This is a fun little lesson on developing sensory language in our writing.

1. Western Oregon University, Divisionof Teacher Education, (Modified from TWS), Fall 2016 1
Lesson Plan Teacher: Brenda Joseph Date of Lesson: 8 Nov 2017
Lesson Title/Description: Showing Vs. Telling and Writing Workshop
Standards:
11-12.W.3 Write
narratives to develop
real or imagined
experiences or events
using effective technique,
well-chosen details, and
well-structured event
sequences.
11-12.L.3 Apply
knowledge of language to
understand how
language functions in
different contexts, to
make effective choices
for meaning or style, and
to comprehend more
fully when reading or
listening.
11-12.W.5 Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach, focusing
on addressing what is
most significant for a
specific purpose and
audience.
Central Focus:
Engaging readers, using
descriptive narrative techniques
and sensory language, and using
variety of phrases to add interest,
writing and/or revising a narrative
essay
Learning Targets:
Develop descriptive
paragraphs and be able to
transfer this skill to
narrative writing. Further
develop an essay and
understand and implement
the revision process
Pre-Requisite Knowledge and/or Skills:
Understanding difference between expository and narrative writing. Familiarity with the story
“The Minister’s Black Veil” and the context and theme. Knowledge of the structure of a story or
narrative.
How I know the students have this: We have discussed these ideas over the last few weeks and
read the story a few times as well as engaged in discussion about it and its context.
Academic language that will be used in lesson:
showing vs. telling, senses, descriptive writing, narrative writing, revision
Strategies and opportunities for supporting academic language:
charting sensory words, worksheet on showing vs. telling, collaborative and individual writing

2. Western Oregon University, Divisionof Teacher Education, (Modified from TWS), Fall 2016 2
Connections to students’ “Funds of Knowledge”/assets, prior knowledge, and
or/interdisciplinary connections that will be made during the lesson:
Students will be asked to write a brief paragraph using descriptive words. This paragraph will be
based on their own personal experience (either real or imagined). Students will explore using their
senses (prior knowledge as well as science connection).
How have you addressed the needs of diverse learners ? (Ex: IEPs, 504s, linguistic & cultural
diversity, students without prerequisite knowledge, etc.)
The main activity in this lesson requires using the sense of smell to write a paragraph. Students
that have sensory diversion to smells will be given the opportunity to feel an item instead.
Prerequisite knowledge will be based on students’ own experiences (there is no “wrong answer” to
their responses).
Materials/Equipment/Supplies/Technology/Preparation:
Sula by Toni Morrison, Pens or pencils, paper, paper bags with mystery scents or feels, Whiteboard
and marker, computer lab
Procedure: Teacher Does………. Procedure: Students Do……..
Introduce showing vs. telling
Sula paragraph on overhead. After
students have read it, ask them how it
makes them feel or images it evokes in
their heads.
Offer puppy comparison sentence
versus paragraph.
Have students read it and identify some
descriptive words in the paragraph.
Teaching/Group Application
Have students identify 5 senses- create
graphic organizer on board with words
students provide as “descriptive” for
the senses
Ask students to think about what each
word actually tells them
Ask students to examine some of the
verbs that they used in their new
descriptions. Can they identify any
strong action verbs? Add these to the
charts on the board
Teaching/Group Application/Independent
Application:
Volunteer sensory words to put on chart
Choose a word on the board and find a different
way of conveying the idea
Identify action verbs used or new ones.

3. Western Oregon University, Divisionof Teacher Education, (Modified from TWS), Fall 2016 3
Teaching/Group Application;
Break the class up into groups and
have them rewrite one of the sentences
from showing to telling and vice versa
on the worksheet.
Teaching/Group Application/Independent
Application:
In groups, complete one sentence from the
“showing” section and one from the “telling”
section of the worksheet.
Share with the class.
Teaching/Independent Application:
Circulate around the room with
mystery bag. Have students smell/feel
and then write a paragraph describing
a memory or experience based on that
scent or feel. Make sure to incorporate
all 5 senses.
Teaching/Independent Application:
Write using all senses. Some students will be
asked to share their writing (voluntary basis) and
class will discuss the senses and imagery in the
paragraph.
Independent Application:
We will now put this to use in the
student’s writing. We will move into
the computer lab and students will be
asked to focus on using all of the senses
in a paragraph of their essay or short
story.
While students are writing, conference
with them individually to check on
progress and offer assistance.
Independent Application:
Again, write using all of the senses to create a new
paragraph or revise an existing paragraph in
short story or narrative.
Theoretical, Pedagogical, and/or Lines of Research that Justify Your Instructional Choices:
Scaffolded using the IMSCI method (Inquiry, Modeling, Shared, Collaborative, and Independent
writing). Uses students’ funds of knowledge for learning and demonstrates value. Graphic
organizers assist students with memory retention issues, low organizational skills, and serve as a
visual aid for students that are ELLs, have a hearing impairment, or learn visually. Working as a
group in which we all contribute helps fulfill need for autonomy as proposed by self-determination
theory. Also relies on cognitive theory and social cognitive theory of learning.