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Dialogue Tags Lesson Plan

Teacher: Mr. Mullarkey

Unit: Writing and Grammar

Lesson Topic: Dialogue Tags

Grade: 6th

Text: N/A

Estimated Time: 1 class, 42 minutes

Standards:

CCSS.ELA-Literacy.W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Rationale:

The use of more varied array of dialogue tags adds tone and meaning to narratives. Learning to develop a more nuanced vocabulary than just said increases the sophistication of writing makes students consider different context of their dialogue.

Learning Objectives:

1. Students will acquire a broader range of dialogue tags to utilize in their writing

2. Students will apply dialogue tags to their reading material to explore the emotions of the

speaker.

Materials:

Smartboard

Document Camera

Handout of dialogue tags (attached)

In-class activity sheet (attached)

Independent homework

Procedure:

Introduction

Example sentence placed on Smartboard and read aloud Same dialogue read with various other dialogue tags Handout passed to students and they are informed they will be called on to perform Students given time to read through the list and select tags that fit the sentences on the activity sheet

In-Class Activity

One student at a time is asked to come to the front and fill in their own dialogue tags into activity sheet under document camera. This student is asked to perform the quotation with the tone indicated with the dialogue tag o If the student doesnt fully grasp the tone, the teacher will model it and have the student try again.

Independent Practice

Students are asked to take their independent reading book and search for dialogue tags that are vague (using said without any description) Students write out original sentence and circle the tag, then write in their own above it. Students are asked to reflect on how these words add or even change the meaning of the sentence.

Assessment:

Performance will assess the students understanding of the tone indicated by a dialogue tag. Independent practice will assess the students ability to apply different tags to quotations to add context and feeling to dialogue. ͞We're haǀing cake today," Kyle ________________________. Sally ________________________, ͞When is the assignment due͍" ͞I heard it's going to be cold this weekend," Ben ________________________. Tim ________________________, ͞Watch out below͊" Bridget ________________________, ͞I can't wait to see this moǀie." ͞That would be great," Tina ________________________. ͞He's in the back yard," Patrick ________________________. ͞Where is my applesauce͍" Henry ________________________.

Clara ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ , ͞I'm going to be late for school again͊"

Deb ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ , ͞Don't forget your folder in Mr. Schulting's room."

͞How long is this going to last͍" Zack ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ_ .

͞I can't think of any more ideas for sentences," Mr. Mullarkey ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

Name:

Circle Class: 4th Hour 6th Hour

Anti-Said Homework

Copy at least five lines of dialogue out of a book. Circle the dialogue tags (like said, asked, or yelled).

Then replace the tag with a new one that changes the feeling of the sentence. If there is no tag in the

sentence, just place an empty circle after the quotation. growled ͞I'm game," he said , ͞we'll see who rusts first._ Book/Story: ________________________________________________________quotesdbs_dbs8.pdfusesText_14