’re lucky he didn’t kick you. Those roos can be
nasty,” said Jack.
“Yeah, mate, I know. But I reckon he was more scared than me.
He probably thought I was a drop bear,” said Tom.
Irish English Dialect Boston Accent Dialect
Seamus: Ah, Paddy! Did ye hear about the leprechaun who Tommy: Hey, Joey, did ya hear about the clam who went to
won the lotto? school?
Paddy: No, Seamus, what happened? Joey: No, Tommy, what happened?
Seamus: Well, he shouted "Top of the morning!" and Tommy: Well, he got all A's except for one F. Ya know what the
disappeared with the pot of gold, leaving everyone F stood for?
gobsmacked! Joey: What?
Paddy: (laughs) That cheeky leprechaun! Always up to some Tommy: Failed to open! That clam just couldn't crack the book!
mischief, he is.
Joey: (laughs) That's wicked funny, Tommy! Gotta love those
clam jokes!

Dialect Detective - humor Gay Miller @ Book Units Teacher

Southern American English Dialect British Dialect
“Where y’all think y’all goin’?” asked the bully, as he blocked “What are you doing here, mate?” Harry asked, his eyes
the path of the new kids. “This here is our turf.” narrowing.
“We’re just going to the playground,” said one of the new kids. “I’m just looking for a place to stay, Harry. It’s cold outside and I
“We don’t want any trouble.” have nowhere else to go,” Liam said, shivering.
“Well, y’all gonna have trouble if y’all don’t turn around and go
back where y’all came from,” said the bully. “We don’t like “You can’t stay here, Liam. This is my turf. You know the rules,”
strangers around here.” Harry said, pointing at the sign that read ‘No trespassing’.
“But we’re not strangers,” said another new kid. “We just moved “Come on, Harry. Don’t be a tosser. Just let me crash here for
here. We live in that house over there.” the night. I won’t bother you or anything,” Liam said, pleading.
“I don’t care where y’all live,” said the bully. “Y’all don’t belong “Sorry, mate. No can do. You either bugger off or I’ll call the
here. Y’all talk funny and dress funny. Y’all ain’t like us.” coppers. And you know what they’ll do to you if they find you
“That’s not nice,” said the first new kid. “We’re all the same. here,” Harry said, reaching for his phone.
We’re all kids.”
“No, we ain’t,” said the bully. “We’re different. And y’all better
learn that fast. Or else.”

Jamaican Patois Dialect Cockney English Dialect

Keisha: Mi hear seh yuh spread rumors 'bout mi, Sandra. Wah Tommy: Oi, Charlie, where's me dough? You said you'd give it
dis all 'bout? back, you did!
Sandra: Keisha, mi nuh know wah yuh talkin' 'bout. Mi neva chat Charlie: Easy there, Tommy. I'm a bit short at the moment. Can't
nuttin' 'bout yuh. pay you back just yet.
Keisha: Yuh tink mi fool? Mi hear wid mi own two ears. Yuh Tommy: You're takin' the Mickey, ain't ya? I want me money,
bettah own up to it. and I want it now!
Sandra: Mi tell yuh, Keisha, it nuh true. Yuh can trust mi word. Charlie: I ain't tryin' to con ya, mate. Give me a bit more time, I'll
sort it out.

Dialect Detective - tension Gay Miller @ Book Units Teacher

Southern American English Dialect Indian English Dialect
“Hey, y’all, how was your weekend?” asked the teacher, as she “Hello, beta, how are you?” asked the grandmother, as she
greeted her students on Monday morning. “Did you do called her grandson on the phone. “Are you studying well?”
anything fun?” “Hello, dadi, I’m fine,” said the grandson. “Yes, I’m studying
“Yes, ma’am, we did,” said one of the students. “We went to well. I have exams next week.”
the county fair with our family. We rode the Ferris wheel and ate “Very good, beta,” said the grandmother. “What subjects are
cotton candy and saw the animals.” you studying?”
“That sounds like a lot of fun,” said the teacher. “Did you see “I’m studying maths and science and history and English,” said
any prize-winning pigs or cows?” the grandson.
“Yes, ma’am, we did,” said another student. “We saw our “Very good, beta,” said the grandmother. “But are you also
cousin’s pig win the blue ribbon. He was so proud of it. He studying Hindi and Sanskrit and culture?”
raised it himself since it was a piglet.” “Well, dadi, not really,” said the grandson. “They are not part of
“That’s very impressive,” said the teacher. “Your cousin must my curriculum.”
have worked very hard to take care of his pig.” “Not part of your curriculum?” said the grandmother. “But they
“Yes, ma’am, he did,” said the first student. “He loves his pig. He are part of your heritage. You should learn them too.”
even named it Wilbur.” “But dadi, they are not very useful for me,” said the grandson. “I
want to be an engineer or a doctor or a lawyer.”
“But beta, you should also be proud of your identity,” said the
grandmother.
African American Vernacular English Dialect Texan English Dialect
Tyrell: Yo, Jasmine, you ready to hit the court and show 'em Seth: Howdy, y'all! Ain't it a fine day for some good ol' Texas
what we got? barbeque?
Jasmine: You know it, Tyrell! We gonna ball like nobody's Emily: Sure is, Seth! Pass me them ribs and that sweet tea.
business. Seth: Ain't nothin' like Texas cookin'. It's in our blood, Emily.
Tyrell: That's right, sis. We gonna leave 'em shook with our skills. Emily: You betcha! We Texans know how to do it right.
Jasmine: They gonna know we the real deal, Tyrell. Let's do this!

Dialect Detective - identity Gay Miller @ Book Units Teacher

Southern American English Dialect African American English Dialect
“Hey, y’all, what are y’all doing for Thanksgiving?” asked the “Hey, girl, what you doing for Kwanzaa?” asked the girl, as she
girl, as she talked to her friends at school. “Are y’all going to talked to her friend at school. “Are you going to your momma’s
your grandma’s house?” house?”
“Yes, ma’am, we are,” said one of her friends. “We always go “Yes, girl, I am,” said her friend. “We always go to momma’s
to grandma’s house for Thanksgiving. She makes the best turkey house for Kwanzaa. She makes the best jollof rice and fried
and dressing and sweet potato pie.” plantains and coconut cake.”
“Me too,” said another friend. “We also go to grandma’s house “Me too,” said another friend. “We also go to momma’s house
for Thanksgiving. She makes the best cornbread and collard for Kwanzaa. She makes the best black-eyed peas and collard
greens and pecan pie.” greens and sweet potato pie.”
“Wow, y’all are lucky,” said the girl. “We don’t go to grandma’s “Wow, y’all are lucky,” said the girl. “We don’t go to momma’s
house for Thanksgiving. We go to our aunt’s house. She makes house for Kwanzaa. We go to our cousin’s house. She makes
the worst tofu and quinoa and kale salad.” the worst tofu and quinoa and kale salad.”

Japanese English Dialect Indian English Dialect

Yuki: Konnichiwa, Hiroshi! Are you going to the matsuri this Arun: Namaste, Priya! Have you tried the new samosas at the
weekend? Indian restaurant?
Hiroshi: Hai, Yuki! I can't wait to see the traditional dances and Priya: Oh, yes, Arun! They are absolutely delicious. Reminds me
try some delicious sushi. of my grandmother's cooking.
Yuki: Same here! Matsuri is a time when we come together as a Arun: Same here! It's like a taste of home. I love how Indian
community and celebrate our Japanese heritage. cuisine brings our culture to life.
Hiroshi: Absolutely! It's a chance to embrace our customs and Priya: Definitely! The spices, the flavors—it's a beautiful reflection
honor our ancestors. of our heritage.

Dialect Detective - culture Gay Miller @ Book Units Teacher

Standard American English Dialect Southern American English Dialect
“Hello, sir, how are you today?” asked the salesman, as he “Hey, y’all, how y’all doin’ today?” asked the waitress, as she
approached the customer at the bookstore. “Can I help you greeted the customers at the diner. “Can I get y’all somethin’
find anything?” to drink?”
“Hello, I’m fine, thank you,” said the customer. “I’m looking for a “Hey, we’re doin’ fine, thank ya,” said one of the customers.
book on quantum physics.” “We’ll have two sweet teas and a lemonade.”
“Quantum physics? That’s a very advanced topic,” said the “Comin’ right up,” said the waitress. “And what y’all want to
salesman. “Are you a scientist or a student?” eat?”
“I’m a professor at the university,” said the customer. “I teach “We’ll have two cheeseburgers and fries and a chicken salad,”
quantum physics and I’m working on a research project.” said another customer.
“Wow, that’s very impressive,” said the salesman. “You must be “Alrighty then,” said the waitress. “And y’all want any dessert?”
very smart and well-educated.” “Nah, we’re good, thank ya,” said the first customer. “We’re
“Thank you, that’s very kind of you to say,” said the customer. tryin’ to watch our weight.”
“But I’m always eager to learn more and expand my “Well, good for y’all,” said the waitress. “But y’all know we have
knowledge.” the best pies in town.”
“Maybe next time,” said the second customer. “We’re in a hurry
today. We have to get back to work.”
“What y’all do for work?” asked the waitress. “We work at the
factory down the road,” said the first customer.
Formal Standard English Dialect Informal English Dialect
Ms. Thompson: Good morning, class. Today, we will delve into Teacher: Hey, guys! Today, we're gonna dive into some cool
the intricate world of algebraic equations. Please take out your science experiments. Grab your lab goggles and get ready for
textbooks and turn to page 45. some hands-on learning!
Tom: Excuse me, Ms. Thompson. Could you explain the concept Megan: Yo, Teach! Can you show us that experiment with the
of variables again? erupting volcano again?
Ms. Thompson: Certainly, Tom. Variables are symbols used to Teacher: Absolutely, Megan! We'll get the baking soda, vinegar,
represent unknown quantities in mathematical expressions. Let and food coloring ready for a volcanic explosion in no time.
me provide you with a comprehensive explanation.

Dialect Detective - education level Gay Miller @ Book Units Teacher

Southern American English Dialect Indian English Dialect
“Hey, y’all, welcome to Nashville,” said the tour guide, as he “Namaste, beta, welcome to Delhi,” said the uncle, as he
greeted the visitors at the airport. “Are y’all ready to have some greeted his nephew at the train station. “Are you happy to be
fun?” here?”
“Yes, sir, we are,” said one of the visitors. “We’re so excited to “Namaste, uncle, I’m very happy to be here,” said his nephew.
be here. We’ve always wanted to see Nashville.” “I’ve always wanted to see Delhi.”
“Well, y’all are in for a treat,” said the tour guide. “Nashville is “Well, beta, you will see many things in Delhi,” said his uncle.
the music city of the world. Y’all will see some amazing sights “Delhi is the capital city of India. You will see some beautiful
and hear some amazing sounds.” monuments and buildings and temples.”
“Like what?” asked another visitor. “Like the Grand Ole Opry, “Like what?” asked his nephew. “Like the Red Fort, the Qutub
the Country Music Hall of Fame, the Ryman Auditorium, and Minar, the Lotus Temple, and many more,” said his uncle. “You
many more,” said the tour guide. “Y’all will also get to taste will also get to taste some delicious food and drink some chai.”
some delicious food and drink some sweet tea.” “Wow, that sounds amazing,” said his nephew. “I can’t wait to
“Wow, that sounds awesome,” said the first visitor. “We can’t start my trip.”
wait to start our tour.” “Well, then, let’s go,” said his uncle. “Come with me, beta.”
“Well, then, let’s go,” said the tour guide. “Follow me, y’all.”

Australian English Dialect New York City Dialect

Emily: G'day, mate! How about we hit the beach and catch Jenny: Hey, Tony! Let's grab a slice of pizza and head to the
some waves? park. The city's buzzing today!
Jake: Sounds bonzer, Emily! Let's grab our boards and head Tony: You got it, Jenny! We'll hit up that famous pizza joint on
down to Bondi Beach. the corner. It's the best in the Big Apple.
Emily: The golden sand, the crashing waves—it's the essence of Jenny: I love this city, Tony. The tall buildings, the honking taxis—
Australia. it's so New York!
Jake: You're spot on, mate. The land Down Under has some of Tony: Yeah, no place like it. The energy here is like nowhere else
the best beaches in the world. in the world.

Dialect Detective - sense of place Gay Miller @ Book Units Teacher

Answer Key

Gay Miller @ Book Units Teacher

The Gator in the Bayou What is a dialect? How can you tell that the characters in this
story use dialect?
Deep in the heart of the bayou, there lived a young boy Dialect is the way people speak in a specific place or group.
named Jacques. He had grown up hearing tales of the fierce It can include the words they use, how they pronounce them,
gator that lurked in the murky waters, but he never believed and the grammar they follow. You can tell that the
they were true. Until one day, when he was out fishing with his characters in this story use dialect because they use words
papa, they came face to face with the beast. and phrases that are different from standard English, such as
"Papa, look out!" Jacques shouted, as the gator lunged at “dis,” “ain’t,” “us,” and “ol’.”
them. But his papa was quick and managed to push them
both out of the way just in time. What does the dialect in this story tell you about the setting of
"Don't you worry, Jacques," said his papa, with a chuckle. "Dis the story? Where does the story take place?
here gator's all talk. He ain't gonna hurt us none." The dialect in this story tells you that the story takes place in
And with that, Jacques' papa grabbed his fishing rod and the bayou, a swampy region in the southern United States.
cast it into the water. The gator snapped at the bait, but The dialect includes words and phrases typical of Cajun
Papa was too quick for him and pulled him out of the water. English, a dialect spoken by people who live in Louisiana and
"See, Jacques? We caught us a big ol' gator," said his papa, have French roots.
with a grin.
From that day on, Jacques knew to always believe the stories What does the dialect in this story tell you about the
of the bayou, and to always be prepared for anything. characters? How do they feel and act?
The dialect in this story tells you that the characters are from a
Cajun culture, which is a group of people who have French
roots and live in Louisiana. The dialect also shows their
personality and attitude. For example, Jacques is a young
boy who is scared and curious about the gator. He shouts
and asks questions. His papa is an older man who is brave
and humorous. He chuckles and makes jokes.
How does the dialect in this story make the story more realistic
and engaging? How does it help you imagine the voice and
tone of the characters?
The dialect in this story makes the story more realistic and
engaging because it shows how people speak in a specific
place and culture. It helps you imagine the voice and tone of
the characters because it shows their emotions and
expressions. For example, you can imagine Jacques’ papa’s
grin when he says, “We caught us a big ol’ gator.”
Elspeth and the Dragon: A Scottish Tale How can you tell that the dragon in this story uses dialect?
Once upon a time, in a land far, far away, there lived a young You can tell that the dragon in this story uses dialect because
lass named Elspeth. She lived in a small village nestled at the he uses words and phrases that are different from standard
foot of a grand mountain, and she spent her days tending to English, such as “och,” “dinna,” “ye,” and “no.”
her family's sheep. What does the dialect in this story tell you about the setting of
One day, while Elspeth was out with her flock, she heard a the story? Where does the story take place?
loud noise coming from the top of the mountain. Curious, she The dialect in this story tells you that the story takes place in
decided to investigate. As she climbed the mountain, she Scotland, a country in the United Kingdom. The dialect
heard the noise getting louder and louder. When she reached includes words and phrases typical of Scottish English, which is
the summit, she was shocked to find a dragon perched on a spoken by people who live in Scotland and have Celtic roots.
rock, its scales glistening in the sunlight.
What does the dialect in this story tell you about the
"Och, dinna be afeared, lassie," the dragon said in a thick
characters? How do they feel and act?
Scottish dialect. "I'll no harm ye."
The dialect in this story tells you that the characters are from
Elspeth was surprised to find that the dragon could speak, and different cultures and backgrounds. The dragon is from
she was even more surprised when the dragon explained that Scotland, and he speaks with a Scottish dialect. He is friendly
it had been cursed by a wicked sorcerer and was unable to and grateful to Elspeth for her help. Elspeth is from a different
fly. The dragon asked Elspeth for her help, and without country and speaks with a standard English dialect. She is
hesitation, she agreed. curious and brave and agrees to help the dragon without
Together, they set out on a journey to find the sorcerer and hesitation.
break the curse. They faced many obstacles along the way, How does the dialect in this story make the story more realistic
but with Elspeth's determination and the dragon's strength, and engaging? How does it help you imagine the voice and
they were able to overcome them all. tone of the characters?
After many long days of travel, they finally reached the The dialect in this story makes the story more realistic and
sorcerer's castle. The sorcerer was shocked to see Elspeth and engaging because it shows how people speak in different
the dragon, but he knew he could not defeat them. He lifted places and cultures. It helps you imagine the voice and tone
the curse, and the dragon was finally able to fly again. of the characters because it shows their emotions and
Elspeth and the dragon said their goodbyes, and the dragon expressions. For example, you can imagine the dragon’s
flew off into the sunset, free at last. Elspeth returned home to accent and warmth when he says, “Och, dinna be afeared,
her village, and from that day forward, she was known as the lassie.”
brave lass who had befriended a dragon.
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Gay Miller @ Book Units Teacher

Gay Miller @ Book Units Teacher
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