Tatiana Cortes LAE 3333 Amy Piotrowski November 16, 2013 Two Week Lesson Plan Lesson 1: Introducing

the Purpose of Dialogue Purpose/Rationale: The purpose of this lesson is to have students think about the importance of dialogue in a piece of writing. Students will look at different examples dialogue and see how and why they affect a piece of writing, either positively or negatively. Students will be asked to think about how dialogue affects their understanding of or reaction to a novel of their choice. As students learn about dialogue, the hope is that they will use dialogue to strengthen their own writing. Common Core State Standards: CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Goals/Objectives: Students should be able to: Explain how dialogue may help or hinder a piece of writing. Identify ways that they have used dialogue in the past. Identify between effective dialogues versus ineffective dialogues. Discuss how dialogue effects their opinion of a piece of writing. Identify an example of dialogue in something they have read before. Materials: Student writing journal Of Mice and Men by John Steinbeck, page 87 Twilight by Stephenie Meyer, page 2 Anticipatory Set: 5 minutes

Ask students to free write in response to the prompt: What is dialogue? What makes a conversation between two people good or bad? How about between two characters in a piece of writing? Teaching Strategy/Procedure/Activity: Time Allowed 10 minutes 10 minutes Students Will: Answer and discuss anticipatory set questions Read examples of dialogue from two books projected onto the board and write down any thoughts they had Discuss the differences between both examples of dialogue Answer questions in journal Teacher Will: Lead discussion Ask students to look at the differences between the dialogue in both books and how it may help or hinder their writing Lead the discussion while writing down the students responses on the board in a list format Ask students: Why do you think dialogue may be important in a piece of writing? How could dialogue make a piece of writing better? How about worse? Think about examples from the texts weve just read. Lead discussion Explain that their homework is to bring in examples of dialogue to class tomorrow from a book that they own

10 minutes

6 minutes

10 minutes 4 minutes

Discuss the questions as a class Think about books they will bring to class tomorrow

Summary/Closure: Students will be asked to take what they have learned about dialogue and apply it to narrative that they have read in the past. Assessment: Informal assessment through students contributions to class discussion during this lesson, as well as development of dialogue in future writing assignments. Homework: Students will be asked to bring in a book to class the next day that contains an example of dialogue. This may be an effective or ineffective example of dialogue, students just need to be able to support their argument.

Attachments: None Accommodations: Students receiving special education services will be provided the following accommodations as per their IEP: preferential seating, check for understanding, extended time. Written instructions will be provided. Materials in large print and color overlays will be provided for students with visual disabilities. A voice amplification system may be used for students with hearing impairments. Citations: Meyer, S. (2005). Twilight. New York: Time Warner Book Group. Steinbeck, J. (1937). Of mice and men. New York: Penguin Books. Appendix: None Lesson 2: Dialogue We Encounter in Novels Purpose/Rationale: The purpose of this lesson is for students to think about how dialogue may help advance a storyline by strengthening tone and character development. Students will look at different examples of dialogue and continue to discuss and think about how it affects a piece of writing. Common Core: CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns. CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Goals/Objectives: Students will be able to Cite examples of dialogue in texts they have read in the past. Explain how different examples of dialogue affect the writing as a whole.

Discuss how dialogue affects the tone, plot, and character development in a piece of writing. Critique a piece of dialogue and determine its effectiveness.

Materials: Student writing journal Students novels containing examples of dialogue Anticipatory Set: 5 minutes Students will free write in response to the prompt: How easy was it to find an example of dialogue in a text at home? Do you consider it to be an example of effective or ineffective dialogue? Why? How does it help or hinder the storyline? Teaching Strategy/Procedure: Time Allowed 10 minutes Students Will Answer anticipatory set questions and discuss the answers as a class Volunteer to share their examples of dialogue. As one student shares, all the other students will be writing down their thoughts about how effective the dialogue is, looking specifically at tone and character development. Fill out the worksheet and then do a Think, Pair, Share on the questions: What affect does dialogue have on you as a reader? What does dialogue add to a story? How effective are the examples of dialogue your classmates read out loud in class? Why? Teacher Will Lead the class discussion

15 minutes

Call on students to read their examples to the whole class, leading the discussion.

25 minutes

Lead discussion, writing down student responses to the questions on the white board.

Summary/Closure: Students will have the opportunity to discuss the rationale behind the texts they chose as well as challenge other students choices. Assessment: Students will turn in worksheets that were completed in class for a completion grade. Students will also be informally assessed informally though their contributions to class discussion, as well as development of dialogue in future writing assignments.

Homework: None Attachments: None Accommodations: Students receiving special education services will be provided the following accommodations as per their IEP: preferential seating, check for understanding, extended time. Written instructions will be provided. Materials in large print and color overlays will be provided for students with visual disabilities. A voice amplification system may be used for students with hearing impairments. Citations: McMurrin. R. (n.d.) Effect of Dialogue. [Class Handout]. English Department. Olive Vista Middle School. Sylmar, CA. Appendix: Effect of Dialogue worksheet

Name: Date: Teacher: Period: Effect of Dialogue What effect of dialogue has on you as a reader?

What does dialogue add to a story?

Lesson 3: Characteristics of Good Dialogue Purpose/Rationale: The purpose of this lesson is to have students think about what makes dialogue effective in a piece of writing. They will come up with a checklist of characteristics of good dialogue and then use it to develop their own dialogue. They will be able to decide on their own characteristics, allowing them to shape their own style. Common Core: CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Goals/Objectives: Students will be able to Identify and list characteristics of effective dialogue. Analyze an example of dialogue and discuss its effectiveness Materials: Students writing journal Computer and projector system Youtube Anticipatory Set: Students will watch three film clips from famous movies that have dialogue between two people. Students will be asked to write down their thoughts concerning the dialogue as they watch the videos, as well as think about the answers to the following questions: How is dialogue in a movie different from dialogue in a novel? Why are these examples of dialogue particularly effective? Cite specific examples from the film clip. How does the dialogue help develop the characters? The themes and plot? Teaching Strategy/Procedure:

Time Allowed 30 minutes 15 min for videos, 10 for discussion

Students Will Watch the videos and answer/discuss the questions that accompany the videos. Eternal Sunshine of the Spotless Mind: How does the dialogue help with character development? Goodwill Hunting: Why is this monologue so effective? Why is Matt Damons silence so effective as opposed to more dialogue from him? Inglorious Bastards: How does the dialogue set the tone for the movie? Get into small groups of 3-4 students and make a list of characteristics of good dialogue that they will use to create

Teacher Will Give the students the disclaimer that there is strong language in the videos. Show the videos and then lead discussion.

20 minutes

Ask students to get into groups and brainstorm a list of characteristics of good and effective dialogue, keeping in mind the examples of dialogue they have looked at so far. Lead discussion, making a master list on the board and having students share their lists.

Summary/Closure: Students will have the opportunity to discuss the characteristics of good dialogue that they have chosen as a class. Assessment: There will be an informal assessment through participation in class discussions. Homework: None Attachments: None Accommodations:

Students receiving special education services will be provided the following accommodations as per their IEP: preferential seating, check for understanding, extended time. Written instructions will be provided. Materials in large print and color overlays will be provided for students with visual disabilities. A voice amplification system may be used for students with hearing impairments. Citations: Eternal Sunshine of the Spotless Mind Train Ride [Video File]. Retrieved from http://www.youtube.com/watch?v=hZdl2FFp0eA Goodwill Hunting Park Scene [Video File]. Retrieved from http://www.youtube.com/watch?v=qM-gZintWDc Inglourious Basterds Business is A-Boomin [Video File]. Retrieved form http://www.youtube.com/watch?v=XmYC9RAMVeo Appendix: Links for video clips are in citations Lesson 4: The Grammar Behind the Dialogue Purpose/Rationale: Students have been learning about the reasoning and importance behind dialogue and now they will learn how to properly punctuate dialogue. This will allow them to eventually complete their narrative assignment correctly. Common Core: CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Goals/Objectives: Students will be able to Demonstrate the conventions and mechanics of punctuating dialogue Display accurate knowledge of grammar when creating narrative writing pieces Materials: Students writing journal Student notebook for notes Powerpoint

Anticipatory Set: Ask students to free write in response to the prompt: What have you learned about dialogue so far? What are some questions you still have concerning dialogue? Why is dialogue so important to a narrative? On a scale of 1 to 5 how comfortable do you feel writing dialogue for your own narrative? Why? Teaching Strategy/Procedure: Time Allowed 10 minutes Students Will Write down their answers to anticipatory set and discuss their answers. Take notes on the Punctuating Dialogue PowerPoint. Choose an example sentence from the PowerPoint and expand it into ten lines of dialogue. They will then share it with a partner, focusing on their use of punctuation in what they have written. Teacher Will Get a feel of the students thoughts on the dialogue unit so far by guiding the discussion. Go through the Punctuating Dialogue PowerPoint. Go around and observe students as they work independently and with a partner, making sure students are staying on track and correctly creating dialogue.

25 minutes

15 minutes

Summary/Closure: Students will be asked to take what they have learned about how to punctuate dialogue and create their own piece of dialogue, putting into practice what they have just learned. Assessment: There will be an informal assessment through participation in class lessons and activities. Homework: None Attachments: None Accommodations: Students receiving special education services will be provided the following accommodations as per their IEP: preferential seating, check for understanding, extended time. Written instructions will be provided. Materials in large print and color overlays will be provided for students with visual disabilities. A voice amplification system may be used for students with hearing impairments. Citations:

Roberts, K. F. (2012). Punctuating Dialogue: Giving Characters Life Through the Spoken Word [PowerPoint slides]. Retrieved from http://www.teacherspayteachers.com/Product/Punctuation-Punctuating-Dialogue-PowerPoint15855 Appendix: Punctuating Dialogue PowerPoint

Use quotation marks to enclose a direct quotation a persons exact words.

Giving Your Character Life Through the Spoken Word

Our team leader says, I try to practice every day. Lets go home, Jeanne suggested.
2012HappyEdugator

2012HappyEdugator

Split dialogue

A directly quoted sentence begins with a capital letter.

When an expression identifying the speaker interrupts a quoted sentence, the second part of the quotation begins with a lowercase letter.

Mrs. Talbot said, Please get a pencil. Kristina asked, Is it my turn?

Will you take care of my lawn and pets, asked Mr. Franklin, while Im on vacation next month?

* The expression identifying the speaker is called a speakers tag.

2012HappyEdugator

2012HappyEdugator

Split Dialogue

Quote at the Beginning

If a quoted sentence is divided, a comma usually follows the first part and comes before the second part.

If a quotation mark comes at the beginning of a sentence, a comma, question mark, or exclamation point usually follows it.
Dogs make better pets than cats do, said Jared. Have you ever had a cat? Emily asked. No, and I never will! he replied.

Oh, Donna commented, hes probably just saying that because hes never had a cat.

2012HappyEdugator

2012HappyEdugator

Punctuation inside Quotes

A period or a comma should always be placed inside the quotation marks.

I cant wait to see Shirley Caesars new video, James said. Its supposed to come out next week.

2012HappyEdugator

The Exception to the Rule

A question mark or an exclamation point should be placed inside closing quotation marks when the quotation itself is a question or an exclamation. Otherwise, it should be placed outside.

Dont Be Afraid to Use Dialogue in Your Writing!

Just be sure to use it thoughtfully. Make every word a character says count. Never overuse dialogue. It should be supplemental to the description, and not take over the whole composition.

What time will you be home from work, Mom? asked Michael. Who said, All the worlds a stage? Stop! yelled the crossing patrol. What a surprise to hear Susana say, Were moving back to Puerto Rico in June!
2012HappyEdugator

Lesson 5: Putting Punctuation into Practice Purpose/Rationale: Students will review the lessons from yesterday in order to deepen their understanding of the material as well as put their new knowledge to use by practicing punctuating dialogue. Common Core: CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Goals/Objectives: Students will be able to Explain the grammar concepts they have just learned to other students. Review the previous days lesson and restate it in their own words.

Materials: Markers and Post-It Easel Pad (One page per group) Punctuating Dialogue Worksheet Anticipatory Set: Students will be put in groups of three or four and they will review their notes from the previous days lesson. Teaching Strategy/Procedure: Time Allowed 25 minutes Students Will Get into their groups and review their notes from the previous days lesson. They will then be assigned a specific topic that was taught during the previous days lesson and will write down what they want to teach on the easel pad paper and then present a review of that material to the entire class as a group. Work on the worksheet individually. Teacher Will Explain the group assignment to the class and then assign a topic from the previous days lesson to each group. Make sure each group stays on task as they work together. Lead the review session.

15 minutes

10 minutes

Go over the worksheets they have just completed, sharing as well as correcting their answers as they go along.

Remind the students that it is important that they complete the worksheet correctly because they will have a quiz later on in the unit on how to punctuate dialogue and this worksheet will serve as a study guide for them. Go over worksheet in class, calling on students for their answers and correcting them when necessary.

Summary/Closure: The teacher will go over the worksheet informally with the students, having them correct their own work. Assessment: There will be an informal assessment through participation in the review session as well as completion of the worksheet. Homework: None

Attachments: None Accommodations: Students receiving special education services will be provided the following accommodations as per their IEP: preferential seating, check for understanding, extended time. Written instructions will be provided. Materials in large print and color overlays will be provided for students with visual disabilities. A voice amplification system may be used for students with hearing impairments. Citations: Smagorinsky, P., Johannessen, L., Kahn, E., & McCann, T. (2010). The dynamics of writing instruction: A structured process approach for middle and high school. Portsmouth: Heinemann Appendix: Punctuating Dialogue Worksheet

Name: Date: Teacher: Period: Punctuating Dialogue 1. Convert the indirect quotation to a direct quotation: a. Daryl B. Trouble told me to go home. b. Roland Butter asked me when the soup would be ready. c. At the beginning of class, the teacher told us to turn in our homework. d. I got an email saying that I had just won a million dollars. e. Bette DeRanch said that we should keep the noise down. f. The principal congratulated us for being so well behaved. 2. In the following sentences, place both quotation marks and punctuation in the proper locations: a. We might be behind 50 points, but we will win the game said the coach. b. The chef exclaimed This is my greatest creation ever! c. Why do you want me to do that I asked my mother. d. The mayor declared No dag shall roam this town unleashed. e. Ginger Snapps was told No more cookies for you by the cafeteria lady.

Lesson 6: Practice Writing Dialogue Activity Purpose/Rationale: Students will finally have the opportunity to create their own dialogue. By participating in a writing activity, students will be able to put into practice what they have been learning about dialogue in the unit so far. Common Core: CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.W.9-10.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.9-10.2c Spell correctly. CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Goals/Objectives: Students will be able to Demonstrate knowledge of dialogue. Compose their own examples of dialogue. Practice writing on demand. Choose an effective writing style according to the proposed situation or genre.

Materials: Student writing journal PowerPoint with quick write acticity Assignment rubric Anticipatory Set: 5 minutes Students will be given instructions on how they are going to complete the quick write activity. Teaching Strategy/Procedure: Time Allowed 5 minutes 25 minutes Students Will Be given instructions on how to do the quick write activity. Complete the quick write activity, having 5 minutes to write an example of dialogue that corresponds to the picture that they see on the screen. Discuss their thoughts and experiences during the writing activity, using the questions from the PowerPoint to guide the discussion. Write down the assignment and ask any questions for clarification. Teacher Will Give instructions for the writing activity. Keep time, changing the slide every 5 minutes.

10 minutes

Lead the discussion, using the questions from the PowerPoint slide.

10 minutes

Explain the unit assignment and answering any questions for clarification. Handout the rubric for the assignment. Ask the students to come to class tomorrow with a general outline of their short story so they can begin working on it in class.

Summary/Closure: Students will be asked to take what they have learned about writing dialogue and produce it on a much larger scale for the unit assignment. Assessment: Students will be assessed informally on their participation in the quick write activity, as well as formally through their ongoing completion of their unit assignment. Homework:

Students will write a general outline for their short story/fiction narrative and bring it to class with them tomorrow so they can begin working on it in class. Attachments: None Accommodations: Students receiving special education services will be provided the following accommodations as per their IEP: preferential seating, check for understanding, extended time. Written instructions will be provided. Materials in large print and color overlays will be provided for students with visual disabilities. A voice amplification system may be used for students with hearing impairments. Citations: Turnitin, (2012). Common core state writing rubrics: Grades 9-10. Retrieved from English Professional Learning Council website: http://www.schoolimprovement.com/docs/Common Core Rubrics_Gr9-10.pdf Appendix: Quick Write PowerPoint Rubric for unit assignment

Lesson 7 and 8: Creating a Fiction Narrative Purpose/Rationale: Students will get a chance to work on their narrative assignment in class in order to have access to the teacher as a resource. Students will meet individually with the teacher over two class periods in order to discuss what they have worked on so far and receive feedback. Common Core: CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.W.9-10.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Goals/Objectives: Students will be able to Demonstrate use of dialogue in the creation of a narrative. Compose a fiction narrative/short story that contains dialogue. Develop effective dialogue that fits into a piece of writing. Materials: Classroom laptop set/cart Flash drives Unit assignment rubric Anticipatory Set: Teacher will pass out laptops to students and review the rubric for the assignment. Teaching Strategy/Procedure: Time Allowed 5 minutes Students Will Students will receive laptops and review the rubric and instructions for the unit assignment. Work on their fiction narratives in class. They will also be meeting one on one with the teacher (3-5 minutes each), showing her the work they have done so far and explaining how they plan on using dialogue to advance the plot, tone, and character Teacher Will Pass out laptops and review the rubric and instructions for the unit assignment. Meet one on one with each student as the entire class works on their fiction narrative assignment. Meet with each student for 3-5 minutes, giving feedback on their work so far. Ask the students how they plan on/have used dialogue to

45 minutes

development.

advance the plot, tone, and character development.

Summary/Closure: Students will be encouraged to work on their assignment at home after saving their work on a flash drive. Assessment: Students will be assessed formally through their ongoing completion of their unit assignment according to the rubric provided in Lesson 6. Homework: Students will work on their unit assignment at home, bringing the finished rough draft product to class after the second day of conferencing. Attachments: Rubric for unit assignment (see Lesson 6) Accommodations: Students receiving special education services will be provided the following accommodations as per their IEP: preferential seating, check for understanding, extended time. Written instructions will be provided. Materials in large print and color overlays will be provided for students with visual disabilities. A voice amplification system may be used for students with hearing impairments. Citations: Turnitin, (2012). Common core state writing rubrics: Grades 9-10. Retrieved from English Professional Learning Council website: http://www.schoolimprovement.com/docs/Common Core Rubrics_Gr9-10.pdf Appendix: Rubric for unit assignment (see Lesson 6) Lesson 9: Peer Review Purpose/Rationale: Students will get a chance to peer review each others short stories/fiction narratives, analyzing their use of dialogue both narratively and mechanically. Common Core: CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.9-10.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.9-10.2c Spell correctly. CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Goals/Objectives: Students will be able to Demonstrate knowledge of dialogue. Compose their own fiction narratives that contain dialogue. Provide feedback to classmates on their fiction narratives. Materials: Student unit assignment rough drafts Anticipatory Set: 5 minutes Students will be put into groups of three students where they will provide feedback to each other. Teaching Strategy/Procedure: Time Allowed 10 minutes Students Will Get into groups of three and listen to instructions for how to peer edit papers. Teacher Will Put students into groups of three and explain how to peer edit each others papers: Each student will read their

40 minutes

Peer edit each others narrative fictions.

paper out loud while the other students in the group write down constructive criticism about their paper. Each student will do this in the group until each student has read their paper out loud, received constructive criticism as well as given constructive criticism. Go around and visit all the groups making sure that they are staying on task as well as answering any questions students may have about their papers.

Summary/Closure: Students will be asked to take what they have learned about writing dialogue and produce it on a much larger scale for the unit assignment. Assessment: Students will be assessed informally based on their participation in the peer review session that day in class. Homework: Students apply the constructive criticism they received in class in order to revise their paper. They will then be asked to bring a copy of their finished narrative fictions to class to turn in. Attachments: None Accommodations: Students receiving special education services will be provided the following accommodations as per their IEP: preferential seating, check for understanding, extended time. Written instructions will be provided. Materials in large print and color overlays will be provided for students with visual disabilities. A voice amplification system may be used for students with hearing impairments. Citations: None Appendix: None Lesson 10: Dialogue Unit Wrap-Up

Purpose/Rationale: Students will finish up the dialogue unit by turning in their unit assignments and taking a dialogue punctuation quiz. Students will also have the opportunity to evaluate the dialogue unit. This will allow the teacher to assess what they have learned as well as receive feedback about the unit and what was helpful or could be changed in the future. Common Core: CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.W.9-10.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.9-10.2c Spell correctly. CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Goals/Objectives: Students will be able to Demonstrate knowledge of how to punctuate grammar Review what they have throughout the dialogue unit Critique the effectiveness of the unit they have just gone through Materials: Student writing journal Dialogue punctuation quiz

Anticipatory Set: 5 minutes Students will free write in response to the prompt: How do you feel about the assignment you have just turned in? Did you enjoy the assignment? Was it difficult to create natural and effective dialogue? Are you proud of your work? If you could do something differently next time, what would you do? Teaching Strategy/Procedure: Time Allowed 10 minutes Students Will Turn in unit writing assignments. Answer anticipatory set questions and discuss them as a class. Students will have the opportunity to share their fiction narratives in class, reading excerpts or describing their short story. Do the dialogue punctuation quiz. Teacher Will Collect the unit assignments and lead the anticipatory set discussion. Allow students to share excerpts from their fiction narratives to the class, or just a general outline of the plot. Hand out quiz and walk around as students take it, making sure no students are cheating. Ask students to give feedback on the dialogue unit they have just completed, specifically answering the questions provided.

10 minutes

20 minutes

10 minutes

Evaluate the dialogue unit that they have just completed, answering the following questions: How do you feel about your ability to create dialogue in a story after completing this unit on dialogue? What was the most memorable part of the dialogue unit? What could be changed or improved on in the dialogue unit? Do you feel like every activity, assignment and discussion was purposeful and useful?

Summary/Closure: Students will turn in their unit assignment and complete a dialogue punctuation quiz, finishing out the dialogue unit. Assessment: Students will receive a grade on their fiction narratives as well as on their dialogue punctuation quizzes. For unit assignment rubric see lesson 6. For dialogue punctuation quiz answer key see appendix. Homework: None Attachments: None Accommodations: Students receiving special education services will be provided the following accommodations as per their IEP: preferential seating, check for understanding, extended time. Written instructions will be provided. Materials in large print and color overlays will be provided for students with visual disabilities. A voice amplification system may be used for students with hearing impairments. Citations: Usm grade 4 daily 5. (2010, January 17). Retrieved from http://usmgrade4daily5.wikispaces.com/file/view/Dialogue Punctuation Worksheet.doc Appendix: Dialogue Punctuation Quiz Dialogue Punctuation Quiz Answer Key

Name:

Date: Period: Dialogue Punctuation Quiz Instruction: Insert the correct dialogue punctuation in the following sentences. There are also some sentences that need to be changed into dialogue. 1. Lets go to the beach Kyle said Would you like a picnic lunch Pedro asked Im starved Why dont we invite Harriet Kyle suggested Pedro said that he didnt think she was feeling well

2.

3.

4.

5.

She was out of school Pedro commented Thursday and Friday Kyle said why dont you call her

6.

7.

OK Pedro said I will

8.

When Harriet answered the phone she said what a shame Id like to come she explained but I have a terrible cold

9.

10.

She said she had been sitting around feeling sorry for herself

Answers

1. Lets go to the beach, Kyle said. 2. Would you like a picnic lunch? Pedro asked. Im starved. 3. Why dont we invite Harriet? Kyle suggested. 4. Pedro said, I dont think she was feeling well. 5. She was out of school, Pedro commented Thursday, and Friday. 6. Kyle said, Why dont you call her? 7. OK, Pedro said, I will. 8. When Harriet answered the phone she said, What a shame. 9. Id like to come, she explained, but I have a terrible cold. 10. She said, Ive been sitting around feeling sorry for myself.