act ******************************************************** Instructional

Planning Grid
Julie Carter June/July 2014
Middle School English and Reading 6
th
grade




BIG Understandings: TLW Notice how the author uses
dialect and conversational voice.
1. How is character conveyed by dialect?
2. Understand how culture is inferred or
presented through voice.
TEKS: 19 TAC, Chap.110, Sub. B-6(B) Recognize
dialect and conversational voice and explain how
authors use dialect to convey character.
Objective: TLW make inferences about text and use
textual evidence to support understanding while
drawing conclusions about each item.
Assessment Evidence: First, find out how many students have finished the summer reading assignment and
have read this book, A Single Shard by Linda Sue Park. Do any students have their completed annotations or
reading logs? Find out if the opening activity jogged their memory. Notice during and after group project if
their answers are making sense as presented. TLW turn in a concept activity of a herringbone map. (TECH-
TLW will watch a video from LSU then conceptualize: http://www.youtube.com/watch?v=4QNbOE3yJvk)
Opening Hook: Bag Activity: Have an item (the vase) hidden in a paper bag. Let the students pass it around,
feel it, and guess what it may be.
What does it feel like?
Can you think of an item you may have created once?
How might the author present the main job of the character who is the artists? Speculate.
Cue: Read a passage relating to what is hidden in the bag. Have the students guess. Have a student open the
bag and discuss how it relates to what they read.
Instructional Strategies/Activity: Input: Listen activity (TECH-CD) of opening passage. Guided Activity: Use 3
circles to identify characters, words they said, setting or describe events. Brainstorm as a group. Model: Read
passages to the students. Check for understanding: Discussion, TTW Q & A: I expect our class to understand.
What is dialect? What is conversational voice? How has the author presented it?
How do dialect and conversational voice differ?
What stands out to you, dialect or conversations?
What is clear to you? What is unclear?
Can you recognize if the characters are male or female? How?
How do you feel about the passages we have read?
What has been your favorite character from these passages?
Materials/Resources: Book, YouTube video, Bag with item inside, CD with player for first passage reading,
Copies of reading passages, Paper/pens, Chart tablet paper and markers
Grouping Patterns: Use 3 circles to identify characters, words they said, setting or describe events. Brainstorm
as a group. Use chart tablet paper and markers.
Ending, Summary/Reflection:
How will the culture/environment created in this book apply to you?
Is there anything you are wondering about what we have read?
Would you like to try creating an art project like pottery? Why or why not?