Unit 7 - Application Task (Bruce's Group)
Lesson Title: "Yir Ain Voice" – Writing in Scots
Class Level: Primary 7
Lesson Duration: 2 sessions (can be extended if needed)
Learning Intentions:
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I am learning to write in Scots using the words and spellings that reflect my own voice and dialect.
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I am learning to notice patterns in Scots spelling and how they link to pronunciation.
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I am learning to share ideas through writing that sounds natural and expressive.
Success Criteria:
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I can use Scots words in my writing and explain their meanings.
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I can spell Scots words using what I know about how they sound.
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I can write a short script, comic, or diary entry in Scots that feels true to how someone would speak.
Lesson Overview:
This lesson will introduce learners to the idea of Scots spelling being based on how words sound. Pupils will explore unique Scots words, as well as those that are similar to English but spelled and pronounced differently. They’ll use these to create a short, voice-led writing piece that feels personal and natural — like a diary entry, comic strip dialogue, or spoken-style monologue.
Lesson Activities:
Session 1: Exploring Scots Vocabulary and Spelling
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Warm-up Word Bank Game (10 min):
Pupils brainstorm Scots words they know (e.g. dreich, bahookie, wee, aye, glaikit, fankle). Add new ones using the Scots Dictionary for Schools app or DSL online. -
Group Sorting Challenge (10 min):
Sort words into three categories:-
Unique to Scots (e.g. burn, loch, blether)
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Similar to English, different spelling (e.g. heid, scoor, soond)
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Same as English (e.g. there, and)
Discuss how spelling links to how we say them.
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Mini Translation Task (15 min):
Pupils rewrite a few simple English sentences in Scots (e.g. “I was late because I lost ma bag in the cludgie.”). Focus on using sound-based spelling. -
Introduce Main Writing Task (10 min):
Pupils will choose between:-
Writing a diary entry from the point of view of someone living in Scotland in the past or present
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Creating a Scots comic strip (drawing + speech bubbles)
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Writing a short scene with two pals bletherin
Pupils plan their idea using a planning sheet: Who’s speaking? What happens? What Scots words will they use?
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Session 2: Writing and Reflecting
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Writing Time (30–40 min):
Pupils draft their piece, using Scots spellings they’ve learned and practiced. Teacher circulates and supports where needed. -
Peer Share or Author’s Note (10–15 min):
Pupils either:-
Share a bit of their writing aloud
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Or write a wee author’s note explaining two Scots words they used and why they spelled them that way.
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Optional Extension / Display Task:
Create a class display titled "Sayin It Yir Ain Way" featuring snippets from everyone’s work and a word wall of favourite Scots words.
Resources:
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Scots Dictionary for Schools app / DSL website
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Sample Scots texts or comic strip templates
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Planning sheet (who’s talking, what’s happening, key Scots words)
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Example sentence cards for translation starter
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Videos (optional): Michael Dempster – Dignity or Origins of Scots
CfE Literacy & English Experiences and Outcomes:
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LIT 2-13a / LIT 2-14a / ENG 2-17a – Understanding and using Scots in reading and writing
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ENG 2-27a / 2-31a – Creating expressive texts in Scots
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LIT 2-10a / 2-09a – Talking about language, pronunciation, and how words are spelled
Delivering this Scots lesson to my Primary 7 class was a rewarding experience that brought language, identity and creativity together in a meaningful way. One of the biggest successes was how naturally the pupils engaged with the concept of writing in their own voice. Many of them felt empowered by the idea that their local language – something they often use at home but rarely see in writing – had value in the classroom. Using a flexible structure (comic strip, diary, or dialogue) helped everyone find an entry point that suited their confidence and interests. It also reduced the pressure of ‘getting it right,’ especially when it came to spelling Scots words, and opened the door to some brilliant pupil-led discussions about pronunciation and dialect.
A particular strength of the lesson was encouraging a phonetic approach to spelling. Pupils began recognising patterns like oo in Scots (e.g. soond) and enjoyed finding ways to spell words based on how they say them. However, some did fall into writing in English and ‘adding in’ Scots words. With more time, I would build in more spoken Scots modelling and shared reading in Scots to immerse them further before they write.
Going forward, I plan to reinforce this learning by integrating Scots into regular classroom routines – through brain breaks, reading aloud, and vocabulary tasks. A few pupils have even asked if they can write their next story in Scots, which speaks volumes about the impact this has had on their confidence. Next time, I’d like to link their Scots writing to a topic like local history or storytelling, deepening the cultural connection and making room for cross-curricular links.
Unit 7 APPLICATION TASK
Scots Language lesson - unit 7
Writing/Spelling in Scots
This lesson was delivered to P7 children in my current ASN setting. As this lesson had a focus on spelling, I knew that my current P1/2 class did not have the literacy skills needed to be able to complete this as they are still working on initial sounds. Children in the upper school have more experience in literacy and more understanding of words and some spelling rules. I chose these students as I hadn't had any input with them but I heard their natural use Scots in the playground and around the school. These particular students have not participated in Scots language lessons or even the Burns suppers the past two years due to having an Irish teacher who, despite best efforts, has struggled to embrace and speak the language.
Lesson starter - Scots language centre game - balloon pop - to gage understanding of individual words. This was excellent as the children were translating the English words before the balloons even appeared on the screen, showing me that they had prior knowledge.
Main
1. Sentence builder game:
'His wifie wis kinna crabbit'
'Ma gairden luiks richt fantoosh'
Children were asked to discuss what the sentences meant. If anyone would be willing to attempt reading the sentences out. The only work they didn't recognise was fantoosh, which I explained. The children said that they didn't know how to use a dictionary, so I did not begin demonstrating that for this lesson due to time constraints and I felt they would benefit from a dedicated lesson on dictionary use at a different time.
2. Making sentences and having a go at spelling. Created one sentence together. Today it is sunny and hot but the wind is strong.
We thought about how we speak and answer questions. For example, what would be your response to if someone asked; what's the weather like? We came up with an example sentence, its sunny but the wind is strong the day. Further translated to its a bonnie but its blowin a hoolie the day. The children were asked to write how they heard the words and there was no spelling rules just free to write what they heard and in the way they wanted to and felt natural.
Plenary - game of The Wee Hoose on SLC website and exit pass- what was your favourite word of the day?
On evaluation I found this lesson inspiring. It was a basic lesson- an introduction. The children were engaged from the outset and eager to try. We used previous knowledge and build on words that we already knew. The children found it difficult to switch off English when trying to write in Scots, although spoke and understood my explanations using Scots vocabulary. They found it off-putting to try and write in Scots and looked for constant reassurance with almost every letter that was being written down. Although they did try it became apparent that they had to adapt their thinking and there was a lot of sounding-out needed to write what they heard. Working with children who cannot blend when reading and are sight readers made this very difficult as they could not decode or encode words. I asked the children if it was easier for them to speak or write in Scots? They answered unanimously- 'to speak'. I found that although not much was written and we only completed a few example sentences to 'have a go' the language spoken in discussion was rich. Next steps: to build more capacity for the children to access Scots lessons in secondary school. They are moving within our school. I will speak with their registration teacher to seek further input as I believe that this cohort of children have the potential to become future candidates for the Scots Language Award that is currently taught at our school.
I can spell the most
commonly-used words, using
my knowledge of letter
patterns and spelling rules
and use resources to help me
spell tricky or unfamiliar
words.
LIT 1-21a
I can select ideas and relevant
information, organise these
in a logical sequence and
use words which will be
interesting and/or useful
for others.
LIT 1-06a
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Hello Diane
Another fantastic lesson! I love the idea that just as you begin the bairns were translating the English into Scots before the balloons even appeared – they were clearly raring to go!
Fantoosh is a funny one. In some ways it has been a “resurrected” word, a bit like “scriever” for writer. It’s meaning gives it a good place in Scots lessons, but it doesn’t surprise me that bairns wouldn’t have previously heard it, because it still isn’t quite part of Scots common parlance, not the same way as it has become commonly used in literature. And it seems like from the Making Sentences activity, the class definitely know plenty Scots. Your instincts seem to have been completely correct, that their literacy skills (in both Scots and English I think) for writing meant that the most engaging route to take their Scots learning was to go focus on Listening and Talking skills and allow them to speak Scots as readily as possible. A big part of this is of course their age, but what I think is really important for them and their journey through their education, is that you have shown them Scots is a language and they have knowledge and skills in the language that are easily incorporated into their Literacy education if they are prompted and given the opportunity. That is incredibly inspiring to me. And I hope you took that away in the lesson. No matter how basic the introduction, it could be an important moment for them and their journey to being engaged learners – you should be very proud of being the teacher who brought that to their education.
Well done on another excellent lesson. The progress, planning and reflections you have shared on your Scots journey have been wonderful to read and be part of.
All the best,
Bruce
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Hi David
Your lesson sounds really well planned out and the flexible structure was a cracking idea for helping pupils engage in a way that they were most comfortable with.
You said "One of the biggest successes was how naturally the pupils engaged with the concept of writing in their own voice. Many of them felt empowered by the idea that their local language – something they often use at home but rarely see in writing – had value in the classroom." - this must have been really heartening for you. I love your clear linking of language, culture and identiity which sounds like it is making it really relevant to the kids.
Good luck with your future plans!
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Hello David
What a brilliant post to finish on. This lesson brought language, identity and creativity together – and that is what you’ve done for so many lessons for your P7 class. It really has been amazing to be part of even in this small, viewing-from-the-side position where I am. Of course, a huge success along the way – and here in particular – is how naturally your pupils engage with the concept of writing in their own voice and the empowerment you have so wonderfully instilled in them around their own local language. You’ve really made a difference and achieved something that for so many is not part of their educational experience. As you’ve done throughout, the texts, techniques and resources you’ve chosen and prepared were spot on. I’d have loved to have been there to hear the pupil-led discussions about pronunciation and dialect. You have identified where you would still like to take your teaching of Scots (it’s never a job you totally finish!) but what a foundation you’ve lain to build upon. It’s been inspirational to see your journey with Scots from where we began to where you are now.
I can’t say well done enough.
All the best,
Bruce
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