Writing Whimsical Dialogues
English Language Arts (2005)
Commencement, 9th Grade, 10th Grade
- Dialogues are evaluated on basis of rubric.
- Teacher evaluates classroom participation and interaction with the teammate.
- Students will write dialogues in the subject areas.
- Students will demonstrate knowledge in various subject areas in relation to a specific topic.
- Teacher will review with the students the various aspects of writing good dialogue.
- Students and teacher will create a rubric for a content-based dialogue, addressing both writing and subject-specific criteria.
- Students will choose one of the suggested dialogue situations:
- Write a conversation between a germ and a white blood cell.
- Write a dialogue in which you explain the differences between a frequency histogram and a cumulative frequency histogram.
- Write a dialogue between two people in a famous painting.
- Thomas Jefferson has returned from the grave. Write a conversation he might have with one of his descendants.
- Oedipus and Hamlet discuss how their relationships with their mothers have shaped their lives.
- You are in a friendly debate with a friend on a current issue (e.g., gun control, death penalty, animal rights). Write a pro versus con conversation for that debate.
- Students will brainstorm ideas to develop the dialogue.
- Students will research the selected topic to obtain additional information to include in the dialogue.
- Students write dialogues, using appropriate punctuation and writing format.
Suggested dialogue situations
- Students may work in teams or individually.
- English language arts teacher can work with subject area teacher to include this activity as part of the subject area unit of study.
- Subject area teachers could develop additional topics.
CDOS Writing Team, Authors of Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum.