(Mini)Lesson:Show!!DontTell.

Date: Feb. 2 2017

Subject: Language Arts Grade: 4
Jessica Strydhorst

Focus: This lesson is an introduction to learning how to write more expressively. The focus is on
using descriptive words and phrases to paint pictures in our minds by using showing
sentences rather than telling sentences.

Ontario Grade 4: Writing - Using Knowledge of Form and Style in Writing

Curriculum 2.2 (Voice) Establish a personal voice in their writing, with a focus on using words and
Expectations: stylistic elements that convey a specific mood such as amusement
2.3 (Word Choice) Use specific words and phrases to create an intended impression (e.g.,
comparative adjectives such as faster; words that create specific effects through sound, as in
alliteration for emphasis: rotten rain)

Lesson Duration: 20 Min.

The student will understand the difference between telling and showing sentences in
Learning Goals or
writing. They will be able to write sentences that show the reader their feelings, rather than
Intended Learning
just telling them. That, as authors they learn to engage and guide the imaginations of their
Outcomes:
readers.

Evidence of Goal I will know if students have understood this lesson if they are able to make good showing
Achievement : sentences. One way to tell is that myself and their classmates should be able to guess the
emotion that was on the slip of paper.

Materials: Printed out Emotion slips

Anchor Chart

Learning Plan: For a hook, I will begin by reminding them about how they had just written some stories
a) Introduction: about a few of their favorite things using their newly developing skills using Similes.

Then, read the beginnings of 2 different books (really, just 2 sentences you create) and
ask them if these were two books, which one they would prefer to keep reading. And why?

These should be an example of a telling sentence and a showing sentence

E.g., My friend was walking outside and was excited when she found twenty dollars lying
on the ground. She went home to tell her mom about it.
Vs.
My smile was as big as the sun! What a wonderful thing to have happened to me! How did
I get so lucky! I jumped up into the air with excitement! Twenty dollars, all for me! Out of
breath after racing home, Suzan told her mother what had happened at the park.
 b). Procedure: Demo: Show Anchor chart with angry Using the anchor chart with the angry girl on
girl on it. Have them share their ideas and it, write their contributions (and a few of your
get them involved by asking them own to get them going if need be.)

What does ( emotion ) look like? Examples:

What is your body language like?
What does your face look like?
What actions are you doing when
you're angry?
What would your eyes be going?
What would your hands be doing?
What would your stomach be doing?
What would your mouth be doing?
What would your heart be doing?
What would your feet be doing?
Her eyes narrowed and she glared at me.
Red hot lava began to form deep in the pit
of her stomach.
She pursed her lips together tightly.
She stomped up the stairs and slammed
the door.
She put her hands on her hips.
She became a fire breathing dragon.

c). Independent Students will be given and Emotion Strip and paper along with it. They will then
Activity: independently or in pairs come up with several Showing sentences answering the
questions listed above (that will be on a separate anchor chart)

If time allows, we will compare and students will try to guess each others emotions based
on their telling sentences.
- If there is extra time, we will do another emotion and do the process over again.

Assessment: Informal assessment of their comfort with showing sentences. More assessment will be
done later on when they are able to take their work and revise it with this topic in mind.

Differentiation: Working in pairs or groups to come up with them. Discussing it one-on-one. Scribing.
Accommodations Giving students who are very fast at this more than 1 emotion to work on.
or Modifications:

Reflection: How did the lesson go? What went well? Did the students understand the difference
between showing and telling? What adjustment should I make next time I teach this lesson?
Are there any learning outcomes that have emerged in the course of the lesson that I did not
expect or anticipate?

Extension: This will set them up with the skills they need to revise their short story work and help them
pick out some of their telling sentences and replace them with some showing sentences
instead. It will also be useful in future writing endeavours.

Resources: http://theteacherdish.blogspot.ca/2015/03/show-dont-tell-writing-mini-lesson.html

http://crafting-connections.blogspot.ca/2014/04/show-dont-tell-writing-minilesson.html

http://languageartsreading.dadeschools.net/pdf/Writing/WritingSampleLessons/Composing
%20Lessons/6-ShowNotTellLesson.pdf