Lesson+Plan+3

**Lesson Plan Three – Dialogue Analysis** ( [|Lesson Plan 3 - Dialogue Analysis.docx] )
 * **Class Description** 7th grade Integrated Language Arts. 20 students total, six with IEPs (two Sp.Ed. aids join the class). The class is tracked and is one of the lower groups based on achievement, there are a few students who are very motivated. There are more females than males, and as a whole they have fairly reserved personalities. ||

Learning from Experience || **Lesson Topic** Dialogue Analysis || **Type of Lesson** Introductory || **National Content Standard/Voluntary State Curriculum Standard** NCTE Standard 2 - Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
 * **Unit Title**

VSC Standard 3.7 - Analyze the author's purposeful use of language ||


 * **Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)** Students have worked with other text features in previous units. Also, they have completed reading “Thank You M’am,” which will provide the majority of prior knowledge for this lesson. ||


 * **Lesson Objective(s):**

After reading “Thank You, M’am,” students will be able to draw conclusions about the characters based on dialogue in the short story in order to develop their critical thinking skills. ||
 * Objective 1 –**


 * **Assessment(s):**


 * __Assessment for Objective 1__ –** Students will be given a line of dialogue to work with in pairs. They will discuss with their partner what the dialogue says about the character. After completing this, the class will share their findings.


 * Is this a formative or summative assessment?** formative

Performance
 * Would you characterize this assessment as a traditional or performance assessment?**
 * Why did you select this assessment strategy to measure student learning?** This assessment allows students to socialize with each other in an academic setting, a skill which will be emphasized greatly within this unit. ||

Predetermined partners Selected lines of dialogue || = = Students with IEPs will have this assignment before reading “Thank You M’am,” so they are able to have more time with it. Also, they will have the assistance of Special Education aides in the classroom. ||
 * **Materials Needed for Lesson**
 * **Adaptation for IEP Student(s)**

Overhead projector or Smartboard ||
 * <span style="font-family: 'Times New Roman',Times,serif;">**Incorporation of Technology (if appropriate)**
 * If you are using a website, type in the website citation.**

= =

=<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson Development =
 * <span style="font-family: 'Times New Roman',Times,serif;">**Teacher**

When you talk to someone, do you think you can tell things about them based on their speech? How so?
 * Drill/Motivational Activity –**

For instance, if I talk very properly and enunciate clearly, what does that make you think of? Or if I speak in slang or in a strong accent?

We’re going to take a look at the dialogue in “Thank You M’am” and see what the characters’ speech says about them.
 * Transition**

Before I split you into your pairs, let’s practice one together.
 * Activity 1 –**

//Direct attention to excerpt: “Pick up my pocketbook, boy, and give it here…Now ain’t you ashamed of yourself?”//

<span style="font-family: 'Times New Roman',Times,serif;">Key Questions
<span style="font-family: 'Times New Roman',Times,serif;">What stands out to you about this line of dialogue? Why? What does that tell you about Mrs. Jones?

I’ll leave this example on the board for you to refer to with your partner.
 * Transition**

//Display pairs and hand out assigned dialogue//
 * Activity 2 –**

Each pair will have a line of dialogue, either from Mrs. Jones or Roger, to examine. First, reread the line in context. Then, on your paper, underline things that stand out and discuss what they might tell you about the character.

Now that you’ve had a chance to discuss with partners, we’re going to see how your conclusions compare.
 * Transition**

//On overhead projector or Smartboard, record students’ findings for each quotation (some pairs will have had the same line of dialogue). Discuss reasons behind any differences.//
 * Activity 3 –**

As you can see, not only does this type of analysis work in real life, but it is useful when reading a narrative. You don’t have to depend solely on the author’s description of a character to learn about the person.
 * Summary/Closure/Revisit Objective**

//Have students rewrite their line of dialogue as if another person was saying it—a rapper, a queen, a southerner, etc.// || <span style="font-family: 'Times New Roman',Times,serif;">**Students**
 * Safety Valve**

Yes—some accents are from certain places; really proper words sound richer


 * Anticipated Responses?**

The word “ain’t”

It’s not proper She might be uneducated


 * Anticipated Responses?**

//Move to new seats, begin work//


 * Anticipated Responses?** || <span style="font-family: 'Times New Roman',Times,serif;">**Time**


 * 5**


 * 2 (7)**


 * 2 (9)**


 * 10 (19)**


 * 8 (17)**


 * 2 (19)**


 * 5-10** ||


 * <span style="font-family: 'Times New Roman',Times,serif;">**Reflection on assessment – Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?** Students could work with multiple lines of dialogue to gain a better understanding of the content. Additionally, I think the safety valve activity has a lot of potential for students to practice their own dialogue writing. They could then take turns analyzing each others’ work, similar to earlier in the lesson. ||