DAILY LESSON PLAN

Teacher’s Name: Class/Period: 8th grade Reg. English, 5th period (57 min.)
Unit: Creative Writing Date: 11/10/2008
Agenda: 1) Journal - 10 minutes, 2) Imagery discussion - 10 minutes, 3) “Show, Don’t Tell” - 15 minutes, 4)
Creative writing brainstorm - 5 minutes, 6) Creative writing – 10 minutes, 7) Homework: finish creative
writing draft
California Content Standards:
2.1 Write narratives -
a. Relate a clear, coherent incident, event, or situation by using well-chosen details
c. Employ narrative and descriptive strategies (e.g. background description and physical description)
Objectives: 1) When given a creative writing prompt to use three to five given elements to craft a short
narrative, SWBAT utilize specific details, descriptions, and imagery to show the audience what’s happening in
the story.
Materials Needed: students’ class journals, pens/pencils, paper, “Show, Don’t Tell” Overhead, “Show, Don’t
Tell” Example Words Overhead, Imagery Examples Overhead, Assignment Prompt Words Overhead, dry erase
markers, large pad of paper (agenda), easel (for agenda), wind-up timer
Activities: Reflection writing, discussion, example review, narrative writing draft
Time Teacher Procedures Student Responsibilities
Before
class 1. Write journal reflection topic on front 1. Students have not arrived yet
whiteboard using dry erase marker:
What is the role of imagery in literature
and/or film? Using imagery, describe
your favorite scene from either a movie
or literature.

10 min. 1. Instruct students to get journals and 1. Personal writing: students write their reflections to
pens/pencils out. Direct them to write the day’s topic in relation to their own experiences.
their responses to the reflection topic in
their journals. Give them 10 minutes.
Use the white, wind-up timer.

10 min. 1. Ask students to share their thoughts 1. Personal reflection/brainstorming: individuals

about imagery in film and literature. contribute samples from their focused writing and reflect
Guide the discussion as needed with upon the experience.
prompts. (Examples: what are some of
the scenes you’ve described? Would
you change anything about your
description? If someone who’s never
seen the movie or read the book
 reviewed your description, would s/he
be able to visualize it?)

15 min. 1. Put up the “Show, Don’t Tell” 1. Brainstorming: students visualize scenes and share
Overhead and explain the concept. their visions.
Next, put “Show, Don’t Tell” Example
Words Overhead up and ask students to
visualize a scene incorporating those
elements. Have some of them share
their visualizations.

2. Using Imagery Examples Overhead, 2. Critical thinking: students evaluate and defend their
ask students to discuss what works and opinions about what does work and what does not work.
what doesn’t work in each.

3. Make notes on the overhead as

appropriate.

20 min. 1. Put up the Assignment Prompt Words 1. Planning web: students use this time to plan out their
Overhead. Give students 5 minutes to steps and details for their creative writing, to include
draw a planning web of ideas for a structure and organization.
narrative using the words Day, Waves,
Sand, Sun, Boats, and a Smell.

2. Give students the next 15 minutes to 2. Writing: students utilize their web of ideas to guide
begin writing up to a one-page draft of a the development of their creative narratives using the
creative narrative using the above web prompt words.
of ideas as guidance. Clearly state that
you are looking for them to apply the
“Show, Don’t Tell” methods. A draft is
required for tomorrow’s class, in order
to participate in group work.

Homework:
Finish the up to one-page narrative draft for tomorrow’s class
Assessment or Evaluation: Journal Reflection…………………5 points per entry (collected bi-weekly)
Homework/Narrative draft………..Credit/No Credit (poss. 5 point deduction)
Completed assignments maintain participation grade.
Lesson Plan Commentary/Reflection:
This lesson plan will build upon the previous day’s lesson, introducing imagery, and will provide
students with multiple intelligences additional opportunities to be engaged. The journal writing will support
students with verbal/linguistic and intrapersonal intelligences, and the discussion will support students having
interpersonal and verbal/linguistic intelligences. Using the planning web, students having visual/spatial
intelligences will be supported. Students at this age (13-14) are discovering how they sense and name their
world. Analysis of the role descriptions play in creative writing will help students in future writing practices to
pay close attention to detail.
Integrating a planning web into the assignment provides students with an opportunity to frame their
thoughts; an essential skill needed for clear communication. Students will continue to use the “Show, Don’t
Tell” model in other writing assignments throughout the school year. Since the journal reflection, planning
web, and creative narrative require writing, the teacher can easily assess which students are actively
participating and which students are not. One weakness of this lesson is the lack of ways to engage students
having musical and naturalistic intelligences, directly. The draft will be used in consequent drafts for peer
revision, and as part of the process of writing. This lesson will only be checked for completion and reflection as
part of students’ participation grade. If assignments are not completed, 5 points will be deducted from
beginning participation grade of 50 points/quarter. Larger projects and final drafts will be graded.
 (On large pad of paper propped up on easel at front of room)
CLASS AGENDA:
Journal
Imagery & “Show, Don’t Tell”
Creative Writing
H.W. – finish draft (up to one page)

“Show, Don’t Tell” Overhead

• Sensory detail/descriptions

• Dialogue/quotations

• Anecdotes

• Facts and figures

• Concrete examples

• Different LANGUAGE choices can create

different dominant impressions from the

exact same information.

“Show, Don’t Tell” Example Words Overhead

NIGHT MOON STARS BREEZE TREES A SOUND

 Imagery Examples Overhead
Dominant Impression #1
Miranda relaxed on the park bench, enjoying
the soft breeze after a long day in class. The
moon was just a sliver and the stars in the
dark sky competed with the city lights
twinkling in the valley below. The pines
behind her whispered in the breeze. Far
back in the hills she hear the soft hoot of an
owl calling her mate.

Dominant Impression #2
Jeremy turned. “What was that?” he
wondered. Clouds scudded over the stars
and moon, momentarily darkening the
landscape. There it was again. A rustling.
Behind him. Following. Ahead the path
entered Beggars’ Woods—an interlocked
thatch of oak and underbrush that might hide
anything. The sound again. Peering into the
blackness, Jeremy caught a glimpse of a
dark shape.

Assignment Prompt Words Overhead

DAY SUN SAND WAVES BOATS A SMELL