Showing vs telling mini lesson
- 1. Western Oregon University, Divisionof Teacher Education, (Modified from TWS), Fall 2016 1 Lesson Plan Teacher: Brenda Joseph Date of Lesson: 8 Nov 2017 Lesson Title/Description: Showing Vs. Telling and Writing Workshop Standards: 11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 11-12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Central Focus: Engaging readers, using descriptive narrative techniques and sensory language, and using variety of phrases to add interest, writing and/or revising a narrative essay Learning Targets: Develop descriptive paragraphs and be able to transfer this skill to narrative writing. Further develop an essay and understand and implement the revision process Pre-Requisite Knowledge and/or Skills: Understanding difference between expository and narrative writing. Familiarity with the story “The Minister’s Black Veil” and the context and theme. Knowledge of the structure of a story or narrative. How I know the students have this: We have discussed these ideas over the last few weeks and read the story a few times as well as engaged in discussion about it and its context. Academic language that will be used in lesson: showing vs. telling, senses, descriptive writing, narrative writing, revision Strategies and opportunities for supporting academic language: charting sensory words, worksheet on showing vs. telling, collaborative and individual writing
- 2. Western Oregon University, Divisionof Teacher Education, (Modified from TWS), Fall 2016 2 Connections to students’ “Funds of Knowledge”/assets, prior knowledge, and or/interdisciplinary connections that will be made during the lesson: Students will be asked to write a brief paragraph using descriptive words. This paragraph will be based on their own personal experience (either real or imagined). Students will explore using their senses (prior knowledge as well as science connection). How have you addressed the needs of diverse learners ? (Ex: IEPs, 504s, linguistic & cultural diversity, students without prerequisite knowledge, etc.) The main activity in this lesson requires using the sense of smell to write a paragraph. Students that have sensory diversion to smells will be given the opportunity to feel an item instead. Prerequisite knowledge will be based on students’ own experiences (there is no “wrong answer” to their responses). Materials/Equipment/Supplies/Technology/Preparation: Sula by Toni Morrison, Pens or pencils, paper, paper bags with mystery scents or feels, Whiteboard and marker, computer lab Procedure: Teacher Does………. Procedure: Students Do…….. Introduce showing vs. telling Sula paragraph on overhead. After students have read it, ask them how it makes them feel or images it evokes in their heads. Offer puppy comparison sentence versus paragraph. Have students read it and identify some descriptive words in the paragraph. Teaching/Group Application Have students identify 5 senses- create graphic organizer on board with words students provide as “descriptive” for the senses Ask students to think about what each word actually tells them Ask students to examine some of the verbs that they used in their new descriptions. Can they identify any strong action verbs? Add these to the charts on the board Teaching/Group Application/Independent Application: Volunteer sensory words to put on chart Choose a word on the board and find a different way of conveying the idea Identify action verbs used or new ones.
- 3. Western Oregon University, Divisionof Teacher Education, (Modified from TWS), Fall 2016 3 Teaching/Group Application; Break the class up into groups and have them rewrite one of the sentences from showing to telling and vice versa on the worksheet. Teaching/Group Application/Independent Application: In groups, complete one sentence from the “showing” section and one from the “telling” section of the worksheet. Share with the class. Teaching/Independent Application: Circulate around the room with mystery bag. Have students smell/feel and then write a paragraph describing a memory or experience based on that scent or feel. Make sure to incorporate all 5 senses. Teaching/Independent Application: Write using all senses. Some students will be asked to share their writing (voluntary basis) and class will discuss the senses and imagery in the paragraph. Independent Application: We will now put this to use in the student’s writing. We will move into the computer lab and students will be asked to focus on using all of the senses in a paragraph of their essay or short story. While students are writing, conference with them individually to check on progress and offer assistance. Independent Application: Again, write using all of the senses to create a new paragraph or revise an existing paragraph in short story or narrative. Theoretical, Pedagogical, and/or Lines of Research that Justify Your Instructional Choices: Scaffolded using the IMSCI method (Inquiry, Modeling, Shared, Collaborative, and Independent writing). Uses students’ funds of knowledge for learning and demonstrates value. Graphic organizers assist students with memory retention issues, low organizational skills, and serve as a visual aid for students that are ELLs, have a hearing impairment, or learn visually. Working as a group in which we all contribute helps fulfill need for autonomy as proposed by self-determination theory. Also relies on cognitive theory and social cognitive theory of learning.