Student Teachers Name: Date:

MABEL ORTIZ 04/19/2017

Course Title/Grade Level: Days/Times Taught:

English 7th grade Tuesday/Thursday 11:10-12:00pm

LESSON: Lecture-discussion: Narrative Writing Duration class period: 50min

Targeted Standards
110.23. B.10 b(ii) English Language Arts and Reading,
(b) Knowledge and skills.
(5) Comprehension skills: listening, speaking, reading, and writing using multiple texts. The
student uses metacognitive skills to comprehend text with increasing depth and complexity.
The student is expected to: (D) create mental images to deepen understanding;
(10) Composition: listening, speaking, reading, and writing using multiple texts--writing
process. The student uses the writing process recursively to compose multiple texts that
are legible and use appropriate conventions. The student is expected to: (B) develop drafts
into a focused, structured, and coherent piece of writing by: (ii) developing an engaging
idea reflecting depth of thought with specific facts, details, and examples;

Objectives
110.23. B.5.D 10 b (ii)
The students will enhance their reading comprehension and writing skills, also, they will be
able to create interesting stories, describes in detail the characters of this stories and they
will be able to understand authors stories because showing or describing the action,
helps the reader to create mental pictures and this helps to engage the reader in the
lecture.
Lesson Objectives:

The objective of this lesson is that the students understand the difference between
show something and tell something in writing, also it will enhance their descriptive
writing skills, and reading understanding of the characters.
Take a simple sentence with minimal description and transform it into a paragraph
using specific details, vivid verbs, and interesting adjectives.
Outcome Objectives:

This lesson will help the students to enhance and improve their descriptive writing
skills, into transform simple writing in an interesting and attractive way for the reader.
Also, the students will learn to write descriptive sentences and paragraphs with
specifics details, and they will enhance the use of adjective. Workshop has been
operational for a few weeks.

Resources, Methods and Materials

Resources Used to Develop Lesson:
The use of PowerPoint presentation, smartboard, handouts: worksheet, homework, copy
lesson.
Methods/Strategies Used to Teach Lesson:

Direct and whole group instruction for the first part of the lesson, the students will listen the
lesson, and we will have a group participation (shared reading and writing), the students
will have to share their ideas, and answer questions.
One small groups writing activity, and a final individual writing activity at the end of the
period.

Differentiation Strategies for Diverse Learners: (ELL, IEP, GT)

Depending of the needs of the students in the classroom, and beforehand they lesson and
content will be the same, but the instruction different and it will be adapted to the
necessities of the student, for example:

Individual oral instruction for students with reading disabilities.

Provide frequent progress checks.
Immediate feedback to learning disabled students.

Teaching Materials:

PowerPoint presentation with the lecture

Handouts: Copies of the lecture
Smartboard
Worksheet/ homework
Student Materials:

Paper/ journal
Pencils or pens
Highlighters
Writing portfolio
 Schedule for Instruction
Introduction/Opening Activity Time
Allotted:
Get started activity: 10min
writing journal with Show, dont tell Challenge

The teacher will give to the students a simple passage that relies too much on
telling the students have to re-write the passage to include more elements of:
show than tell.

After 5 min, we will discuss in class the stories, and we will vote and decide
which one is the best.

Lesson part 1: Time

Allotted:
Teacher will give handout with following information: 20min
Differences between telling and showing in the writing:

Telling sentences tell us something. They give information but it is general,

nonspecific, and often vague. They dont involve the reader. Telling sentences
are written in a dull and lifeless manner. You leave out the action, emotion, and
sensory detailall the vital ingredients that make the reader believe in your story.
"Telling" is a way of communicating facts to the reader the wrong way.

The right way is to "show" information through the use of action, dialogue, and the
five senses. Also, the writer in order to engage the reader needs to create an
attractive style like describing/ showing the character development, also the writer
will show to the reader things about the story about people, things, places,
feeling, and others. This with the purpose to create mental picture in the readers
mind. (the story comes to life in the mind of the reader)

The example will be put it on the smartboard

1) Example:

Telling sentence:
Jack was afraid.
Showing sentence:
As the footsteps tapped closer and closer, Jack felt his stomach muscles tighten.
He flattened himself to the wall, the gritty bricks against his cheek. Sweat chilled
his palms. He used both hands to steady the gun

Lesson part 2:

Handout part 2

Explanation Show Not Tell: Character Development

To develop your story, begin by thinking about the main character. You want to
SHOW the reader what that character is like.
Writers reveal their characters through six means:
1. What they say
2. What they think
3. What they do.
4. Description
5. What the other characters say about them.
6. How other characters react to them

The example will be put it on the smartboard

2) Example:

You get to know a character by:

what he/she does.

Mrs. R marched into the classroom

She waved her arms and

what the author tells you about the way he/she looks.

with a stormy look on her face.

 what he/she says (and what others say about him/her).

shouted, You wont believe what just happened! Someone had just run into

her car in the parking lot.

Individual/ Small Group activity: Show Not Tell

Time
List the activity guidelines on the Smart Board. Allotted:
a) Work individually (worksheet) and read the instructions. 15min

b) Let you teacher know when you finish to assign you to a group.
c) Any questions let the teacher know.

Give Worksheet to students

***** Worksheet attached*********

Closing Activity:
Time
Allotted:
Wrapping the lesson with the main idea and give information about the 5 min
homework, also answering questions.

Using showing style remember to:

Use strong, specific verbs.

Create emotions and reaction in the character story, showing not only
telling
Bring scenes to life and show characters feelings and attitudes.

HOMEWORK:

Give handout/homework to students Due

Date:
***** Worksheet attached*********
04/20/17
Formative Assessment

The homework assignment will determinate the understanding of the lesson, and the
differences between " showing" and " telling. After checking the assignment, the teacher will
determinate if the students need more explanation or practice, otherwise a quiz will be giving
later. (it will be announced)
Name: _______________ Date: ______________

WORKSHEET ACTIVITY

INSTRUCTIONS: Write your answers in a separate sheet,

and change the following telling sentence into showing
sentence. After finishing discuss your answer with your group.
You have (5 min)

1) Lisa is a spoiled child.

2) My mother/father is a wonderful person.
3) She is a talented musician.
4) The party was great.
5) My mother bugs me.
6) He eats like a horse.
7) He looked guilty.
8) The child was a brat.
9) The abandoned house was scary.
10) School is boring.
Name____________________________ Class____________________Date___________

HOMEWORK 1 Show, Dont Tell! Show, Dont Tell!

INSTRUCTIONS: When describing a characters feelings, skillful writers do not just tell the
reader how the character feels. They show the reader by using imagery. Imagery is
language that paints a vivid picture in the mind of the reader, often by appealing to the five
senses: sight, sound, smell, taste and touch.

In the following examples, compare the sentences that tell us how the character feels with
the descriptions that show us how the character feels.

Answer the questions that follow each description.

1. Her face was sad and lovely with bright things in it, bright eyes and a bright passionate
mouth, but there was an excitement in her voice that men who had cared for her found
difficult to forget: a singing compulsion, a whispered Listen, a promise that she had done
gay, exciting things just a while since and that there were gay, exciting things hovering in the
next hour.

a) From the description, how do you know if this person is sad or happy?
___________________________________________________________
___________________________________________________________

b) Which of the five senses does the description appeal to?

___________________________________________________________

2. Molly crept out the door onto the front porch. Early morning. A fresh new day. Their old
farmhouse sat comfortably on an acre of grass and gardens, surrounded by trees. Distant
traffic sounds filtered through trees: muted background music. Molly sat on the steps and
took a deep contented breath. Dawn's ragged swirls of mist lingered among the maple and fir
trees. Two robins pecked in the grass looking for worms. Mom's bed of daffodils glowed
yellow in the morning light. Molly hugged herself, while a nippy breeze poked through her thin
cotton nightie. And then she saw them. They stepped out of the mist-laden gloom between
the trees, one dainty step after the other, across the grass in front of her. There were three of
them: a deer and her two young fawns. Molly held her breath. Awesome!

a) From the description, what it is Molly describing?

___________________________________________________________
___________________________________________________________

b) Which of the five senses does the description appeal to?

___________________________________________________________