Mike+Horn+Chronicles+Part+II

Name

Writing

Mr. Horn

Conversation Outline Questions

1. Where does your story take place? How does the narration set up this story?

2. What events do the characters talk about?

3. What happens next? How might narration be used here?

4. How does your story end? Give Details.

5. Does your story have an afterward? Is this story true? What has happened in the meantime? Answer any that might apply to your story.

**Rubric** || **4 Points** **Excellent** || **3 Points** **Good** || **2 Points** **Fair** || **1 Point** **Needs**
 * **Conversation**
 * Improvement** ||
 * **Opening** || **Interesting/Captures the reader’s attention. Clearly sets up the dialog** || **Somewhat interesting. Attempts to set up the dialog.** || **Doesn’t really capture the reader’s attention. Doesn’t really set up the dialog.** || **No attempt to capture the reader’s attention or set up dialog.** ||
 * **Dialog** || **Dialog clearly supports and makes paper more interesting. Provides a very clear picture.** || **Dialog generally adds interest to the paper. Provides a clear picture.** || **Dialog somewhat adds interest to the paper. Doesn’t really give a clear picture.** || **Dialog doesn’t make sense or add interest.** ||
 * **Transition** || **Narration and dialog are used well together. Greatly helps keep reader interested. Very descriptive.** || **Narration and dialog are used pretty well here. Helps keep reader interested. Somewhat descriptive.** || **Narration and dialog don’t really go together well. Somewhat keeps reader interested. Not very descriptive.** || **Doesn’t use narration or dialog to make a transition. Doesn’t keep reader interested.** ||
 * **Ending** || **Excellent completion of story. Makes reader want more.** || **Good completion of story. May make reader want more.** || **Fair completion of story.** || **Ending doesn’t go well with story or interest reader.** ||
 * **Mechanics** || **Excellent levels of grammar usage and mechanics.** || **Above average levels of grammar usage and mechanics.** || **Has difficulty with grammar usage and mechanics.** || **Little or no evidence of proper usage of grammar and mechanics.** ||

**Conversation Paper**

**After discussing what narration and dialog are, we s****tarted to talk about where good conversations take place and what can make them interesting. We made a list of these places including the cafeteria, dinner table, sleepovers etc. We then used Nancie Atwell’s rules for writing conversation to take notes and write down examples. These include correct punctuation when writing dialog, organizing paragraphs, and using narration to set up dialog.**


 * Learning Targets**
 * 1. I can explain the difference between dialog and** **narration.**


 * 2. Using a pleasure reading book, I can find an example for each rule for writing dialog.**


 * 3. I can write a conversation paper that follows the rules of dialog and uses narration to set up this dialog.**

Rules of Dialogue:
 * 1. Use quotation marks when writing conversation making sure the first letter of the sentence is capitalized.**

**2. When speakers change a new paragraph needs to be started. Be sure to indent.**


 * 3. Make sure you end the sentence with a punctuation mark before adding the second quotation mark.**

Formative Assessment:
 * We can give a journal assignment that asks students to give examples of dialog and narration in their own writing. When taking notes, students will be making a list of three rules of writing dialog. For each of the rules they can give an example found in a pleasure book. Share-out will tell me if students are correct. When that is finished we looked at the outline questions, discussing how narration sets up dialog in a story.**

**Paper Outline**

**1. Where does your story take place? How might narration set the story up?**


 * 2. What events do the characters talk about?**
 * 3. What happens next in your story? How might narration be used here? (This might help explain why the characters are acting the way they are.)**
 * 4. How does your story end? Give Details.**
 * 5. Is there an afterward or message to this story? Is this story true? Has anything happened in the since this incident took place?**

**Self-Assessment**

**Students can use this outline to help them formulate a story. These questions don’t have to be used exactly, but they will allow writers to self-evaluate to see if they are ready to write/make changes or try to develop another story.**
 * Formative Assessment**

**Teachers will have the opportunity to review student work, encourage, or suggest changes.**


 * When 1****st** **draft is completed, students join their group to peer-edit, using the editing marks we’ve been using in class.**


 * \ Good writing, this makes sense to me.**
 * ! Excellent sentence/ I really liked that.**
 * ? Something seems off/ I have a question about this.**


 * After papers have rotated through group we have 5-10 minutes for students to ask for feedback/clarification from their editors. They will then go back to improve and turn in their papers.**


 * Formative Assessment**


 * 1. I will be watching and talking with groups to make sure they are on task and everyone is comfortable enough to ask/answer questions about their work.**
 * 2. I will be teacher conferencing with students to make sure they understand what needs to be done to improve their papers.**

**Peer-Editing Checklist**

**Learning Targets: I can peer-edit other papers to:**

**1. Decide if the author has followed the rules of dialog.**

**2. Find examples of good narration and dialog.**

**3. Explain how narration and dialog can be used** **together.** **Peer-Editing Checklist**

Author's Name __________________ Editor's Name ___________________


 * Were the rules of writing dialog followed in this paper? Provide 1 example.**


 * What is 1 example good narration found in this paper?**


 * What is a good example of dialog used in this paper?**


 * Are narration and dialog used well together? Explain.**

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