Writers Workshop Daily Plan

1. Mini-Lesson Focus: Dialogue

ELACC3W3b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. ELACC4W3b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. ELACC5W3b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Gleam and Glow by Eve Bunting: After reading the story aloud, point out to students that most of this story is told through dialogue. Explain what dialogue is and when to use it:

·  Dialogue is a conversation between two or more people.

·  Dialogue is essential to fiction writing.

·  Dialogue brings characters to life and adds interest.

·  Dialogue must do more than just duplicate real speech.

·  Writing dialogue consists of the most exciting, most interesting, most emotional, and most dramatic words.

Use the following hyperlink for a power point to review the rules of using quotation marks:

Quotations and Quotation Marks

Challenge students to find a story they have previously started and add dialogue to further develop characters.

3. Student Writing/Teacher Conferring

4. Author Share: Student Teacher

Teacher chooses a student to share examples of dialogue that develops characters in their own writing.

Rubric

Using Dialogue to Develop Characters

25 / 25 / 20 / 15 / 10
Ideas / Clear and concise original ideas that captured and held the reader’s interest. Events were surprising and evoked emotion / Some original ideas. One or two shining moments with writer/ reader connection. Reader was able to understand and enjoy most of the story. / Ideas were uneventful but were clear and concise. Reader was able to understand the story. /
Ideas were confusing and unrelated to topic. Understanding was a struggle for the reader.
Character Development
(dialogue) / Character development was enhanced through thoughts, actions and dialogue. Reader was able to connect with characters. / Characters were identifiable in the story. Some dialogue was present but was not always used effectively. / Characters were present but were not developed. There was little or no dialogue, or it was not used effectively. / The story lacked developed characters. No attempt was made to use dialogue.
Organization / Ideas were arranged in an order that added to the readability of the story and made it easy to follow. / Ideas were organized and understandable for the most part. / Organization was acceptable but lacked transition at times. There were gaps in the story that interfered with meaning. / Ideas were unclear and unorganized.
Story
Development / Ideas were completely developed. The reader had a sense of closure after reading the story. Questions were answered. Problems were solved. / Ideas were mostly developed. The reader may feel as if something was missing or have lingering questions after reading the story. / Ideas were stated but not developed. Ending did not bring complete closure to the story. / Ideas were not clear and/or developed. Reader had a hard time interpreting story line.

Troup County Schools 2013

Reading Writing Connection