Visualizing Writing Lesson Show, Dont Tell Behavioral Objective: The third grade learner will identify feelings/emotions

and showing words to describe them. Standard: Writing Standard 1.4.3.E - Choose words and phrases for effect. Materials: -

Smartboard/Chart paper Emotions/Feeling graphic organizer (1 per student) Mentor text o Henkes, K. (1990), Julius the Baby of the World. New York, NY: Scholastic, Inc.

Procedure: Anticipatory Set: Does anyone have a baby brother or sister? The teacher will wait for students to raise their hands. Sometimes it can be difficult to have a baby brother or sister. Activity: Introduction: Today Im going to read you a story entitled, Julius the Baby of the World. As I read the story, pay special attention to how Lilly, the main character, feels about her new baby brother in the story. Read Aloud: During the read aloud, the teacher will draw students attention to how Kevin Henkes develops his characters through their actions. Kevin Henkes does not simply tell how characters feel in the story. Rather, he shows how the characters feel through their actions. The teacher will ask students the following questions to elicit discussion about the development of the characters through their actions. Page 2 - How did Lilly feel about her new baby brother before he was born? How do you know?

Page 3 How does Lilly feel about Julius now? What actions show how Lilly feels about him? Page 4 Lillys parents love Julius. How do you know? Page 9 Lilly isnt very nice to Julius. How has she been mean to him? Page 14 How do Lillys parents treat her differently then Julius? Page 17 Lilly warns her friends that babies are dreadful. Why do you think she says this? Page 25 Does Lilly like what Cousin Garland has to say about Julius? How do you know? Page 29 How have Lillys feelings toward Julius changed? How does she feel about Julius now? How did Kevin Henkes show us Lillys feelings in the story?

Modeling: Good authors, like Kevin Henkes, develop their characters through their actions. Today we will practice doing just the same! Using the Smartboard or chart paper, the teacher will display the following telling sentence and showing paragraph. Telling Sentence: Janet was scared to go on the roller coaster. Showing Paragraph: Janet stood quietly biting her nails as she waited in line for the roller coaster. As Janet inched closer to the front of the line, she could feel her heart pound loudly in her chest. No matter how many times she wiped her hands on her jeans, she could not keep her hands dry. Just as Janet handed the attendant her tickets, she felt her knees go weak. Everyone please read the telling sentence and showing paragraph quietly. The teacher will give students a few minutes to read the sentence and paragraph. The teacher will then call on a student volunteers to read the sentence and paragraph out loud. The teacher will ask the students to compare the sentence and paragraph. She will lead them in a discussion asking the following questions: Which did you enjoy reading more, the first sentence or the paragraph? Why? Which painted a clearer picture for you about how Janet was feeling as she waited in line for the roller coaster? Did you feel like you were right there, watching Janet as she waited in line? o That is what good authors are able to do. They paint pictures with their words. They help you visualize what is in their minds.

Guided Practice: The teacher will distribute the feelings/emotions graphic organizer. The teacher will guide students in completing the graphic organizer. How was Janet feeling as she waited in line for the roller coaster? (fear/scared) How do you know? What does her fear look like? What does it sound like and feel like? The teacher will record the students responses on the chart.

Feeling

Looks Like Sounds Like

Feels Like

Knees felt weak Scared Chewing nails Heart pounding Sweaty hands

Independent Practice: Can you identify some other feelings/emotions that authors might want to describe in their writing? (happy, sad, excited, nervous, tired, shy, surprised etc.) The teacher will write students responses on the board. Now I want everyone to choose two feeling words from the board and write showing words to describe each feeling on your graphic organizer. The teacher will circulate and monitor students as they work independently. Differentiation: If students struggle to complete the assignment, the teacher will pull them into a small group and guide them in completing the graphic organizer. Gifted students may choose additional feelings/emotions to describe. Gifted students may also use a thesaurus to find additional words to describe each of their identified feelings/emotions. Closure: Great job everyone! Who would like to share their work? The teacher will allow students to share their work. Who can summarize what weve learned today? The

teacher will call on student volunteers to share their summaries for todays writing lesson. Summary discussion points: Although it takes more work, good writers show their imagination through their writing. Authors can paint pictures with their words through show, dont tell writing. Show, dont tell writing helps keep your audience interested. It helps the reader visualize your story.

Student Assessment: Formative: The teacher will assess students through observation and students application of new knowledge to the graphic organizer. Summative: The teacher will evaluate the students summaries and responses to closure discussion questions. Reflection: **This lesson serves as an introductory lesson to the Show, Dont Tell writing strategy. On subsequent days students would practice applying this writing strategy to their writing.