Daily Lesson Plan s4

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 1. Students have not arrived yet front 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 1. Planning web: students use this time to plan out their Words Overhead. Give students 5 steps and details for their creative writing, to include minutes to draw a planning web of ideas structure and organization. for a 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