REVISING BY ADDING DIALOGUE TO A STORY

Course/Grade: Writing/Fourth Grade Common Core Standard Standard 3: Write narratives to develop real or imagined experiences or events using effect...
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Course/Grade:

Writing/Fourth Grade

Common Core Standard

Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Standard 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.

DESK L e s s o n

Title Author / Source Submitted by Objectives What will students know and be able to do at the end of this lesson? Lesson Description

Susan Kagie REVISING BY ADDING DIALOGUE TO A STORY Susan Kagie / Buffalo Point Elementary Students will learn how to include dialogue to a narrative to develop experiences and events or show the responses of characters to situations. Students will read their story to a peer(s). Students will provide feedback to each other.

Explicitly teach the conventions of dialogue in a narrative. Share the mentor text example focusing on the dialogue. Model adding dialogue to your story. Think aloud as you model choosing where and why you’re adding dialogue. Students give feedback. Show more examples if necessary. Students add dialogue to their narratives. Students give feedback to their partner(s). *This lesson (skill) should be taught and practiced repeatedly until student mastery (independence) is demonstrated.

Lesson Materials and Resources, Technology

Overhead Projector or Web Cam Narrative Draft Bud, Not Buddy by Christopher Curtis (text is found in Common Core Appendix B pp. 48-49) Dialogue Example (included) Direct Instruction:

Instructional Activities

Explicitly teach that dialogue is a technique used in narratives 1) to develop experiences and events and 2) to show the responses of characters to situations. Learning how to use dialogue effectively is important to writers because it is a technique that leads to stronger writing. (You may also need to teach the conventions of dialogue in a narrative - punctuation and paragraphing, though the focus of this lesson is on the effect of dialogue in a narrative.) Use Mentor Texts: Look at the dialogue example from Bud, Not Buddy (included with this lesson plan). Discuss how the author used dialogue 1) to develop experiences and events and 2) to show the responses of characters to situations. [You may want to do this activity with other mentor texts as well.]

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Written by S. Kagie ©Davis School District Farmington, UT 2012

Teacher Model: Display your narrative. Think aloud as you decide which parts of the narrative could be strengthened by adding dialogue. Emphasize the two purposes for adding dialogue. (I can add dialogue at this part of the story to develop this experience or event . . . I can add dialogue here to show how the character reacted . . .) Guided Practice: Choose another part of your narrative or a different piece of narrative writing. Engage students in discussing which parts could be strengthened by adding dialogue (the experiences/events could be developed further through dialogue, or the characters’ reactions could be highlighted with dialogue). Elicit student input as together you add dialogue to the narrative. Independent Practice: Students identify a piece of their narrative writing which could be strengthened by adding dialogue. They add dialogue to their narratives.

Formative Assessment How will I check for understanding? How will students show what they know?

While students are writing, teacher circulates throughout the room providing teacher support and feedback. After writing, peers provide feedback. (Remind students about how to give feedback compliment to validate, then one comment or question. Suggestion: students provide feedback as to whether or not the dialogue helps develop experiences/events in the narrative or shows responses of characters to situations.) After writing, teacher conferences with individual students.

Extending the Lesson What are ways to reteach the objectives? What are ways to enrich the lesson?

Provide small group reteaching of lesson for students who struggle with language activities (i.e., ELL). Provide support to these students in adding dialogue to their narratives.

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Written by S. Kagie ©Davis School District Farmington, UT 2012

DIALOGUE EXAMPLE from BUD, NOT BUDDY

PURPOSES OF DIALOGUE 1) TO DEVELOP EXPERIENCES AND EVENTS 2) TO SHOW THE RESPONSES OF CHARACTERS TO SITUATIONS

EXAMPLE Shoot! She stopped at me and s aid , “Are yo u Budd y Cald well? ” I s aid , “It ’s Bud , no t Bud d y, ma ’a m.” She put her hand on my shoulder and took me out of the line. Then she pulled Jerry, one of the littler boys, over. “Aren ’t yo u Jerr y Clark? ” He nodded. “Bo ys , g o od news ! No w that t he scho ol ye ar has end ed , yo u bo th hav e b een accept ed in new temporary-care homes startin g t hi s aft ern oon !” Jerry asked the same thing I was thinking, “To g eth er?” She said , “Wh y no , J erry, yo u ’l l be in a fami l y wi t h th ree l it tl e g i rls . . .” Jerry looked like he’s just found out they were going to dip him in a pot of boiling milk. “. . .and Bu d . . .” She looked at some papers she was holding. “O h , yes , t h e Amo s es , yo u ’l l be wit h Mr. and Mrs. Amo s and th eir son, who ’s twelv e years o ld , th at mak es hi m ju s t t wo years ol d er th an yo u , d o es n ’t i t , Bu d?” “Yes , ma ’a m.” She said , “I ’m su re yo u ’ll bo th b e very hap p y.” Me and Jerry looked at each other.

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Written by S. Kagie ©Davis School District Farmington, UT 2012

PUNCTUATION comma after said, quotation marks before and after what is being quoted quote begins with a capital letter and ends with punctuation each time a new person is quoted, it is a paragraph (INDENT)

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Written by S. Kagie ©Davis School District Farmington, UT 2012

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Written by S. Kagie ©Davis School District Farmington, UT 2012