Name: Rondel Baraoidan Date:

Observation Date:

Lesson Title:
SAY WHAT?!

Provide a rationale for why you chose to teach this lesson at this time. Where is the lesson
located within the unit (in relation to previously studied topics and ideas to be studied in the
future)?

I chose to teach this lesson because writing imaginative writing pieces has been a focus during
our writing blocks in the beginning of the year. With the data collected from the 1st quarter
formative writing pieces, we knew that creating writing pieces was an area of opportunity for the
students. This lesson of dialogue was a way to improve the students writing skills during their
writing process when writing their imaginative writing pieces during the 2nd quarter.

Grade Level: 3 Grade

rd
Standard(s):
CCSS.ELA-LITERACY.W.3.3

Subject: Writing Write narratives to develop real or imagined

experiences or events using effective technique,
descriptive details, and clear event sequences.

CCSS.ELA-LITERACY.W.3.3.B

Use dialogue and descriptions of actions, thoughts,

and feelings to develop experiences and events or
show the responses of characters to situations.

What are the primary learning goals?

Students will be able to add meaningful dialogue to their imaginative narrative pieces.
Stills will be able to

Differentiation Strategies: (Content, Process, Product)

 For students who have difficulty writing, I could have students add dialogue orally to
given examples.
 Another way to differentiate would be to figure out situations that students may have
experienced (Playing with friends in school, being on vacation) and create dialogue to
those specific scenarios.
Teaching Targets (timing, activity types, purpose, kinds of grouping)

Time: (the Teaching Strategy - the Purpose - the why Method - the how
increments of what (whole group,
time depend small groups,
on the age of partners,
students) individual, etc.)

12:00-12:15 Teacher will teach a mini Have students understand the Whole group
lesson on dialogue. What is importance of dialogue when discussion
it? How does dialogue help writing narratives.
our writing pieces?

12:15-12:25 Dialogue tag word bank. Help expose students to more Whole group
complex vocabulary when
utilizing dialogue tags in narrative
pieces. Replacing “said.”

12:25-12:40 Students will be given a Allows students to practice Individual

sentence. They must add weaving in dialogue into writing.
meaningful dialogue to
elevate writing.

12:40-12:45 Some students will share Helps students practicing speaking Whole group
with the class on their and listening skills. Allows sharing
rendition of adding students to understand that there is
dialogue to the given no “cookie cutter” answer when
sentence. adding dialogue. Focuses on
students being creative, while
keeping in mind appropriate
dialogue that could enhance the
sentence.
12:45-1:00 Students will go back to Allows students to apply what was Individual
their Beginning, Middle discussed during class into their
and End planning sheet. imaginative writing pieces.
Students will add
meaningful dialogue that
will be used in each
paragraph based on the
picture they have written

Materials/Handouts: Tangible items used Extensions: Ways to reinforce academic skills, etc.
to implement the lesson
-An extension that could be done with this lesson
-Quickpic and dot jot handout. would be to have students weave in meaningful
dialogue to given writing pieces where dialogue is
absent.

Resources: What you used to prepare to

teach the lesson.

-Previous graded writing samples.