GOAL:
To analyze the author's use of dialogue for characterization
ASSIGNED READING:
Chapter 8
WRITING PROMPT:
Would you like to join the Watsons' conversation about the Ultra-Glide? Why?
How do you think Momma really feels about the Ultra-Glide?
Were you surprised by Momma and Dad's plan for Byron? Do you think it will work? Why?
ONLINE PROMPT:
Use the Student Comment Form to share ideas and questions with your online peers.
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Note: Today's reading assignment is a relatively long one (21 pages), so you may want to allot some extra time for students to complete it.
Have students define dialogue and tell how a character's exact words are set off from other text (i.e., with quotation marks). Then have them brainstorm a list of reasons why authors use dialogue in a story. Make sure they cover the following points: (1) Dialogue reveals what characters are like, because the characters directly state their thoughts and feelings. (2) Dialogue shows how characters interact with each other. (3) Dialogue makes characters come to life, because readers "hear" them speak using their own words. (4) Dialogue makes a story seem more realistic, because readers feel as if they are eavesdropping on actual conversations.
Encourage students to pay special attention to how Christopher Paul Curtis uses dialogue in Chapter 8. Suggest that they ask themselves: What does dialogue add to this chapter? Do the characters' words seem realistic?
During community share, ask students to share any issues or questions that emerged during their book club discussions. Then return to the discussion about dialogue. Ask students what they thought of the dialogue in Chapter 8. Are they starting to feel as if they know the characters in this story personally? How does dialogue contribute to this feeling? Did students enjoy reading the dialogue surrounding the Ultra-Glide? Why?
Click to go to Lesson 7.
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