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Middle
Reading/Writing
Grade: Middle

#3664. Slang and Dialogue in Bud Not Buddy

Reading/Writing, level: Middle
Posted Sun Feb 12 11:00:02 PST 2006 by William Chandler (chandlwl@pickens.k12.sc.us).
RC Edwards Middle School, Central, SC, USA
Materials Required: novels, white board/overhead, markers, paper, pencils
Activity Time: 1 - 90 min. period or 2 - 50 minute periods
Concepts Taught: slang, dialogue, literature

Performance Objective: (Learning and behavior)
The students will be able to define slang and identify slang in their own speech patterns. They will also identify1930's slang as used in the dialogue of the novel Bud Not Buddy and be able to re-write a section of the text in modern day language.
I. Focus and Review (establish prior knowledge)
The teacher will ask the students what they think slang is. He will elicit a few examples of slang words from the students and ask them to define the words. He will also ask the students what dialogue is and whether or not they think dialogue can improve a piece of writing. (Time: 5-8 min)

II. Statement (inform) of Objectives
The teacher will inform students that today we will discuss slang words, especially as they are used in dialogue in the book Bud, Not Buddy, which they should have finished reading by now. They will be have to write down slang words that they use today, define them, and then re-write a section of Bud, Not Buddy in modern day language. (Time 3 min)

III. Teacher Input (Present: Tasks, Information, Guidance)
The teacher will tell the students that the dialogue in the book Bud, Not Buddy and its use of slang words and slang-like language helped to add to the tone and authenticity of the book. He will tell them that good dialogue has the capability to place the reader in the action of the book, as if they were overhearing the characters' conversations, and helps to "show not tell" the reader what is happening. He will then ask for several volunteers to come to the front of the room. One will read a section of the book that originally contained dialogue re-written in narrative form. The others will read the original writing from the book, acting out the dialogue. The teacher will tell the students that this illustrates how much more interesting good dialogue can make one's writing. (Materials: white board, markers, list of words. Time: 10 min)

IV. Guided Practice (Elicit Performance)
The teacher will then put up several words from the book Bud, Not Buddy on the board he will define the first one he puts up and then try to come up with a modern day word that could replace the 1930's version. He will then ask the students to provide the answers for the remaining words, and he will write their responses on the board. (Materials: white board, marker. Time: 8-10 min)

V. Independent Practice, Seatwork/homework (Retain and Transfer)
The students will re-write a section of Bud, Not Buddy. The teacher will assign the students a specific section to work with to alleviate any confusion. The students are to re-word the author's text utilizing modern-day slang and phrasing. (Materials: Novels, notebook paper and pencils Time: Most of the remaining class period)

VI. Closure (Plan for Maintenance)
The students will be given the opportunity to share their writing with the class. The teacher will then take up the re-written. He will remind students that even though it is not acceptable to use slang in the formal portions of their writings it is perfectly acceptable to use it in their dialogue and it can even "spice up" their writing and make it seem more real. He will advise them to remember slang when they are writing their humorous anecdotes, the next writing assignment they are to complete. (5 min)