Jejemons: Gotta Teach 'Em All

(G1BO photo from jejebusters.blogsot.com)

According UrbanDictionary.com, Jejemons are:

“1) Usually seen around social networking sites such as Friendster and Multiply, jejemons are individuals with low IQs who spread around their idiocy on the web by tYpFing LyK diZS jejejeje, making all people viewing their profile raise their eyebrows out of annoyance. Normal people like you and me must take a Bachelor of Arts in Jejetyping in order to understand said individuals, as deciphering their text would cause a lot of frustration and hair pulling.

CAUTION: THESE INDIVIDUALS ARE BREEDING! THEY CAN BE SEEN WRECKING GRAMMATICAL HAVOC ON FACEBOOK TOO!

2) Jejemons are not just confined to trying-hard Filipino gangsters and emos. A Jejemon can also include a variety of Latino-Hispanic fags who enjoy typing "jejejejeje" in a wider context, much to the disdain of their opponents in an internet MMORPG game such as Ragnarok and DOTA.

3) Basically anyone with a low tolerance in correct punctuation, syntax and grammar. Jejemons are usually hated or hunted down by Jejebusters or the grammar nazi to eradicate their grammatical ways.”

I think Jejemons are hilarious, if not a riotous fad that is indeed contaminating the cyber-psyche that even the contending presidential candidate, Gibo Teodoro, gave an emphatic reaction “Pababalikin ko ang mga Jejemeon sa elementarya.” (“I will send the Jejemons back to elementary.”). Many “Gotta Kill ‘Em All” Jejemon buster sites are setting camp over the internet, too.

My teacher friends and I were talking about these Jejemons over a fiesta lunch this afternoon. The Jejemon power could be felt in that we spent a good 10 minutes or more just talking about these grammar/spelling annihilators who are creating a horridly funky amusing way of communicating. It was mentioned in our conversation that the length to which grammar Nazis or plain Jejemon haters are going has reached the analysis of the Jejemon psychology. I think it is hysterical!!! Jejejejeje!

Now that Jejemon has been defined and established as a legitimate fad not unlike swardslang, here are my thoughts on Jejemon:

1. I understand how Jejemons can be complacent on their newfound, unconscious interest in gibberish and that teachers ought to be more on the lookout on how to attack the virus.

2. Aiming to eradicate the Jejemons will only give them power. They feed on publicity, “hate” or even mild annoyance. A more objective look at these Jejemons will give teachers a better perspective on how to win over the Jejemons to the proper way of communicating.

3. Just like swardslang that evolves and grows, I have a suspicion that Jejemon might mutate as this generation will grow out of it and find neophytes to contaminate. Our role as teachers is to use the Jejemon virus as a spring board to teach correct grammar; so as to get into the context of the current craze and let misguided Jejemons see that we are on their side. This way, we have better hope of guiding them away from their “yOeWniMaaiNd” (translated as “Unimind” in reference the the good Little Green Men in the Toy Story series).The Jejemons are a collective (un-)consciousness that evolved and mutated with the adults’ published disdain.

4. Thus said, I will attempt to make a lesson plan for the English subject on Sentence Patterns using the Jejemon Virus as the spring board.

Here is the sample lesson plan I have made for teachers. Teachers who are interested to use it may do so, and acknowledge the source. It can also be improved upon and customized so as to meet the need of the class.

I was just so amused by this Jejemon craze that I came up with a leisurely activity of thinking up how it can be used as a spring board in order to relate to the youth of today and guiding them to the rIgHt jejejeje pfAtH! Jejejejejeje! Long live free and responsible speech!!!

***

Lesson Plan on Sentence Patterns

General Objective:

To bring into light the importance of correct spelling, grammar and punctuation usages as opposed to Jejemon jargon.

Values Objectives:

1. Exchange views on how the Jejemon Virus is affecting communication today.
2. Respond to the necessity of conforming to spelling, grammar and punctuation rules through teacher prepared classroom activities.
3. Internalize the necessity of studying and using spelling, grammar and punctuation rules through an essay.

Subject Matter: Sentence Patterns

Materials and References:

Teacher-researched jejemon sentences. Cellphones. Pad paper. Resource on sentence patterns.

Specific Objectives:

1. Translate sentences into Jejemon gibberish. Create Jejemon sentences and translate them into the four correct sentence patterns.
2. Compare and contrast the advantages of correct grammar usage in communication and Jejemon jargon.

Presentation:

Context: Teacher sets the tone of the class by opening the topic about Jejemons and embark on a discussion on the students’ view of Jejemon language.

Guiding questions:

1. What are the specific benefits of communicating in Jejemon?
2. What comments do you hear about Jejemon? What are your reactions to these comments?
3. If your parents or a trusted adult/authority communicated to you in Jejemon, how would you react?
4. What would become of the world if we spoke Jejemon?
5. What are the advantages of learning how to communicate using correct grammar and punctuation?

Activities:

Day 1: Teacher hands out slips of paper with Jejemon sentences to students. Ask students to translate these sentences into grammatically correct sentences on pieces of paper.

Let volunteers read their Jejemon messages and their correctly translated answers.

Teacher introduces the four sentence patterns:

1. Subject – Linking Verb – Predicate Noun or Pronoun

(Jejemon message: Eeeeht eeeaaazz a Jejemon.) Translate

2. Subject – Linking Verb – Predicate Adjective

(Jejemon message: zzlEEpyy NaH Meeeh.) Translate.

3. Subject – Intransitive Verb

(Jejemon message: dEeeehdo na Xeae.) Translate

4. Subject – Transitive Verb – Direct Object

(Jejemon message: Mmaah, leW2 naH pwwhou keO nG dinNah?) Translate.

Teacher gives a more thorough explaination of the sentence patterns and examples.

Teacher asks students (as an assignment) to make sentences using the four sentence patterns in correct form and in Jejemon form.

Day 2: Teacher checks assignment through discussion and recitation. Teacher directs a more formal discussion on the sentence patterns and lets pupils answer textbook or teacher-prepared seatwork.

Day 3: After more discussion and activities on the sentence patterns, let students make an essay to compare and contrast the advantages of learning correct grammar usage and the benefits (if any) of Jejemon jargon.

Evaluation/ Assessment/Agreement:

Write how one can have fun with language without forgetting the importance of spelling, grammar and punctuation.

***

(Teacher can also include the more respectable and accepted gibberish in English Literature which is the Jabberwocky by Lewis Carrol [Author of Alice's Adventures in Wonderland]. It could be seen as a forefather of Jejemon or any other evolved (mutated?) form of communication - by a revered author who never forgot his grammar, but had fun with language.)

***

Again, I created this lesson plan in leisure. It may be used and improved upon should any teacher care to use it, as long as the author is acknowledged. I apologize in advance for any errors, if any, but then again, I created the lesson plan as a hobby and did not test this in the classroom.

"We are what we repeatedly do. Excellence, then, is not an act, but a habit." Aristotle

***

The Jabberwocky

by Lewis Carroll

’Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.

“Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!”

He took his vorpal sword in hand:
Long time the manxome foe he sought—
So rested he by the Tumtum tree,
And stood awhile in thought.

And as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!

One, two! One, two! and through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.

“And hast thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!”
He chortled in his joy.

’Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.