Title: Party Talk

Author: Vickianne Palma

Grade: 5th

NE Standards:

4.3.1, 4.3.2, 4.4.1, 4.1.2, 4.2

Objectives:

1. Given a pre-writing worksheet, students will identify by underlining the phrases and sentences that show action, description and thoughts of others.

2. Students will write a scene in a story applying dialogue where it is necessary.

Materials:

Pencils, "party talk", pre-writing worksheet, dry magic markers to write on board, lined paper, computer (for final draft).

PROCEDURES

Anticipatory Set:

1. Ask students if they enjoy reading books and what kind do they enjoy.

2. Point out that most people enjoy reading books that have a lot of conversation. This is called dialogue.

3. Ask students if they use dialogue in the stories that they write.

4. Explain to students that today we are going to write a story about a Valentine party. Explain that it is not going to be a whole story. Tell them that it will only be one scene from the story.

5. Explain to the students that dialogue must always be clear as to who is speaking.

6. Finally, explain to students that there is action or description that helps the reader to see the people who are talking.

Vocabulary:

Dialogue

Activities:

1. Pass our pre-writing sheets and have students do at their desks.

2. Instruct students what is the objective of the worksheet.

3. Explain to students that in the story on the sheet students are to identify and underline phrases that show action. Then, underline the phrases and sentences that show description. Are there any sentences that show someone's thoughts? Underline these too.

4. Tell students after doing this exercise that they must write their own Valentine's party dialogue.

Provision for special needs: none

Closure:

Re-state what we have learned about dialogue. Today we have discovered that what makes a story easier to read and understand is the use of dialogue. Dialogue works well because it clearly makes us understand who is speaking and helps the reader identify who is talking and what is happening.

Assessment:

If the students are successful in writing a scene using dialogue properly. See attached work. Students must underline the phrases and sentences that show action. Then the students must underline the phrases that show description. The students must also identify sentences that show someone's thoughts. Monitoring students' response, monitoring students answers on dry magic marker board. A checklist that states if the children's objectives are met. Students responded and raised their hands showing an understanding. Students came to the board to share the phrases they had identified to meet the objective. Also a checklist was used to indicate the amount of student participation.

References:

www.lessonplanspage.com

Reflection: