What Happened to Icarus?

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SWBAT create a dialogue between two characters and correctly punctuate the dialogue.

Big Idea

Dialogue and correct punctuation.


5 minutes

Prompt:  Write a summary of your Dialogue Notes from yesterday.

In order to have students review details about Dialogue notes taken yesterday, I asked student to write this summary about their notes.  This is the third step of students interacting with their notes that is indicative of Cornell Notes (Note-taking/Reflection/Cornell Notes).


What if Icarus survived?

40 minutes

After reading the myth, "Daedalus and Icarus" by Geraldine McCaughrean, as a class we have had discussions about the plot line, characterization, and theme.  Today, students created a continuation of the myth assuming Icarus survived his "fatal" fall.  Over the past couple days, the class has focused upon correct punctuation when writing dialogue and derivations of "Word Roots".

Prompt:  Assume that Icarus survived his fall.  Create a conversation that might occur between Daedalus and Icarus.  Be sure to include at least five words from your "Word Root" chart and use them appropriately.  Since this is dialogue, correctly punctuate the conversation following your "Dialogue" Notes. 

As students prepared for this assignment, I reminded them to refer to their Dialogue Notes, Word Root Charts, and list of themes about the myth that they have previously created.

Students individually worked on their pre-writing and Rough Draft.






Peer Conferences

10 minutes

After writing the Rough Draft, students were given an opportunity to edit their writing focusing upon correct dialogue punctuation; they were encouraged to refer to their notes.  Next, students "boxed" the words selected from "Word Roots" chart that they incorporated into their writing.

In small groups, students peer edited by passing papers to the right (desks are arranged in groups of 4 students).  They verified that dialogue punctuation was correct; if incorrect, they made changes using red pen.  Next, they reviewed the use of words from "Word Roots" chart, ensuring the word chosen was used accurately; if not a suggestion was inserted using blue/black ink.



Revision and Editing

20 minutes

Revision. Students revised  their writing using strategies previously learned in class. Previously, students glued this check-list in their notebooks for each reference.  The list of revision strategies is also posted on the classroom board. These changes were done in blue/black ink.

Editing.  Students edited for capitalization, spelling, punctuation.  These changes were made in red.

Final Copy

15 minutes

 Students wrote their final copy.  If necessary, they completed this for homework.  As we began class the next day, the prompt was to share their writing in small groups.  As time permitted, if some students wished to share their writing with the whole class, it was done.