Bhakti Roberto
Language Arts
Grade: 11/12
Standard: The student will incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot, and appropriate format.
Objective: The student will incorporate dialogue into his/her narrative writing.
Preparation: Teacher writes on 24 slips of paper the numbers 1 through 8 (or however many students are in class to the nearest multiple of 3), which will divide the class up into groups of3.
Procedures:
1)When students enter classroom, students are given their slips of paper, which will decide what group they’re in.
2)Students complete the Bellringer, which is projected upon the SmartBoard. The activity is to correct the following sentences of dialogue for formatting.
‘Do you see the boat on the horizon?’ Julie asked.
“No, I don’t.” Drew replied. “but I see a giant pelican!”The two friends turned to each other and then laughed and laughed. Drew added, “oh, and the world is flat!”
3)Students are then called upon to correct the dialogue on the SmartBoard, using proper revision symbols.
4)Teacher discusses the strength of incorporating dialogue into narrative writing – proper formatting, when dialogue is appropriate, transitions, the importance of narration (the parts that are not spoken) and how to incorporate dialogue smoothly.
5)Teacher then projects on the Board a dialogue scene from a book, asking students to volunteer to read out loud each part. Then discuss the importance and impact of the dialogue, and the experience of how the dialogue enhanced the scene and provided a depth that couldn’t be achieved with just narration. Discuss how dialogue reveals character.
6)Teacher gives group project assignment: Students will break up into their assigned groups (from slips of paper). One student will be person A, another will be person B, another will be the narrator. The group will first a) choose who they want to be in the scene, b) discuss the characters of each person –old/young? Favorite food? Nice/cranky? Follows or breaks rules?, c) Narrator should decide on the tone of narration – skeptical? Careful? Neutral? Angry? d) students write a dialogue scene and all have an equal share of writing for each part. Students should examine the rubric to determine the proper direction for their scene.
7)Groups 1 &2, 3 & 4, 5 & 6, and 7 & 8 will be trading scenes using Google Docs, and offering annotations and ideas directly on the document. Students will then evaluate the scene according to the rubric, which will be in the form of an online quiz with SurveyMonkey, for a peer review grade.
8)Original teams will then review theirown scene once the annotations and peer review grade has been given. Original teams will review and discuss feedback.
9)Students will make any revisions they deem necessary.
10)Students turn in dialogue scene for final evaluation by teacher (with rubric) for an in-class/participation grade.
Story Writing : Dialogue Scene
Teacher Name: Ms. Roberto
Student Name: ______
Dialogue / There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking. / There is too much dialogue in this story, but it is always clear which character is speaking. / There is not quite enough dialogue in this story, but it is always clear which character is speaking. / It is not clear which character is speaking.
Characters / The main characters are named and clearly described in text. Most readers could describe the characters accurately. / The main characters are named and described. Most readers would have some idea of what the characters looked like. / The main characters are named. The reader knows very little about the characters. / It is hard to discern why the characters are important.
Creativity / The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination. / The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his imagination. / The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. / There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Spelling and Punctuation / Proper dialogue formatting is used throughout. / There are 1-2 dialogue formatting errors. / There are 3-4 dialogue formatting errors. / There are more than 5 dialogue formatting errors.