Mini-Lesson Activity: Paragraphing Conversation ..

Name DateWeek 29: Teacher-Directed Lesson

Watch Out! Something is Changing!Writers have a special way to let a reader know that something is

changing. Let's suppose you are reading along and your eyes are zippingdown the page. Suddenly there is a jog in the print. That little jog is therebecause the writerhas indented. Writers indent to get your attention andto let you know that something is changing.

You have learned to punctuate conversation correctly in previouslessons this year. One additional step is needed to help the reader followthe conversation. ' Each time the speaker changes, you need to indent.

Read the following conversation and answer the questions;

1 "I bet you can't guess what I have hidden in this box," said Walt.2 "Rocks?" asked Raj.3 "Nope, guess aqaln."4 "Candy?"5 Walt said, "You haven't got it, yet. Let me give you a hint. It's6 about three inches by three inches and the outside is hard like a rock."7 "I still think it is a rock, but it could be a big magnet."8 "One more hint: it has four legs and a tatl."9 "If it's alive and in that box, it must be a box turtle," said Raj.10 "Yes!" exclaimed Walt. "The turtle was a surprise gift from my'11 Uncle Larry when he visited last weekend. I have named him Iggy."

1. How many people are part of this conversation?

2. Count the number of paragraphs in this conversation. -------

3. Lines 3, 4, 7, and 8 do not have any tags. How can you tell who is

speaking? _--------------.,.---.,--------------

4. Look for a section in your independent reading book that has conversation.Find the page with the most new paragraphs. Remember, a paragraph mayhave only one word. (See line 4 above.)

Book Title, ~ __=____ _

Page number _ Number of new paragraphs _336 Daily Language Instruction

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Mini-lesson Activity:· Paragraphing Conversation

Name DateW~ek 29: Teacher-Dlrected Lesson

e The writer forg.ot to indent each time the speaker changed in this conversation.o With a colored pencil place a e;] to mark the beginning of each paragraph.• Write the conversation correctly below. Indent for each change of speaker.

tt)Gussighed,. "1 wish the rain would stop." "Why?" asked Max.

"Well, it's too wet to go outside and ride my new skateboard," said.

Gus. Max said, "Let's play that new video game you got for your

birthday." "Sure, I forgot all about that," said Gus. "Do you even

know where it is?" asked Max. "Yep, it's under that pile of clothes,"

Write the names of people who are part of this conversation. Record the number of timesthey speak next to their names. This total should match the number of indentations.___________ Who was the speaker in the last paragraph? _

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337

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Mini-Lesson Activity: Paragraphing Conversation

Name DateWeek 29: Independent Practice

o The writer forgot to indent each time the speaker changed in this conversation.e- With a colored pencil place a en -to mark the beginning of each paragraph.• Write the conversation correctly below. Indent for each change of speaker.

~ "I am going to enter my dog in a contest!" announced Abby.

"Where and when is this contest?" asked Pippa. "It is downtown next

month," said Abby. Molly asked, _IICanI enter my dogs, tOO?1I"Sure,"

said Abby. "I just wish I had a dog to enter," sighed Pippa. "You can

help me with my two dogs," suggested Molly.

Write the names of people who are part of this conversation. Record the number of timesthey speak next to their names. This total should match the number of indentations._________ --,-_ Who was the speaker in the last paragraph? _

338Daily Language Instruction

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·Focus Skill: Four Reasons to Start New Paragraphs

Name DateWeek 29: Day One-Teacher-Directed Lesson

The letters S, 5, T, T help remind us of reasons to start a new paragraph.

S new settingS new speaker

T change of timeT new topic

Working with your teacher, decide what the author has changed which requiresa new paragraph. Identify and discuss the clue words/ideas that helped youdetermine the reason(s) for a new paragraph.

Example: new topic Finally, the bus pulled out of the school parking loton its way to the Outdoor Education Lab where ourclass would spend two days studying the environment.

Mrs. May announced, "Just sit back and relax foran hour. When we reach the turn-off to the lab school,please watch out the windows and record any wildlifeyou observe."

When the bus reached the lab SChool turn-off,everyone was excited. The students began to write thenames of animals they spotted along the road. Almosteveryone saw a few squirrels and birds by the time thebus pulled into the parking lot.

Later that afternoon the group gathered at theflag pole for a class meeting.

"Has anyone observed unusual animals, yet?"asked Mrs. May.

Tyler announced, "I saw tigers and a giraffebehind the dining hall!"

Dee started to giggle, "How in the world wouldyou see African animals in these foothills?"

"Come, take a look for yourself," said Tyler.The class walked around to the back of the

dining hall where they did indeed see a picture of tigersand a giraffe painted on a wall disguising the dumpster.

"Well, that wasn't exactly what I meant,"chuckled Mrs. May. .

Thirty seconds later, the group turned and saw.a bald eagle land high on a rocky ledge right behindthem.

Kim announced, "See; if Tyler hadn't brought ushere to see the tigers and the giraffe, we would havemissed seeing the eagle!"

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339

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Focus Skill: Four Reasons to Start New Paragraphs

Name DateWeek 29: Day Two-Teacher-Dlrected Lesson

Read the non-fiction passage below. Use four different colored pencils to circlethe paragraphs. You will be looking for an introductory paragraph, two bodyparaqraphs.jind a short concluding paragraph. On the lines to the left, tell thereason(s) the author began each new paragraph.

Reasonfor new paragraph:

Main idea of paragraph 1:

Reasonfor new paragraph:

Main idea of paragraph 2:

Reasonfor new paragraph:

Main idea of paragraph 3:

Reasonfor new paragraph: .

Main idea of paragraph 4:

. 340

Turtles and tortoises share many similaritiesand, therefore/ are often confused. However,recognizing these reptiles' habitats and .physical traits clearly shows they are distinctlydifferent creatures.. The most significantdifference is that turtles live in the water. Theaquatic environment means that this animal movesabout by swimming. The feet may be webbed

. .

and are shaped like flippers which makes turtlescapable swimmers. Even their shells are flat,lightweight, and streamlined for swift movementthrough the water.' Turtles can live up to 40years and may be kept as pets. On the otherhand, tortoises live on land. Their feet areshort, stubby, and sturdy for walking; Theymove rather slowly, carrying a much larger,heavy/ dome-shaped shell which protectsthem from predators. Tortoises have beenknown to live 80-100 years with one recordedreaching the age of 188 years. Tortoises are notoften kept as pets due to their large sizes and theirlong life-spans. The differences between turtles'and tortoises become clear when we examine the'different habitats in which they live. Both turtles arid. ., .tortoises have bodies that are uniquely adapted t(J_thftheir habitats. This knowledge helps us to easily tell '.the difference between a turtle and a tortoise.

Daily Language InstructionCopyright © 2011 Hogback Press All rights reserved

Focus Skill: Four Reasons to Start New Paragraphs

Name D·ateWeek 79: Day Three

Tell the four reasons writers start new paragraphs. ,

s T _

s T~ _

Read the passage below. On the lines to the left, tell the reason(s) the authorbegan each new paragraph.

Ryan's class has been learning about non-fictionwriting and research over the past few weeks. Theyhave also learned how to create PowerPointpresentations as another effective option for presentinginformation. Yesterday Mr. Norton, Ryan's teacher,asked the class to choose a research topic on a job orvolunteer position that illustrates how people helpothers in their community. In order to share theinformation with the class, each student would create ashort' PowerPoint presentation.

"Do you remember that clown that visited mewhen I was in the hospital?" asked Ryan.

"Yes, he made you forget about the pain youwere experiencing,"" said Mom.

"Well, for my school topic I want to researchClown Therapy and how clowns help children in thehospital feel better," said Ryan.

So Ryan asked his mom for some help in gettingstarted on an Internet search for information about theprogram at Children's Hospital. He found many sitesand good information, but Ryan felt like something wasmissing.

Ryan asked, "Could we contact Rudy the Clownwho came to see me? I bet he could add more personalinformation, and I could take some pictures of him inaction for my PowerPoint."

After school the next day, Ryan and his mom metRudy at the hospital. Ryan snapped pictures of Rudy ashe worked his magic with the young patients at thehospital.

Walking out to their cars, Ryan asked, "Why didyou become a Therapy Clown?"

Rudy answered, "I always believed laughter wasthe best medicine, and I was born to make peoplelauqh!"

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341

Focus Skill: Four Reasons to Start New Paragraphs

Name DateWeek 29: Day Four

• The writer forgot to indent each time the speaker changed in this conversation.c> With a colored' pencil place a ttI to mark the beginning of each paragraph.s Write the conversation correctly below. In~_entfor each change of speaker.

Efi "Did you hear that crash?" asked Corey. "Yeah, what was it?" asked

Jill. "Something outside," said Kip. Corey said, "Ylkesl The old tree

next door just went down!" "Luckily, we weren't sitting under it like we

usually do," said Jill. "The wind is strong, but I didn't expect that!" said.

Kip. Corey added, "Look, it's hollow and decayed inside. II

--------~--~----------------------------------~------------

Write the names of people who are part of this conversation. Record the number of timesthey speak next to their names. This total should match the number of indentations.

342