Amy Peabody March 12, 2013 ELD 307 Professor Rich Readers/Writers Workshop Grade: 2nd Objective: Students

will be able to edit their stories by adding dialogue and not use just the word said. Standards: 2. W.3: Text Types and Purposes- write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 2. W.5: Production and Distribution of Writing- with guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 2. L.3: Knowledge of Language- use knowledge of language and its conventions when writing, speaking, reading, or listening.

Procedure Connection: What are other words can we use in our writing that mean the same thing as said? Today we will learn about dialogue and how using other words besides said will make us better writers. The purpose for teaching about dialogue is to make the realistic fiction stories that the students have written better and to understand that there are more ways to say said. Teaching: I will draw the word said in a bubble on the board. Then I will sit down with the class on the rug and read the first four pages of Chrysanthemum by Kevin Henkes; we read a lot of these books in this class. After reading the first four pages I will ask, What do you notice about the dialogue in this story so far? The projected hope is that students will pick up on the fact that he uses words like: whispered, mumbled, teased and not just the word said. If students do not pick up on this then I will ask them to pay special attention to how my voice changes when I read the story (I will make it more obvious when there is dialogue.) Active Engagement: Our focus will go back to the board where the word said is written and in another color we will add words and make a web chart of other words that mean the same thing as said but make our writing more effective. We will add as many words as the students can think of off the top of their heads and if there are not enough words then we will look in other books that we have read in class to find more ways to say the word said. This will show students that most authors dont use just the word said. With each new way that the students give I will demonstrate what it means and how their writing will be more effective. For example: whispered- (in a low voice) I whispered You cannot talk loudly in the library. Shouted- (in a loud tone) Boys and girls, its time to go inside, recess is over, the teacher shouted. This will be done for every word that the students add to our chart.

Link: On the overhead projector, I will show some writing samples and students will change the dialogue and not use just the word said. Confer: Students will return to their seats to work on their own writing. Students will be editing their stories to add dialogue and to use words other than said. I will also be walking around to individual students and ask them to show me what they have changed in terms of dialogue in their story. Share: After 15-20 minutes, we will come back together as a class and share with others what we added or changed in our stories. I will ask, Who would like to share what they wrote? After each student shares what they wrote I will reinforce that was changed; for example: So James wrote, I asked my mom for lunch money instead of James said, Mom, can I have my lunch money. (Examples will vary but all have the same meaning) Assessment: When walking around and talking to the students I will know if they understand that using words besides said will make their writing more effective. Management/Transition: When students come to the rug for me to read Chrysanthemum by Kevin Henkes, they will be called to the carpet by table number. When students return to their seats they will be called back by the color of their clothing for the day. Differentiation: For students who need extra help, I will allow them to work with a partner to edit their stories; and I will have the students copy the chart on the board if necessary. For more advanced students, I will challenge them to add more dialogue to their stories, but they will be the students who assist the students who need help with their editing.