UNIT X UNIT 7 | 269 TEXT ELEMENTS: Dialogue Understand types of dialogue Draw a face with a speech balloon (solid line) and a thought balloon (dotted or cloudlike line) on the board. In the speech balloon, write: Your hat looks great! In the thought balloon, write: I don’t like your hat. Point to the speech balloon and say: When we talk with another person, we call it outer dialogue. Point to the thought balloon and say: When we think things but do not say them aloud, we call it inner dialogue. Ask volunteers to read the Text Elements box aloud. Check comprehension of quotation marks and italics. A Read the instructions aloud Have students work in pairs to read and discuss the text excerpts. Direct one student to identify and read the outer dialogue, and for the other student to locate and read the inner dialogue. Remind students that outer dialogue is usually in quotation marks and inner dialogue is usually in italics. ANSWERS The first three sentences are outer dialogue. The last sentence is inner dialogue. B Identify types of dialogue Ask students to work in pairs to find other examples of dialogue in the story. Have them underline examples of outer dialogue once and examples of inner dialogue twice. Then elicit the answers. ANSWERS Sample answers: Outer dialogue: Amanda asked, “What happened to the trees?” Inner dialogue: Life was terrific then, he thought. C Create a conversation Read the instructions aloud. Direct students’ attention to the model dialogue. Elicit ways to complete that dialogue and write them on the board. Then direct students to have a conversation in pairs. ANSWERS Sample conversation: Son: What was the land like when you were younger? Dad: When I was younger, this land was hot and arid. Son: What happened to it? Dad: People finally shut down factories and stopped polluting. The trees grew back, and the lakes filled up with water again. Practice Book p. 146 Assessment Program p. 126 EXPLORE AND LEARN PRACTICE DIFFERENTIATED INSTRUCTION Scaffold Students may need additional support thinking of ideas for Activity C. Draw a chart on the board with the headings now, 50 years from now, and 100 years from now. Ask: What is the land like now? What will the land will be like 50 years from now? What will the land will be like 100 years from now? Brainstorm ideas as a class and add them to the chart. Assure students that these are just their own ideas, not predictions. Ask: What will cause these changes? Tell students to give reasons for their answers. Amplify When pairs have a conversation in Activity C, have them expand on it. Then ask volunteers to role play their conversations for the class. COMMUNICATE A Look at examples of Great-Grandpa’s dialogue from the text. Which parts are outer dialogue? Which parts are inner dialogue? “There were still trees on Earth,” Great-Grandpa replied. “They provided oxygen, so we could breathe freely without O-links. They also provided shade from the Sun.” Life was terrific then, he thought. B Find other examples of dialogue in Life Beyond the T-Pass. Is it outer or inner dialogue? C Imagine it’s 100 years in the future. Each person chooses someone in the photo. Have a short conversation as those people. What was the land like when you were younger? When I was younger, this land was . . . What happened to it? TEXT ELEMENTS Dialogue Dialogue is a conversation in a text. It shows the reader exactly what a character said or thought. There are two types of dialogue. • Outer dialogue is a conversation with two or more people. The words are usually in quotation marks. Other characters can hear these words. “Don’t forget your O-link!” Amanda shouted. “Yes, I have it,” answered Great-Grandpa. • Inner dialogue is when characters speak to themselves. The words are usually in italics. Other characters can’t hear these words. How annoying, he thought. 269 UNIT 7 UNIT X7 / CONNECT TO LANGUAGE ARTS
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