Day+4+Rebecca+Rudy


 * Day 4: **

__RATIONALE__: Students may have trouble recognizing the dialogue in THOMS because it is not distinguished by quotation marks and will need an explanation. “Our Good Day” is a chapter about changing friends and students will need a guided exploration of how this change characterizes Esperanza and then a discussion of how friends shape identity in general.

__OBJECTIVE__: Students will be able to analyze the interactions between main and subordinate characters and how they influence character development by completing a character map. (9,10 LRA 3.3)

Students will be able to identify and investigate the social, cultural, and personal aspects that shape identity through active participation in class discussion. (9,10 RC 2.5)

__ CONTENT: __

A. Identifying and Understanding Dialogue in THOMS
 * 1) Rules for dialogue
 * 2) Starting a new paragraph with the words of each character
 * 3) Attribution choice: using names and verbs
 * 4) Use quotation marks around speaker's exact words
 * 5) Comparison of THOMS paragraph with and without the rules for dialogue
 * 6) Purpose of omitting quotation marks
 * 7) The vignettes are Esperanza's memories, Cisneros wants them to resemble thought, not dialogue

B. THOMS chapter, “Our Good Day” and the character map 1. Identifying character’s speech and actions 2. Identifying other characters’ reactions to the main character 3. Identifying character’s looks, feelings, and thoughts 4. Identifying how this makes me feel about the character

C. Personal story and the character map 1. Identifying your speech and actions 2. Identifying others’ response to you 3. Identifying how you looked and felt 4. Describe how this event affected your identity

D. Discussion on Friends and Identity 1. Share your personal story and how it affected your identity 2. How/Why might changing friends have affected Esperanza’s identity? 3. Does who you are friends with shape your identity?

INSTRUCTIONAL ACTIVITIES: (1) 1. Begin by showing students the paragraph from “Our Good Day” punctuated as it is in the novel and read to students. (1) 2. Ask students what is “wrong” with the paragraph, leading them in to what is missing (quotation marks) (5) 3. Show students the rules of dialogue using a brief PowerPoint and examples (paragraph change, attribution choice, syntax) (2) 4. Show students the paragraph again and show them how Cisneros obeys two of the three rules and ask them why she may have chosen to leave the quotation marks out (2) 5. Explain the concept of treating the vignettes like memories that resemble thought rather than dialogue, does not want to detract from the whole memory by setting dialogue apart with quotation marks (1) 6. Have students help fill in quotation marks on unmarked paragraph to help their awareness (4) 7. Read the chapter “Our Good Day” with students and hand out character map #1 (8) 8. Guide students through filling out the character map: Esperanza’s words and actions; Cathy, Lucy, and Rachel’s reactions to Esperanza; How Esperanza looks and feels; Our reaction to Esperanza (5) 10. Introduce the concept of writing a personal vignette, have students think about an event that occurred in their own lives that they think was meaningful to shaping who they are (10) 11. Give Ss character map #2 and have them recall: their words and actions; others reactions to them; how they looked and felt; what was significant about that event and their identity (5) 12. Invite Ss to share their event in brief and how it shaped their identity—lead in to discussion on Friends and Identity (10) 13. Discussion on how friends shape identity (1) 14. Close by giving a brief summary of our discussion and tie it back into “Our Good Day” (3) 15. Evaluate by having students write an "Out the Door Slip": one sentence describing the personal event they chose for character map #2 and one sentence explaining its significance. (58) (Total time for lesson) MATERIALS: 4 Power Point Slides, 2 handouts SOURCES: [|http://home.mchsi.com/~webclass/dialoguerules.htm]