Operation Cheer up Harvey

Learning intention:

I am learning to recognise how quotation marks are used to signal dialogue.

Success criteria:

• I can identify quoted speech in a story.
• I can discuss elements of quoted speech.
• I can use role-play to compose dialogue.
• I can write dialogue.
• I can use correct punctuation to indicate quoted speech.

Use a copy of the magazine to highlight all the quoted speech in the first page. For example:

‘Octopuses are the smartest creatures in the ocean,’ Theo claimed proudly.

‘What about dolphins?’ asked Zac.

‘They’re not smarter,’ said Theo. ‘People think they’re smart because they go eek eek and jump through hoops. Octopuses are smart enough not to go eek eek and jump through hoops. Octopuses are the real brains in the ocean. Harvey came from another aquarium that closed down,’ added Theo. ‘He can do tricks.’

Instruct students to work with a partner noting further examples in the remainder of the story. Students may highlight these on a photocopy of the story or use post-it-notes to identify examples in the original magazine.

Display the following questions for students to discuss with a partner:

• How do you identify the examples of quoted speech? (e.g., using quoted speech marks)
• What punctuation has been used to show the dialogue is quoted speech? (e.g., quoted speech marks around the direct speech, a comma separating the quoted speech and the rest of the sentence)
• How do the examples of quoted speech differ from the rest of the story? (e.g., quoted speech is written in the present tense and in the first person)
• What impact does the dialogue have on the story? (e.g., it reveals more about the characters, it assists with plot development, it informs the reader about what the character’s know)

Share responses using the examples from above to guide the discussion where students are unsure.

Discuss how the octopus (Harvey) reveals his inner thoughts (by using the pebbles in his tank to write a message).

Identify the key points in the story for the octopus ensuring students note the following:

• Harvey has been moved to the local aquarium
• He is feeling sad after having been separated from his friend Miss Harriet
• He is reunited with Miss Harriet
• He feels happy once more

Select a student to assist you with role-playing dialogue between Harvey and Theo and Zac. A sample response has been provided below:

Theo/Zac: How are you feeling?

Harvey: I’m so sad. I am missing my dear friend Miss Harriet and I feel so lonely.

Theo/Zac: We can play with you.

Harvey: It’s not the same. Harriet’s my best friend and until recently we had been together for years.

Place students in pairs and instruct them to role-play dialogue between the octopus and Theo and Zac at one of the key moments in the story.

Share some of the role-plays with the class. Record or make note of the dialogue used by the students who are performing.

Discuss how the dialogue should be punctuated in a written text and model inserting the punctuation in the correct places. Inform students that they will need to include who is saying each line of dialogue in the sentences.

For example, using the response from above:

“How are you feeling?” Theo asked.

“I’m so sad. I am missing my dear friend Miss Harriet and I feel so lonely,” Harvey whispered wistfully.

Theo was quick to respond, “We can play with you!”

But Harvey muttered, “It’s not the same. Harriet’s my best friend and until recently we had been together for years.”

Instruct students to write the dialogue from their role-plays using accurate punctuation.

Support students

Students requiring support with writing can be provided with sample dialogue for them to punctuate.

For example:

How are you feeling? Theo asked.

I’m so sad. I am missing my dear friend Miss Harriet and I feel so lonely Harvey replied.

Theo said excitedly We can play with you.

It’s not the same. Harriet’s my best friend and until recently we had been together for years Harvey muttered sadly.