Lesson Plan #8: Quotation Marks

UTL 640E
Andrea Khawaja/Anderson HS
Date:
November 4, 2015
Class Period / Time: 1st Period/8:55-10:25

Chrissy Hinkle
English I Inclusion/9th Grade
Teach(es) #9

Enduring Understanding(s) & Essential Question(s):

Using quotations and dialogue elevates your readers interest in a narrative by

allowing more insight into the characters thoughts and actions.
Whatisdialogue?(F)
Whereisitappropriatetousedialogue?(C)
Howdoyoupunctuatedialogue?(F)

Lesson Objective(s):

After a class discussion about what makes a good story, students will independently
transcribe one of four comic stripseach consisting of 3-4 framesinto dialogue,
using the five rules for Writing Dialogue notes attached to the front of the handout,
in order to practice formatting quotations.

Resources/Materials:
A. TO DO before the day of the lesson:
Make copies of notes/practice handout (Attached to email)
B. For the lesson itself:
Pull up agenda prezi (https://prezi.com/-7ajiynewv8h/9th-english-2nd-6-weekscalendar-2015/ Slide 17)
Have handouts printed and ready to pass out

TEKS/SEs Addressed in the Lesson:

(14)Writing/LiteraryTexts.Studentswriteliterarytextstoexpresstheirideasand
feelingsaboutrealorimaginedpeople,events,andideas.Studentsareresponsibleforat
leasttwoformsofliterarywriting.Studentsareexpectedto:
(A)writeanengagingstorywithawelldevelopedconflictandresolution,
interestingandbelievablecharacters,andarangeofliterarystrategies(e.g.,dialogue,
suspense)anddevicestoenhancetheplot;
(18)OralandWrittenConventions/Handwriting,Capitalization,andPunctuation.
Studentswritelegiblyanduseappropriatecapitalizationandpunctuationconventionsin
theircompositions.Studentsareexpectedtocorrectlyandconsistentlyuseconventionsof
punctuationandcapitalization.

Steps in Lesson:
ENGAGEMENT (10 minutes)
We will have a class discussion in response to:
What makes a good story? What techniques do authors use to tell their own stories?
How will you tell your story?
STATED OBJECTIVE (1 minute)
For the first half of class or so we are going to work on how we use quotation marks and
other punctuation when including dialogue in our writing. Were going to look at an example
in your handout of how someone has transcribed an iconic scene from A Few Good Men.
Then we are going to look at the comic strips in the back of your packet and you will each
choose one of them to transcribe them into dialogue, similar to the example.
ACTIVE LEARNING
Introduce/Explain: (10 minutes)
We will go over the different Rules for writing dialogue on the front sheet of their
notes.
We will watch the clip from the movie. (https://www.youtube.com/watch?
v=9FnO3igOkOk time code 0:38)
Do you think that the descriptions that this writer added to the quotations is appropriate
with the emotion and action in the clip?
o If not, how could you improve it? What would you change?
Notice the punctuation here. See all of our commas that we are super fond of after we
talked about them last week?
o When you punctuate dialogue, you put a comma before and/or after the content
of the quotations.
Where might we use this fun, new information soon in our class? What major project do
we have coming up?
o THE NONFICTION PROJECT! YES! Thank you, [student].
o What are the options where you might want to insert dialogue to make it more
interesting or authentic to your reader?
Apply: (15 minutes)
After looking at the example comic transcription and emphasizing the extra description that the
writer has added, students will choose one of the four comics on the final page of their handout to
transcribe themselves.
Evaluate: (8 minutes)
Four students, each who used one of the different comics, will come up to the doc cam
and show us their work.
Did anyone who did the same comic do something different? Are there any suggestions
we have for [student]?
CLOSURE (1 minute)
Thumbs up and down: Thumbs up if you agree, thumbs down if you disagree.
I feel confident integrating dialogue into my future writing.

I will use it in the upcoming project.

We can use dialogue to make writing more interesting to our reader.
I know where the punctuation goes in a written dialogue.

TOTAL TEACH TIME: 45 MINUTES

Modifications/Differentiation Strategies:

Elijah will be able to use his device to type his transcription.

Visual learners are going to be able to see the process and steps in front of them.
Auditory learners will be able to talk about the different steps and any changes
they think should be made.
Kinesthetic learners are able to write their transcriptions, acting out the steps.
This appeals to Convergers because the information is immediately applicable to
their major project.
This is beneficial to Concrete Sequential thinkers because they are able to use the
rules in their notes to directly apply the information to their own example.

Evaluation Strategies:

Students are able to evaluate each other and themselves by sharing their work
with the class and the CT.
Participation in the class discussion in the opening of class.
Participation in the reading of the notes in their handouts.

Notes/Recommendations for next time:

Thiswentaswellasagrammarlessoncouldbeexpectedtogo.
Thestudentsreallyenjoyedvoiceactingthescenefromthemovieandwantedto
tryitagainliketheactorsdidit.