Name: Sharla Bazen

Lesson Title: Writers show, not tell in their writing.

Grade: 2nd Grade

A. Standard
MDE grade level or CCSS

CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.

B. Objectives/Targets and I CAN Statements

What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?

The scholars will (TSW) work on showing not telling in their writing.
- I CAN show not tell in my writing.

The scholars will (TSW) be able to show not tell by using details, details, details such as: senses,
emotion, dialogue, and sound words (onomatopoeia words).
- I CAN use details, details, details (reference detail hand page)
- I CAN use senses, emotion, dialogue and onomatopoeia words in my writing.

Formative Assessment:
Before we get started I will have the scholars rate how they are feeling about showing not telling
since we have been working on this for a few days now and this is tricky stuff!
- Rate using a 1, 2, 3, or 4 from leader chart.

C. Lesson Management: Focus and Organization

What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?

A. Lesson Management:
- Review Show Not Tell with whole group.
- Review what can be added to make Show Not Tell more successful in writing
(i.e. details, dialogue, sound words, senses, and emotions).
- Use Detail Hand to remind them of more details that can be added to writing.
- Projector and Doc Cam will be used for the hook (video), I DO portion of
lesson, and one WE DO sentence.
- Quiet, calm music will play in background during partner practice.
- Scholars will rate themselves on how well they are working throughout the
lesson, using their leader chart or thumbs up, sideways and down.
B. Student Management:
1. Movement -
Scholars will move to different areas of the classroom to complete #2-3 with their partner.
- Begin in desks for I DO and one WE DO
- Work with their partner on #2-3 as another level of WE DO or as Collaborative I Do
- Finish independent work at their desks (I Do)

2. Active Student Participation-

Scholars are expected to actively participate in brainstorming what we can add to our writing
to become better writers. Scholars will actively engage in working on number 2 and 3 with
their partners around the room. Scholars will engage in revising/finishing/polishing up a
piece of writing on their own that will be published around the room (later on) and will be
presented at conferences.

3. Classroom Management Focus-

Scholars will begin at their desks for the first part of the lesson and will be expected to raise
a quiet hand if they wish to ask or respond to a question. Scholars who are not quiet will
receive a message from classroom leaders. When scholars hold up what looks like a peace
sign they are sending a message to their peer(s) that their learning is being interrupted and
they would like the other person to stop. This helps me as a teacher to not have to remind
them all the time since they are keeping each other in check. Also, when scholars are
working with their partners I allow a calm, quite, indoor voice but if it becomes more than
that, that group will be asked to complete #2-3 with their partner from their seats since
they all sit across from their partner at their desks. I also use the Calvin Terrell Ooooo-oooo
to gain student attention and they reply back to me Ooooo-oooo and understand that
when they finish saying it they must remain silent and are ready to learn.

D. Introduction: Creating Excitement and Focus for the Lesson Target

What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

Interest:
- The teacher will generate interest by reviewing what we have done the past few days.
- Then engage all by showing a YouTube video created by two scholars from
another school in 2013.
- As a class we will discover how many years old this video clip is (little bit of math
integration) and notice that even though it is [4] years old, it is still relevant today.

Prior Knowledge
We will draw on our prior knowledge of what it looks like to Show not Tell
- Review Act It to Show It Mrs. Nicolette giving Maizy a bath (I was Maizy).
- Review the work done over past few days

Review/Practice
- Watch Show Not Tell video to clarify even further
 - Review a sample that we did together in the past
- Do one sentence together to get their minds on the right track
- Move on to partner work around the room
- Individually work on a piece of their own writing (revise, edit, clarify, additional
information)

E. Input: Setting up the Lesson for Student Success

Task analysis:
What information does the learner need? If needed how will it be provided?
How is the lesson scaffolded? (step by step lesson progression)

The learner will need (LWN):

- Prior knowledge of the past few days
- Detail Hand chart
- Clip board (if desired) for the partner portion

The scholars will already have their prior knowledge stored in their brains, their Detail Hand
charts are located in their blue folders, and the clip boards are always out for if they choose to
use one when working on the floor.

Scaffolded Lesson:

*What does it look like to Show not Tell

- Review Act It to Show It Mrs. Nicolette giving Maizy a bath (I was Maizy)
- Review the work done over past few days
- Watch Show Not Tell video to clarify even further
- Review a sample that we did together in the past (I Do)
- Do one sentence together to get their minds on the right track (We Do)
- Move on to partner work around the room (Collaborative You Do)
- Share what a few groups came up with and transition to individual work.
- Individually work on a piece of their own writing (revise, edit, clarify, additional
information) (You Do)
- I Do, We Do, You Do scaffolded structure that started with Act It to Show It, now were
focusing on Showing It not Telling It. The last step is editing and revising, adding
additional information to Show not Tell, and polishing a piece of writing that will be
published in the classroom and will be used for their conferences coming up.
- Scaffolded instruction (I Do, We Do, You Do) corresponds with the Gradual Release
Model and takes us through the writers process in Showing Not Telling, beginning with
the teacher providing an example, then we all do it together, then they have more We
Do (or Collaborative You Do) practice with their partners around the room, and then
they go back to their seats to individually polish a piece of their writing.
- Share a few pieces of writing (if there are volunteers)
- Review I CAN statements
- Mention what we will do tomorrow
- Transition to Reading Neighborhoods
Thinking Levels: questions to engage students thinking- choose 3

1. Remembering What are some things we can add to our writing so that we are Showing not
Telling?

2. Understanding Why do we add these things to our writing?

3. Applying Doesnt that sound so much better, like you are actually in the small moment?

4. Analyzing Look at the sentences that are typed verses the ones that we wrote, which are
better? Why?

5. Evaluating Rate yourself on where you are at with Showing Not Telling. This tells me how
much more practice we will need.

6. Creating Create one or two sentences using Showing Not Telling (sentences #2-3).

Accommodations: Differentiating to meet student needs

1. Remediation/Intervention-
Students who struggle with this will have the opportunity to receive assistance and sit
at the table with Mrs. Nicolette and will do as many as she feels fits their individual
needs.

2. Extension/Enrichment-
Scholars who finish early will have the opportunity to begin another writing piece or
may go back and finish/revise a different piece of their own writing.

Methods, Materials, and Integrated Technology:

F. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)

- Model how to Show Not Tell (review Act It to Show It)

- Review work from the past few days
- Demonstrate Showing Not Telling (video clip)
- Show one sample sentence we did last week
- Demonstrate Showing Not Telling by doing sentence 1

G. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
The teacher will assess scholar understanding by having them rate themselves in one of two
ways: 1.) Scholars rate themselves (using the leader chart) over their hearts to show me how
confident they feel about Showing Not Telling before going any further. OR 2.) Have scholars
hold a thumbs up, a sideways thumb or a thumbs down. This will visually show me where they
are at and can act as a formative assessment.

H. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?

After (I Do) I show and review one of the sentences we did last week, we will do (We Do)
number one together. When we finish number one, scholars will go with their partner to do
collaborative You Do together with their partners and will work on completing numbers 2 and 3.
Once they have completed numbers 2 and 3 they can return to their seats and individually work
on finishing and revising a piece of their writing (You Do). Then we will all come together and
will share some of our writing master pieces, and will take one last look at our I CAN
statements and will rate themselves on how they did.

I. Collaborative (You Do Together) and/or Independent Practice (You Do)

What practices will be demonstrated/modeled?

Scholars will practice doing numbers 2 and 3 with their partners (Collaborative You Do) and
then will go back to their seats and will work independently on revising, editing, or finishing a
piece of their writing (You Do). We are polishing these up to be published in the classroom and
will be used for conferences.

J. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

Once it is time to wrap up, I will kindly ask if there are any volunteers who would like to share
their writing with the class and then once that is finished we will turn our attention to the I
CAN statements written on the white board and we will rate ourselves on how well we think we
did on the lesson today. This also shows me a quick glimpse again, on whether or not they feel
like they are understanding Showing Not Telling. Then we will briefly mention that the reason
we are working so hard on these writing pieces is because we are going to publish a piece of
writing from each scholar and then we will show these published pieces at conferences this
month.

K. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform
instruction?
I will collect the sentences sheet to see what they wrote, which will tell me if they are grasping
the idea of Showing Not Telling or not. Also, if the scholars writing in their journals accurately
displays Showing Not Telling then I will know that they understand and are able to write using
Showing Not Telling. If all of these are present, I will know that the lesson objectives have been
met. The data that I collect from the sentences sheet will directly affect the route I will take for
the following (future) writing lessons.

L. Reflection - To be discussed immediately following your lesson.

How do you know that the objective(s)/target(s) was met?

What is your evidence?
Using your assessment data how will you change the lesson or instruction for the
next time?
How well did the students perform/respond?
Were all my students engaged?
How was my timing?
How many students struggled?
What will I do to help the student(s) who struggled?
What will I do to extend the learning for those students who met target?
What did everyone know?
What did no one know?
Were there any surprises?

(Revised/Edited by Elementary Team, 2014)