Assignment Prompt Words OverheadDAILY LESSON PLANTeacher’s Name: Class/Period: 8th grade Reg. English, 5th period (57 min.)Unit: Creative Writing Date: 11/10/2008Agenda: 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 draftCalifornia Content Standards: 2.1 Write narratives -a. Relate a clear, coherent incident, event, or situation by using well-chosen detailsc. 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 timerActivities: Reflection writing, discussion, example review, narrative writing draftTime Teacher Procedures Student ResponsibilitiesBefore class 1. Write journal reflection topic on frontwhiteboard 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. 1. Students have not arrived yet10 min. 1. Instruct students to get journals and pens/pencils out. Direct them to write their responses to the reflection topic in their journals. Give them 10 minutes. Use the white, wind-up timer.1. Personal writing: students write their reflections to the day’s topic in relation to their own experiences.10 min. 1. Ask students to share their thoughts about imagery in film and literature. Guide the discussion as needed with 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 1. Personal reflection/brainstorming: individuals contribute samples from their focused writing and reflectupon the experience.reviewed your description, would s/he be able to visualize it?)15 min. 1. Put up the “Show, Don’t Tell” Overhead and explain the concept. 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, ask students to discuss what works and what doesn’t work in each.3. Make notes on the overhead as appropriate.1. Brainstorming: students visualize scenes and share their visions.2. Critical thinking: students evaluate and defend their opinions about what does work and what does not work.20 min. 1. Put up the Assignment Prompt WordsOverhead. Give students 5 minutes to draw a planning web of ideas for a narrative using the words Day, Waves, Sand, Sun, Boats, and a Smell.2. Give students the next 15 minutes to begin writing up to a one-page draft of acreative narrative using the above web 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.1. Planning web: students use this time to plan out theirsteps and details for their creative writing, to include structure and organization.2. Writing: students utilize their web of ideas to guide the development of their creative narratives using the prompt words. Homework: Finish the up to one-page narrative draft for tomorrow’s classAssessment 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 theirworld. 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:JournalImagery & “Show, Don’t Tell”Creative WritingH.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 createdifferent dominant impressions from theexact same information.“Show, Don’t Tell” Example Words OverheadNIGHT MOON STARS BREEZE TREES A SOUNDImagery Examples OverheadDominant Impression #1Miranda relaxed on the park bench, enjoyingthe soft breeze after a long day in class. Themoon was just a sliver and the stars in thedark sky competed with the city lightstwinkling in the valley below. The pinesbehind her