Teachers: Subject:

Arianna Roemke 8th grade English Language Arts

Common Core State Standards:

 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision. 8.rl.3
Objective (Explicit):

 Students will be able to analyze dialogue and how it reveals aspects of a character.
Evidence of Mastery (Measurable):

 Include a copy of the lesson assessment.

 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.
I have attached a worksheet that students will be able to use to find key quotes of dialogue between
characters and make inferences on how their chosen quote reveals aspects of the selected character.

I have also attached a worksheet that we would do together and at a certain point they could break off for a
few quotes and then get back together as a class to discuss what pieces of dialogue is important for the
character.

Opening (state objectives, connect to previous learning, and make relevant to real life)

 How will you activate student interest?

 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?
What does it mean to read into something?

Ex. Your friend sits in the corner hunched over with a red nose and swollen eyes. You
ask, “Hey Suzie, how are you?” “I’m fine.” she mumbles “I just have a lot on my mind.”
she sniveled and looked away. – How could you read into the situation and make
inferences?

What is dialogue and how can we make inferences with dialogue?

How can dialogue sow the seeds of conflict or peace?

Teacher Will: Student Will:

Instructional Input

 How will you model/explain/demonstrate all  What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
expectations?
 Start by looking at pop culture character; for this I will use I would ask what are lines they would add to describe Frodo
Frodo from Lord of the Rings. I will talk about what he then.
says, and what others say about him to describe the him.

Take this non movie example.
Here we really have to infer based on what is written.
I would then put a quote on the board and read it.
I will ask students what they think is going on with just the two
sentences given. They will be able to answer what they are able
to infer given the context.
I will then ask why they think that what words are used/not used
that draws them to that conclusion?

“Are you seriously going to straighten your hair right

now?” He rolled his eyes. “So much for catching the train
on time this morning.” He grumbled as he walked away.

Without directly being stated, how do we know that the boy

is annoyed or agitated with his sister?

He rolled his eyes- could mean he’s annoyed

He grumbled- he could be agitated

How can you “read between the lines?”

Teacher Will: Student Will:

 How will you ensure that all students have multiple
opportunities to practice new content and skills?
 What types of questions can you ask students as
you are observing them practice?
 How/when will you check for understanding?
 How will you provide guidance to all students as
they practice?
 How will you explain and model behavioral
Guided Practice
 How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
 How will students be engaged?
 How will you elicit student-to-student interaction?
 How are students practicing in ways that align to
independent practice?

expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
Let’s put it to the text. Given this line from The I will ask students to pair off quickly and read this
Outsiders that we are reading how can this line line one at a time. Based on how it was written,
of dialogue reveal aspects of one of the Socs? how do they speak it? Do they make it sound
overly friendly as to make it sound sarcastic?

I will ask given context how can we tell its not a

“‘Hey grease,” One said in an over-friendly real friendly voice?
voice. ‘We’re going to do you a favor, greaser.
We’re gonna cut all that long greasy hair off.’
‘Need a haircut, greaser?’”
 How can we read between the lines here? -
work with students to identify aspects of the
Soc character.

Teacher Will: Student Will:

 How will you plan to coach and correct during this
practice?
 How will you provide opportunities for remediation and
extension?
 How will you clearly state and model academic and
behavioral expectations?
 Did you provide enough detail so that another person
could facilitate the practice?
I will give them more quotes that they can use
to reveal aspects of other characters.
Darry: “‘You don’t ever think.’ Darry broke in,
‘not at home or anywhere when it counts.
Independent Practice
 How will students independently practice the knowledge and
skills required by the objective?
 How will students be engaged?
 How are students practicing in ways that align to
assessment?
 How are students using self-assessment to guide their own
learning?
 How are you supporting students giving feedback to one
another?
Students will be able to pair off to discuss how this
line of dialogue from Darry reveals aspects of his
character. They could also read them aloud to each
other to try and replicate the tone of what the
characters are saying

You must think at school, with all those good

grades you bring home, and you've always

got your nose in a book, but do you ever use

your head for common sense? No sirree,

bub…’”

If you were to say, “I believe Darry is hard on

Ponyboy.” Could you find a quote to back that
statement up with?

Darry: “Darry said impatiently, ‘When I want my

kid brother to tell me what to do with

my other kid brother, I'll ask you-- kid brother.’

But he laid off me. He always does when

Sodapop tells him to. Most of the time.”

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
So why do we even care about our characters? We invest our time into reading about them and its
important to know who they are and what motivates them. We would be less likely to care about someone
who interrupts or seems entirely motivated by money.

So, the next time your friend says they’re fine you can read between the lines and see
what they really mean.

Dialogue can sow seeds of characters that bloom into flowers or weeds.