Universal Lesson Plan Template – Curry Secondary Program

Lesson Topic/Lesson Length: Dialogue/Day 1 (50 min) &

Name: Ashley Townsend
Day 2 (30 min)
Content Area: English language arts Grade Level(s): 7th grade, advanced

Class Context: 22 students, students are motivated, extremely outgoing with one another, tend to talk out during
instruction, prefer teacher to pull sticks for participation

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within
the current instructional sequence (i.e., unit), why this content important for students to learn, and how you will convey the relevance and significance of
this lesson to students.

This lesson is designed to be a review of rules for writing dialogue in narrative writing. Students will be writing a narrative
composition for a local writing contest (Writer’s Eye) during this quarter. We have been reviewing the elements of plot
within a short story, Three Skeleton Key. Additionally, we’ve spent a lot of time talking about characterization. Dialogue
is one way to learn about characters in a story. This content is important for students to learn because students need to
be able to write dialogue in their own narrative writing. Further, understanding dialogue will help students as they read
and comprehend another author’s work.

Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson

VSOLs
7.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective, with
an emphasis on expository and persuasive writing.
7.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure,
paragraphing, and Standard English.
e. Use quotation marks with dialogue and direct quotations.

CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.7.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or
characters.

Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…

Understand:

1. Students will understand that dialogue is a component of narrative writing and a way to learn about characters.

Know:

2. Students will know the conventions for writing dialogue.

Do:

3. Students will be able to use dialogue effectively in their own writing.

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 Universal Lesson Plan Template – Curry Secondary Program

Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these assessments are integrated
throughout the procedures and steps in the lesson outlined below.

Diagnostic Formative Summative

Method of assessment: Method of assessment: Method of assessment:
(from previous class) - Pre-writing 1-2-4 Competition N/A
assessment Description of assessment: Description of assessment:
Description of assessment: Students will participate in a 1-2-4 N/A
Students completed a narrative pre- competition to correct an existing piece of
writing assessment. I’ve reviewed the writing. Students will work by themselves, Aligned with which Learning Target(s):
assessments and made notes about what work with a partner, and then work as a N/A
dialogue conventions need to be group to turn in one document. I will be Criteria for assessment:
emphasized in this lesson. looking for misconceptions to review on N/A
Aligned with which Learning Target(s): Day 2. How data will be used:
1, 2, 3 Aligned with which Learning Target(s): N/A
Criteria for assessment: 1, 2
● Is dialogue present in student Criteria for assessment:
writing? ● Are students able to properly
● Is dialogue punctuated properly? punctuate the dialogue?
How data will be used: How data will be used:
This information is being used to inform I will use this data to assess common
this lesson. Most of the students included errors on Day 2 of this lesson. I will also
dialogue in their writing, but it wasn’t use this information to form future
punctuated properly. Therefore, this lessons.
lesson will focus on how to punctuate ___________________________________
dialogue.
Method of assessment:
Individual writing assignment
Description of assessment:
Students will write a short piece of
dialogue for a given scenario.
Aligned with which Learning Target(s):
1, 2, 3
Criteria for assessment:
● Are students able to write
dialogue for a given scenario?
● Are students able to properly
punctuate the dialogue?
How data will be used:
I will use the information to form future
lessons. I will also use the information to
work with students who need additional
instruction on dialogue.
Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary
instructional supplies, materials, and sources. Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.
● Appendix A: Dialogue Slides
● Appendix B: 1-2-4 Competition (Google Classroom)
● Appendix C: Individual Writing Assessment (Blank Document - Google Classroom)
Beginning Room Set Up: -How is the room set up when the students enter? Is there anything written on the board or projected on the screen? Are
their handouts, books, etc. that are laid out for students to pick up as they enter?

As students enter the room, I will greet them and ask them how they are doing. In my mentor teacher’s class, students
always read the screen as they get settled. The screen will instruct them what to do first. This has not been determined
yet, but will most likely include getting into Google Classroom (for the 1-2-4 competition later in the class period).

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 Universal Lesson Plan Template – Curry Secondary Program

Proactive Planning for Learning Differences: – What planned supports have you included to make the content accessible for all learners (i.e.,
groups of students and/or specific students) and to build upon learners’ diversity? Be sure any modifications are explicitly explained in the procedures/steps
outlined below.

All students will have the opportunity to work with a partner and with a group before the individual assessment. This will
give all of the students the chance to feel comfortable with the material before attempting it on their own. If there are
students who are very comfortable with writing dialogue already, they will be encouraged to try to attempt dialogue that
is interrupted during the individual writing assignment on Day 2.

Procedures/Steps in the Lesson: -- May follow a specific model (i.e., Direct Instruction, Jigsaw) or be more open-ended. Be sure to think about
what students will be doing during each step, in addition to what you are doing. Scripting and/or estimated time frames may or may not be included, but
the plan should be clear and explicit enough that another person would be able to teach from it.

DAY 1 (VIDEO portion of lesson for Chalk & Wire) (50 minutes)

● Vocabulary (Mentor teacher ~ 15-20 minutes)

● Greet students & explain laptop/video (2 minutes)
● Review of Dialogue Conventions (Slides) (30 minutes)
○ Tell students we will be discussing dialogue today (keep on Slide 1) (2 minutes):
■ Remind students that they must have dialogue in the narrative writing we will do this quarter
■ Remind students that my mentor teacher and I reviewed most of the pre-writing assessments
● Students should pay attention as I review the conventions and see if they can catch
anything they didn’t know or do before (try to get student buy-in, many students may
feel that they already know this from 6th grade)
● Remind students that there will be an added challenge to try “interrupted dialogue”
during the individual assignment tomorrow (for those who are ready to move on)
○ Have students watch the video (Slide 2) & ask/talk to students about the following (5 minutes):
■ What is dialogue? - a conversation between 2 people
■ What does the dialogue do (i.e. purpose)? - gives us more information about a character
■ Authors of stories & movie directors both use dialogue to show us (readers/viewers)
conversation between characters
● What we saw in the clip was more engaging than the director telling us “well you see,
Nemo was really excited about the first day of school and then his dad was nervous
and went kind of crazy”
■ As writers, we can use dialogue to show our audience more about our own characters.
○ Review conventions of dialogue and examples (15 - 20 minutes)
■ Tell students that we are going to go through some conventions & examples
■ Pass out the worksheet & instruct students to tape the notes into their notebooks
● Remind students to update their TOC when they have time
■ As you are passing out the worksheet, tell students that they will need to follow along and fill in
the blanks along the way.
■ Go through each slide and pause so that students can write down the blanks.
■ For the examples that require student input, pull sticks for participation.
■ After each slide, ask if there are questions.
● 1-2-4 competition (20 minutes)
○ Review the rules of 1-2-4 competition by stating them out loud & showing the final slide:
■ Students will work alone (~5 minutes)
■ Students will work with a partner to check answers (~5 minutes)
■ Students will work with another pair to check answers and submit 1 copy to Google Classroom
for competition (~10 minutes)
○ Remind students that you will hit the bell when time is up for that round. Use class stopwatch to track
time for each portion.
○ Remind students that only ONE document needs to be turned in and that all names need to be on it.
○ Remind students that it is a group effort, and that they need to work together to have all opinions
represented on the paper. No one is to be blamed for a mistake.

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 Universal Lesson Plan Template – Curry Secondary Program

○ As students work, circulate and answer questions. Listen to conversations and correct misconceptions
by pointing students to the appropriate convention number on their notes.
○ When time is up, get students’ attention. Tell students that we will review the answers and winners
tomorrow.
○ Transition class back to mentor teacher.
● Remaining class period - TBD (Mentor teacher)

DAY 2 (30 minutes)

● Beginning of class period - TBD (Mentor teacher)

● Review 1-2-4 entries (10 minutes)
○ Pull up selected entries on Google Classroom
■ Address common errors and answer any questions.
■ Discuss positive comments.
○ Announce winners of competition
■ Have students open notebooks to stamp page.
■ Tell students that you will stamp their page as they are working.
● Individual writing assessment (~20 minutes, 5 minutes for introduction + 15 minutes for writing)
○ Tell students that the purpose of this writing assessment is to practice what we learned the day before
○ Pull 3 participation sticks to select 3 students
○ Walk to the 3 students’ desks to have them pull a paper from the bowl
○ The 3 topics that are chosen will be the choices for the writing assessment.
○ Give students’ directions for the assignment:
■ Write a conversation between ONE of the THREE chosen topics:
● police officer & speeder
● 2 people in a dentist’s waiting room
● a movie star and a fan
● a deejay and a phone-in listener
● two late-night shoppers in a grocery store
● two skateboarders
● an older brother and a younger sister
■ The conversation should be at least 10 lines (length should be similar to assignment from Day
1).
■ The conversation should include at least 1 exclamatory sentence and 1 question.
○ While students are getting into Google Classroom & “un-tacoing” their laptops, write the 3 chosen
topics on the board.
○ Remind students that this is an individual activity.
○ Circulate while students are writing to answer questions.
○ When the time is up, get students’ attention.
○ Ask them to submit what they have completed so far.
○ Thank them for following directions and working hard.
● Transition class back to mentor teacher.
● Remaining class period - TBD (Mentor teacher)

Materials Appendix (if appropriate):-Please include the slides, images, links to texts, handouts, etc. that are used in this lesson. They should be
“Student Ready”

● Appendix A: Dialogue Slides (Day 1)

○ https://docs.google.com/presentation/d/1UWP4-P6iEdJB-a5-pU-
1kAkiYqVNfK2HBWw7o1Xn6C8/edit?usp=sharing
● Appendix B: 1-2-4 Competition (Google Classroom - screenshot below; Day 1)

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 Universal Lesson Plan Template – Curry Secondary Program

● Appendix C: Individual Writing Assessment (Blank Document - Google Classroom; Day 2)

○ This is a blank document because students are writing their own dialogue.