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Flipped Lesson 3
Flipped Lesson 3
https://www.youtube.com/watch?v=ie2KFXkpb4M
Rationale:
This lesson series strengthens student writing abilities. Students are in the eleventh grade and in
last quarter of school; they have just finished their FSA argumentative writing. To finish the year
they are doing a narrative writing unit. It is important for students to have experience with a wide
variety of genres so they are more diversified writers. This specific lesson plan focuses on
writing dialogue in a story. Dialogue is important in giving more realistic details and insight to
the reading by letting them in on conversation between characters. Students will learn how
properly punctuate quotations and construct realistic and creative dialogue tags. This lesson plan
uses mentor texts for students to analyze effective examples of dialogue from popular literature.
Mentor texts are important tools because they serve as a demonstration of effective writing,
students can them emulate this to improve their own writing skills. Students will apply the
techniques they learned for writing effective dialogue into their own writing with an interactive
partner exercise.
Standards:
LAFS.1112.W.1.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole and build toward a particular tone and outcome (e.g., a sense
of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative.
LAFS.1112.RL.1.3
Analyze the impact of the authors choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
Objectives:
Students will be able to
Materials:
Computer/Projector
Mentor Texts
Journal/Writing Utensil
Whiteboard/Marker
10 minutes
2 minutes
18 minutes
Summary/Closure 5 minutes.
Students will write an exit split and reflect on the writing activity, answering the following
questions: did they enjoy it? What troubles did they have with dialogue? What was their best
sentence they came up with as a partnership?
Assessment:
Students will be informally assessed on their participation in class discussion/volunteering
activities. Students will be formally assessed on their partner writing dialogue activity which will
be finished and worked on the following day. See Rubric, Appendix A
Accommodations:
Herbert Millner, the student with ADHD will be placed with a shoulder partner who is hard
working and on task to prevent distractions. Herbert will be allowed to take breaks in
concentration if needed. Herbert will be allowed extra time to take home his journal activities for
homework. The student is given preferential seating during class, somewhere away from
distractors like windows.
Paten Vander, the student with the speech impairment will be allowed to use a journal or an aid
to communicate their thoughts with peers. Participation grade will be based on students full
engagement in instruction and partner activity; he does not necessarily have to contribute in
whole class discussion if he does not feel comfortable.
The teacher will check in individually with Lya Gross, the student with dyslexia, to make sure
she understands the instructions fully. Lya will be allowed extra time to finish her journal
activities for homework.
Oliver Fore, the student with mild autism, will be placed with a shoulder partner that he feels
comfortable with. The student will be given preferential seating during class. The student will be
allowed extra time to complete the journal activities for homework. Participation grade will be
based on students full engagement in instruction and partner activity; she does not necessarily
have to contribute in whole class discussion if she does not feel comfortable.
The two English Language Learners will be provided with dictionaries and the teacher will make
sure that that the students fully understand the directions. The ELLs will be given extra time to
complete the journal activities for homework.
Plan B:
If students feel they are advanced in writing dialogue; they may skip the mentor texts and expand
on the partnership writing dialogue activity. If students are having trouble writing dialogue, the
class can write a dialogue together, with the teachers help.
Citations/Appendices
Appendix A: Rubric for Writing Dialogue Activity
http://www.nwp.org/cs/public/print/resource/404/
Sample Character