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Activity Overview
Template and Class Instructions
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Activity Overview


A common literary style many American authors focus on in there works is the use of local color and dialect. By using these elements they paint a realistic setting of everyday life and ordinary people from different regions of the country, while also seeking to explain human behavior. ​


Dialect

Dialect is the specific language used by people of a certain area, class, or cultural group. The term denotes the particular use of spelling, sounds, grammar and pronunciation which is uncommon to other groups. It is a very powerful tool for enhancing characterization.


Local Color

Local color includes distinctive characteristics of a place or time period. Vivid images as represented in literature or as observed in reality create specific characteristic traits for a region.


In the story, Bambara uses significant elements of speech to give an authentic and true feeling to her story. As the reader engrosses themselves in the text, speech patterns become clear. The narrator often drops her ‘g’s’ - examples include: mockin, mornin, nuthin. The narrator also chooses to use less grammatically correct expressions like “ain’t” and “me and Cathy went”. The major significance that dialect and local color have is that they enhance the work as a whole, by bringing liveliness and depth to the writing.

Have students create a grid in which they find and track elements of dialect or local color. Good starting questions to ask include: What sayings or words used give inference into the south or southern life? What patterns of dialect or speech does the narrator use that sound particularly southern?


Lesson Extension: Want a fun activity to really drive home these concepts with your students? Try having them create their own ‘Local Color and Dialect’ storyboard using speech patterns and word reference from where they live or where they are from! Storyboard That’s world headquarters is located in the heart of Downtown Boston, Massachusetts, USA - Check out our example storyboard to get your students' creative juices flowing!


Template and Class Instructions Accordion Arrow

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Student Instructions

  1. Click "Start Assignment".
  2. In the column headings, write "Example 1", "Example 2", and "Example 3".
  3. Add the name of the city in the upper left heading.
  4. In the row headings, write "Local Color" and "Dialect" and explain what each means.
  5. Add illustrations using appropriate scenes, characters, items, and dialgoue.
  6. Save and Exit

Lesson Plan Reference


Activity Overview


A common literary style many American authors focus on in there works is the use of local color and dialect. By using these elements they paint a realistic setting of everyday life and ordinary people from different regions of the country, while also seeking to explain human behavior. ​


Dialect

Dialect is the specific language used by people of a certain area, class, or cultural group. The term denotes the particular use of spelling, sounds, grammar and pronunciation which is uncommon to other groups. It is a very powerful tool for enhancing characterization.


Local Color

Local color includes distinctive characteristics of a place or time period. Vivid images as represented in literature or as observed in reality create specific characteristic traits for a region.


In the story, Bambara uses significant elements of speech to give an authentic and true feeling to her story. As the reader engrosses themselves in the text, speech patterns become clear. The narrator often drops her ‘g’s’ - examples include: mockin, mornin, nuthin. The narrator also chooses to use less grammatically correct expressions like “ain’t” and “me and Cathy went”. The major significance that dialect and local color have is that they enhance the work as a whole, by bringing liveliness and depth to the writing.

Have students create a grid in which they find and track elements of dialect or local color. Good starting questions to ask include: What sayings or words used give inference into the south or southern life? What patterns of dialect or speech does the narrator use that sound particularly southern?


Lesson Extension: Want a fun activity to really drive home these concepts with your students? Try having them create their own ‘Local Color and Dialect’ storyboard using speech patterns and word reference from where they live or where they are from! Storyboard That’s world headquarters is located in the heart of Downtown Boston, Massachusetts, USA - Check out our example storyboard to get your students' creative juices flowing!


Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Student Instructions

  1. Click "Start Assignment".
  2. In the column headings, write "Example 1", "Example 2", and "Example 3".
  3. Add the name of the city in the upper left heading.
  4. In the row headings, write "Local Color" and "Dialect" and explain what each means.
  5. Add illustrations using appropriate scenes, characters, items, and dialgoue.
  6. Save and Exit

Lesson Plan Reference


How Tos about Local Color and Dialect in \"Blues Ain\'t No Mockingbird\"

1

Incorporate local color and dialect into a read-aloud activity

Engage students by reading a passage aloud using the story's dialect and regional expressions. Model expressive reading so students hear how local color and dialect sound, then invite volunteers to try reading in character. This helps students connect with the text and boosts their confidence in interpreting diverse voices.

2

Discuss how dialect reveals character traits

Guide students to find dialogue that shows characters’ personalities or backgrounds. Ask questions like, “What does the way this character speaks tell us about them?” This encourages critical thinking about how language reflects identity and community.

3

Create a class chart comparing standard English to dialect phrases

Collaborate with students to list examples of dialect alongside their standard English equivalents. Highlight differences in grammar, vocabulary, or pronunciation. This makes language features visible and helps students understand why authors make specific word choices.

4

Encourage students to write a short scene using their own local dialect

Challenge students to draft a brief dialogue or scene using words, phrases, or expressions from their own backgrounds. Share examples and discuss how these choices add voice and authenticity. This builds appreciation for linguistic diversity and fosters creativity.

Frequently Asked Questions about Local Color and Dialect in \"Blues Ain\'t No Mockingbird\"

What is local color and dialect in literature?

Local color refers to the distinctive traits, customs, and speech patterns of a particular region, while dialect is the specific language or way of speaking used by people from that area. Both are used in literature to create authentic, realistic settings and characters.

How does "Blues Ain't No Mockingbird" use local color and dialect?

"Blues Ain't No Mockingbird" uses local color and dialect by including southern speech patterns, dropping 'g's, and using expressions like "ain't" and "me and Cathy went." These elements make the story's setting and characters feel more vivid and true to life.

What are examples of dialect in "Blues Ain't No Mockingbird"?

Examples of dialect in the story include words and phrases like "mockin'," "mornin'," "nuthin'," and the use of less formal grammar such as "ain't" and "me and Cathy went". These reflect Southern American English.

Why is it important to teach local color and dialect to students?

Teaching local color and dialect helps students understand how authors create realistic settings and believable characters. It also encourages appreciation of cultural diversity and regional differences in language.

What is a simple classroom activity for teaching local color and dialect?

Have students create a chart or storyboard tracking examples of local color and dialect from their own region or from the story. This hands-on activity deepens understanding and makes learning engaging.




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