Joelle Leinbach

September 24, 2016

ELD 308
Dr. McKool
Lesson Plan: Writing Mini-Lesson
Grade: 4
Standard: W.4.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences. (B) Use dialogue and
description to develop experiences and events or show the responses of characters to situations.
Objective: Students will use existing piece of writing and included external and internal
dialogue.
Materials:

Wonder by R.J. Palacio

Dialogue worksheet

Lesson Sequence:
1. Lesson Introduction (Engagement)

Writers, do you remember when we read the book Wonder by R.J. Palacio. We all made
some great connections to August and the way he was feeling towards going to school
and what may happen. Today we are going to add dialogue to that narrative that we wont
to show the connections we made.

2. State Objective and Purpose

Before we go off to beginning adding to our narrative, I want to talk with you writers,
about what makes a story interesting and relatable. In order to capture the readers
interest in our stories, we need to make sure we use descriptive details and have a clear
sequence of events. This helps keep our stories organized and easy for readers to
understand.

3. Teach and Model

Lets turn to Jack Wills section on page 133 and start to read how his point of view on
being Augusts classmate starts. We can understand this thoughts and what he actually
says.
I want you to notice how the author R.J. Palacio uses a lot of dialogue to add description
and details to the story.
No, its okay, Ms. Rubin I said quickly, heading out the door. Bye!
Julian ran after me.

Why you do that? he said, catching up to me at the stairs. We could have been partners. You
dont have to be friends with that freak if you dont want to be, you know.
And thats when I punched him. Right in the mouth.
What I find interesting about this passage is that it is not entirely conversational. The
narrator jumps in now and then to explain the scene but pairs it with dialogue. Who can
tell me why the author decided to add in the dialogue? Good thinking! It puts you more
in the scene of what happened than a basic description would have done.
Lets look at a different example: on page 139, Jack is having a conversation with his
mom.
Mom, you have no idea what this kid looks like.
I can imagine
No! You cant! Youve never seen him. I have
It might not even be who youre thinking it is.
Trust me, it is. And Im telling you, its really, really bad. Hes deformed, Mom.

This dialogue is different than the first dialogue, who can tell me how? Correct, it is
completely conversational and it is going back and forth. Who can tell me why the author
might have wanted to do it this way? Good idea, it helps grab your attention in reading
and makes you want to continue the book.
Can anyone come up with any other ideas of how dialogue might add to a story? Allow
a discussion to take place. Students and teacher will converse ideas and theories.
Good job, writers! I think you are ready to begin your own story and the use of dialogue
within it.

4. Guided Practice

I am going to give you a worksheet that that I want you to use to organize where you
are going to add external and internal dialogue to your piece.
I remember in Wonder, we found that the author used dialogue to get us to continue to
read on. Maybe you could use dialogue to gets us to want to see how the cafeteria
situation plays out.
Now, get into your letter group and discuss the dialogue you would add for the next five
minutes.

5. Independent Practice/ Assessment

You will be receiving a worksheet that I want you to plan the external and internal
dialogue you want to be involved in your narrative.
Think about the kind of dialogue that will be going on and write it underneath the outline.
Send students back to their seats to complete their worksheet. They can ask questions if
needed.
I will walk around room and conference with students on their progress.

6. Closure

Writers, that is all the time we have for today, I saw many of you adding great types of
dialogue to your stories and are almost ready to begin writing your rough drafts! When I

say go, I want you to turn and talk to a neighbor and tell them one part of your story that
uses a great descriptive word or phrase. Ready, Go!
Real quick who can tell me why it is important to use dialogue in a story.

7. How will you know the lesson has been successful?

You will be able to determine if the lesson was successful through the students
worksheet and conferences. Also through their oral responses during the mini-lesson.

8. Differentiation

Students are able to write about their own experiences using descriptive words or phrases
they find appropriate to how they feel about being one of Augusts classmates.

Section in your narrative:

External:

Internal:

Potential dialogue:
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