Lesson Plan

LESSON 10: LANGUAGE LESSON- NONC BELOUTE

Grade Level:
High School: Ninth Grade through Twelfth Grade
Subject:
Literacy and Language Arts,Social Studies
Lesson Duration:
60 Minutes
Common Core Standards:
9-10.RI.4, 11-12.RI.4
State Standards:
Louisiana History Standards: C1
Additional Standards:
National Council for the Social Studies: Ia, Ib, Ic
Thinking Skills:
Remembering: Recalling or recognizing information ideas, and principles. Analyzing: Break down a concept or idea into parts and show the relationships among the parts.

Essential Question

How can knowing more than one language benefit a learner?
How can having multi-lingual members benefit a society?

Objective

Students will:
Refresh their knowledge of Kréyol phrases.
Learn new Kréyol phrases.
Have fun with a pretty awesome song sung in Kréyol by native speaker Leroy Etienne.

Background

This is a fun and catchy song. Using it in the lessons will add to the fun.
Students will learn additional Kréyol phrases.
It is hoped that word and phrases are beginning to sound familiar due to previous lessons.
Follow same template as HEY NOM and SAN MALÓ.

Preparation

Earlier lessons in the unit will have prepared the teacher and the learners for the lesson.

Materials

These are the song lyrics only in Kréyol.

Download Kréyol Language Lyrics- Nonc Beloute

These are the lyrics in Kréyol and English.

Download Translated Lyrics- Hey Nonc Beloute.

Lesson Hook/Preview

REACTIVATION OF PRIOR KNOWLEDGE:

5-15 minutes. 
CHORUS 
  • This can be done with any set of words. 
  • Have a list of words in English and Kréyol to project for student viewing. Student glossary would suffice. 
  • Go around the room with the word first said in both languages by one student, while the other students immediately repeat in chorus what was said. 

It will sound like this: 

(Student) NOM-MAN 
(Class) NOM-MAN 
(Student) DAN BWA- IN THE WOODS 
(Class) DAN BWA- IN THE WOODS 

GAME: Play a quick game with the students as in previous lessons.

Have the same list, but either the ENGLISH or the KRÉYOL phrasing should be missing (your choice) 

  • Divide the class into some quick teams. 
  • Using your key, choose students to translate phrases of your choosing. One point for each correct answer 

Procedure

1. HEARING THE SONG

  1. Play the song for the students.
    • This is a dance song. Students should enjoy hearing the song.
    • Have them get out of their seats to listen.
    • Encourage them to clap along. If you have any dancers, allow them to dance
    • Have them retake their seats.
  2. Project the lyrics or distribute a handout of the Kréyol lyrics.
  3. Play the song again as they listen to the lyrics. Tell them to place a dot over any words they recognize.
  4. You may wish to tell them the song is about a relative. This will give them a hint about the word Nonc.

2. After playing the song

  1. Ask students what words they recognize.
  2. Make a list of those words.
    • You may project the Kréyol language lyrics as seen in Step 3 as they listen to the song.
  3. These are some words that might sound familiar from previous lessons. You do not need to review them all at this time.
    • NONC-------------------------------------------UNCLE
    • KÓMON SA VA------------------------------- HOW’S IT GOING.
    • LONTON PASÉ------------------------------- A LONG TIME AGO (Long passed)
    • CHAR------------------------------------------ CAR
    • NWAR----------------------------------------- BLACK
    • POR TWA------------------------------------ FOR YOU
    • SA SÉ BON----------------------------------- THAT’S GOOD
    • RESTÉ----------------------------------------- TO STAY OR TO LIVE AT A PLACE.
    • LA BAS---------------------------------------- OVER THERE
    • FÓM------------------------------------------ WOMAN- WIFE
    • KI PEL----------------------------------------- CALLED (NAMED)
    • ACHTÉ----------------------------------------- BUY

3. LYRICS ACTIVITY

10 to 20 minutes 

  1. Lyrics to the song are simple and short. 
    • Students DO NOT yet open the text to the lyrics. 
  2. Distribute or project the Kréyol language lyrics as seen below: 
    • All right! Sa sé bon! All right! 
      Well, hey Nonc Beloute, to rèste lwen la ba. 
      Hey Nonc Beloute, to gen an fòm ki pel Cora. 
      Hey Nonc Beloute! Uh huh! 
      Sa se´ bon! 
      All right! 
      Oh yeah! 
      Oh huh! 
      Yeah boy! 
      Uh-huh. 
      Well, hey Nonc Beloute, to rèste lwen la ba. 
      Hey Nonc Beloute, to gen an fòm ki pel Cora. 
      Hey Beloute, to achté un char. 
      Hey Nonc Beloute, son kouler èté nwar. Oh! 
      Hey boy! 
      Come on! 
      Sa sé bon! 
      All right! 
      Uh huh! 
      All right! 
      Yeah! 
      Well, hey Nonc Beloute, to rèsté lwen la ba. 
      Hey Nonc Beloute, to achté twa un gran char. 
      Hey Nonc Beloute, to gen an fòm ki pel Cora. 
      Hey Nonc Beloute, to rèsté lwen la ba. Whoa! 
      Come on! 
      Sa sé bon! 
      Uh huh! 
      Sa sé bon! 
      Well, hey Nonc Beloute, to rèsté lwen la ba. 
      Hey Nonc Beloute, to gen fòm ki pel Cora. 
      Hey Nonc Beloute, uh huh, to rèsté lwen la ba. 
      Hey Nonc Beloute, to gen fòm ki pel Cora. 
      Acheté twa an char. 
      Ki char ki kour la ba. 
      Achté twa an char, 
      an char èté nwar. 
      Hey Nonc Beloute, to rèsté lwen la ba. 
      Uh huh, well! 
      Well, Nonc Beloute, to rèsté lwen la ba 
      Hey! 
      All right Cora! 
      Well! 
      Ou twa ye? 
      Sé lwen, lwen, lwen la ba!
      Bye-bye Nonc Beloute.
  3. Working either alone, with partners, or in groups, students should use their glossaries to translate the lyrics. 
    • First, students draw a box around each English word. 
    • Second, students circle Kréyol words that they think they understand, and note their meaning on the sheet as they try to translate. 
Words that they have encountered in previous songs include the following: 
  • FROM SAN MALÓ: Twa (you), La bas (over there), bon (good), Gran (big, high, great), gen (got, to have) 
  • FROM HEY NOM: Achté (buy), fom (woman or wife), kekchoz (something), lwen la ba (way over there), Mo (I), Sé bon (It’s good.), Gen (Got, to have). Kouri (go. In NONC it is KOUR) 
  • FROM SHANGO: Kómon (how, as in How are you?), twa (you). 
  • FROM DANSÉ CODAN: Sé bon (It’s good) 
THEY SHOULD BE ABLE TO FIND TRANSLATE THE BOLD FACED WORDS. 
All right! Sa sé bon! All right! 
Well, hey Nonc Beloute, to rèste lwen la ba. 
Hey Nonc Beloute, to gen an fòm ki pel Cora. 
Hey Nonc Beloute! Uh huh! 
Sa se´ bon! 
All right! 
Oh yeah! 
Oh huh! 
Yeah boy! 
Uh-huh. 
Well, hey Nonc Beloute, to rèste lwen la ba. 
Hey Nonc Beloute, to gen an fòm ki pel Cora. 
Hey Beloute, to achté un char. 
Hey Nonc Beloute, son kouler èté nwar. Oh! 
Hey boy! 
Come on! 
Sa sé bon! 
All right! 
Uh huh! 
All right! 
Yeah! 
Well, hey Nonc Beloute, to rèsté lwen la ba. 
Hey Nonc Beloute, to achté twa un gran char. 
Hey Nonc Beloute, to gen an fòm ki pel Cora. 
Hey Nonc Beloute, to rèsté lwen la ba. Whoa! 
Come on! 
Sa sé bon! 
Uh huh! 
Sa sé bon! 
Well, hey Nonc Beloute, to rèsté lwen la ba. 
Hey Nonc Beloute, to gen fòm ki pel Cora. 
Hey Nonc Beloute, uh huh, to rèsté lwen la ba. 
Hey Nonc Beloute, to gen fòm ki pel Cora. 
Acheté twa an char. 
Ki char ki kour la ba. 
Achté twa an char, 
an char èté nwar. 
Hey Nonc Beloute, to rèsté lwen la ba. 
Uh huh, well! 
Well, Nonc Beloute, to rèsté lwen la ba 
Hey! 
All right Cora! 
Well! 
Ou twa ye? 
Sé lwen, lwen, lwen la ba! 
Bye-bye Nonc Beloute! 

They should underline words which they think they can guess and write a translation. 

4. Class Sharing

Have students share their results in a whole class discussion.
If students seem stuck, provide them with the list above. (Project on board)

Also, ask them if they can guess at these words.

  • Char (car)
  • Nonc (Uncle)
  • Chanté ( Sing-chant)
  • Resté (Stay, as in live at a place).
  • Kouler (color)
  • Beloute is a name.
  • Cora is a name.

5. GLOSSARY 

Students turn to p60. 

  • They compare their partial translation to the full translation. 
  • Alone or in groups, students should work on their glossaries. 

6. CLOSING

KRÉYOL LANGUAGE REVIEW. 

  • Review words/phrases from all lessons. Allow a student to say a phrase in Kréyol. Another student should respond with the English translation. This could be done as a game.

Assessment Materials

If you wish to have an assessment, you may choose certain words in English or Kréyol and ask the students to translate them.

Supports for Struggling Learners

Given the whole class nature of this lesson, struggling learners should be successful unless their challenge is related to hearing.

Contact Information

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Last updated: August 19, 2019