Jackie Byas

Missouri Pre-Service Teacher Assessment

(MoPTA) Lesson Plan Format

Title: Elaboration Show, Don't Tell: Emotions

Grade: 3rd
Length of 4 Days
Time:
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

The Show-Me Standards

Communication Arts 1:
Speaking and writing standard English (including grammar, usage, punctuation,
spelling, capitalization)
Communication Arts 2:
Reading and evaluating fiction, poetry and drama

National Standards
NL-ENG.K-12.4 COMMUNICATION SKILLS
Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS
Students use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information).

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student needs

The purpose of this lesson is for students to begin to think about their writing and how
they can elaborate more on emotion. Over a four day period, students will
Work on/improve their writing in standard English
Evaluate a mentor text to see how that author is able to convey emotion
Improve on their communication skills as well as applying language skills in their
writing, using that mentor text as a guide
Assessment (type(s) of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson

Before:
Initial writing piece. (Have student initially write to a prompt without any other
instruction).
During:
Anchor Chart example/individual examples of showing not telling. (Creating a
Show, Don't Tell anchor chart, around our mentor text. Students will also evaluate
the reading for examples of elaboration of emotion in their writer's notebooks. Then
have students fill out their own organizer based off of their initial writing piece).
After:
Final revised writing piece and previous work as a whole. (Students will have
created a revised final draft using their initial writing piece and their Show, Don't
Tell organizer. They will turn this all in for the teacher to see their process).

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion

Day 1:
The teacher will introduce that it is now time for writing. The teacher will not tell the
students that they are working on elaborating emotion yet, because the teacher wants to
see how much each student initially elaborates on emotion in their writing on their
own.
The teacher will put a prompt up on the board. The prompt will encourage students to,
Write about a time when you did something you were afraid to try. How did you feel
afterward?
Students will begin writing in their writer's notebooks addressing the prompt.
The teacher will give the students 25-30 minutes to write.
The teacher will then regroup the students and for the rest of the time introduce the new unit on
elaboration and how they are going to practice how to Show, Don't Tell with their emotions.
The teacher will collect writer's notebooks and make note of where the students are in
elaboration of emotions initially.
Day2:
The teacher will recap on what the prompt was and what the class talked about the
previous day.
The teacher will begin to explain how they are going to do a read aloud and how we are
going to use the book, Rain Reign by Ann M. Martin as a mentor text to learn how
we can elaborate on our emotions.
The teacher will read Rain Reign as students evaluate the text and pick out examples
of how Martin was able to elaborate on emotion in different ways.
Teacher will have students write down the examples that they notice in their writer's
notebooks. (This will be used to grade whether students were able to evaluate the
 reading for those examples on their own).
When finished with the read aloud, the class will create an anchor chart that shows a
transition of three stages of how we can take our emotions from telling to showing,
with a teacher example. (Instead of saying I was happy, you can show more by
saying, I just had to smile, and from there you can even show more by saying, I felt
alive inside! My eyes lit up and a smile spread across my face.).
When the class is finished with the anchor chart, the teacher will send the students back
to their seat and they will complete the same organizer based on their initial writing.
They will pick out 2-3 emotions they can try to move from telling to showing.
The teacher will check the students' organizers before moving on the finial draft to see
if they are getting the concept.
Day3:
Writing will begin with peer/teacher revision.
Students will take each other's initial pieces and their organizers and check for spelling,
grammar, etc., and elaborated detail on emotions.
When students get the okay from teacher, students will then begin working on their
final drafts.
Students will use all their resources that they have accumulated so far in this unit to
produce a final draft.
Day 4:
Today we will share our final drafts.
To make sure we are getting through everyone, students will share their final drafts in
small groups. They will share their final drafts and their process of how they were able
to elaborate.
From there, the teacher will gather the class back together and recap on our process.
We'll talk about what was easy, what was hard about the process, and how useful
learning how to elaborate on emotion is to help your reader really understand what you
are trying to say.
The teacher will then collect all things from the students, the initial writing, the text
evaluation, the organizers, and the final piece, and will use these items to assess
students' progress.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

The teacher will be the one helping the students to understand the concept of
elaborating on emotion. The teacher will facilitate discussion on the topic of
elaboration and guide students in the right direction about what it is and what it
consists of. The teacher will provide necessary materials for students to learn about
elaboration, like mentor texts. The teacher will also model what it looks like to
elaborate while reading to the students and filling out the anchor chart. The teacher will
then go on to allow the students to try elaborate on emotion on their own, while also
providing feedback to the students and extended help if needed.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objective

Students will be given the opportunity to learn how to elaborate more on their writing
of emotions through reading and evaluating/analyzing a mentor text.
Students will have the chance to elaborate on their own writing, and learn how
elaborating on emotion can help you reach your desired outcome of how you want to
reach your reader.
Students will have the chance to practice writing standard English, paying attention to
spelling, grammar, and details.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson

Rain Reign - Ann M. Martin (& Other Mentor texts for differentiation)
Writer's Notebooks
Anchor Chart Paper/Markers/Whiteboard (Smart-board)
Telling to Showing Organizer printouts
Final Draft paper

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning

Computer/Projector/Smart-board (the prompt can be written on the board for students

to see and the teacher will write on it from time to time, like when taking notes from
our read aloud).

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.

Some students may have trouble finding ways to elaborate. Students who aren't sure of
how to write down how they were feeling can talk with the teacher or a peer about how
they were feeling! Sometimes talking things out sparks ideas that can be easily
transferred to paper.
For students who already have strong skills in emotion elaboration, they can focus
more on different ways to voice that emotion. The teacher will have other mentor text
examples that show a range of ways to elaborate/voice emotion and they can try and
use those examples in their writing.

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help
keep students on task and actively engaged

The class has been working on being respectful listeners all year. Since we will be
doing a whole class read aloud, and students will be asked to state examples of emotion
 elaboration as we read, the teacher will remind the students of the class norms.
Students are expected to raise their hands and wait to be called on before speaking.
Students are expected to pay attention and listen to their peers ideas.
Students will also be reminded of our classroom norms in relation to working with
peers. Since we will be editing our peers' work, we want to state our opinions of how
they can improve, but we do not want to be rude or hurtful to our peers about our their
work.

Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way

If a student finishes quickly, instead of finding 2-3 emotions in their story to enhance,
they can go beyond that and find/fix more.
Students can also search for a different mentor text and apply a different authors
writing style of detail to their examples.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts (may be incorporated tomorrow or throughout the unit).

I briefly talked about how the teacher will discuss the benefits of elaborating on
emotion for your reader's sake. We could go more in-depth about other reasons why
elaborating is important and other benefits of it in all types of writing.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson

By 3rd grade, classes may be practicing how to type in writing. If available, teacher may
check out a classroom set of laptops, or sign up to go to the computer lab, and have
students type out their final drafts.

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