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CSUN SED 525EN - DAILY LESSON PLAN

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Lesson Plan on Writing College Application Essays.pdfShow, Don’t TellDAILY LESSON PLAN Teacher’s Name: Class/Period: Tenth Grade English Unit: Writing: Showing, Not Telling – applied to the writing of college application personal statements Date: 10/15/2008 Context: The students will have already written one first draft of a college personal statement. The question prompt they answered was: “Describe a significant moment or event in your life and how it changed you.” The students will have been instructed to bring one paragraph – a paragraph that describes a significant moment - from this first draft with them for today’s lesson. Agenda: 1) Focus Lesson: I will teach the class how to re-write a “Telling” sentence into a “Showing” sentence. 2) Guided Lesson: The students and I will compare and contrast a “Telling” draft of a letter to a revised “Showing” draft of the same letter. 3) Collaborative Lesson: Class groups of four to five students each will work together to rewrite a “Telling” draft of an introductory essay paragraph (provided by me) into a “Showing” introductory essay paragraph. 4) I will assign an Independent Lesson. California Content Standards: Writing Applications (Genres and their characteristics) 2.1: Using the writing strategies of grades nine and ten outlined in Writing Standard 1.0, students write biographical or autobiographical narratives or short stories. 2.1 – C: Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings. Objectives: When asked to re-write the first drafts of their college application essays, SWBAT write more emotionally effective personal statements through naming their essays’ characters; employing specific action verbs; applying sensory, specific, concrete details; and by using adjectives and facts through the essays. In other words, students will learn how to Write to Show rather than Write to tell. Materials Needed: 1) Each student will bring one paragraph – one that describes a significant moment - from an early draft of a college application essay he or she has already written; 2) Overhead/PowerPoint displays of a) the three columned graph with the appropriate texts and b) the different “Showing” concepts and their definitions; 3) Handouts (for all students) listing the “Showing” concepts, their definitions and an example of a “Telling” sentence being transformed into a “Showing” sentence; 4) Handouts of the opening “Telling” paragraph that the student groups will re-write into a “Showing” paragraph. 5) Copies of one handout with a list of “Show” adjectives. Activities: Time Teacher Procedures Student Responsibilities 15 minutes Focus Lesson: 1) On the board, I will write one 1) Students will offer suggestions on names, verbs, details, adjectives and facts that can be used to change the “Telling” sentence on the board to a “Showing”sentence that is an example of Writing as Telling: The lady was pushing her cart forward and I could hear its wheels making an irritating noise on the floor. 2) I will then display (Overhead Projector/PowerPoint) the names and definitions of concepts my students can apply to change the “Telling” sentence into a “Showing” sentence. The concepts will be: a) Providing the Person’s name; b) Specific Action Verbs; c) Sensory, Specific Concrete Details; d) Adjectives and e) Facts. I will then identify the places in the sentence where a character’s name can be added; where a sensory concrete detail can be added; where more specific action verbs, adjectives and facts can be added. 3) I will ask the students to offer examples that will help change the sentence into a “Showing” sentence. I will write the new “Showing” sentence on the board. I will write their suggestions on the board and write a new “Showing” sentence as a result of their suggestions. 4) I will give the students handouts (Handout One) listing the concepts and their definitions. The sheet will also show an alternative “Showing” sentence I created from the same “Telling sentence.” I’ll display my “Showing” sentence.sentence next to the “Showing” sentence the class and I have just created, so the class can compare and contrast the two examples. 15 minutes Guided Lesson: 1) On the overhead/PowerPoint projector, I will display a three columned graph on the board. The left column will contain a “Telling” version of a simple two paragraph letter written by a soldier in Iraq to his mother (I will create this example). The middle column will be blank. The right column will contain a “Showing” version of the same letter – the actual letter the soldier wrote to his mother. I will also provide handouts containing both examples of the letter (Handout Two). 2) I will instruct the students to compare and contrast the two versions of the letter and identify all the “Show” concepts that appear in the “Showing” version of the letter. 3) I will write the “Show” tools (identified by the students) in the middle column and highlight the same “tools” as they appear in the second version of the letter, in the third column. 4) I will lead the class in a discussion where the students offer me their ideas on how the identified “Show” elements made the second version of the letter a more emotionally effective piece of writing. 1) Students will read the letter samples on the board. 2) Students will compare both versions of the letter and identify all the “Show” concepts that appear in the “Showing” version. 3) Students will raise hands and tell me the “Show” concepts that they have identified in the second version of the letter. 4) Students will raise hands and offer their ideas on how the “Show” concepts they have identified have made the second version of the letter a more emotionally effective piece of writing.20 minutes Collaborative Lesson: 1) I will divide the class into groups of four or five students. 2) I will provide each group with one paragraph of a first (“Telling”) draft of an actual college application essay (Handout Three). 3) I will instruct the groups to work together to revise their assigned paragraph into a “Showing” paragraph. 4) I will provide, for each student, a handout with a list of “Show”


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