1. Writing Mini-Lesson
Show, Don’t Tell!

2. Show, Don’t Tell!
Name as many different names for the colors shown. For example, blue (navy) (cobalt) (sapphire) .

3. Have students write names for the colors shown
Have students write names for the colors shown. Sweep the class for answers and write on the board.

4. Show, Don’t Tell!
I could hardly believe it. That waitress was so rude.
OR….
Have students write their sentence stretcher and share (perhaps groups and then write best on poster paper)
Bon qui qui video
What was different between your description and the video?
Dialogue, voice, incidents, humor

5. Show, Don’t Tell! The baby was cute.
Students need to write on their own post-it. Share in a group of 4. Select the best one and place on board.
Students will write the sentence on the poster paper.

6. Show, Don’t Tell!
Melissa has big sapphire eyes, straight ebony hair, and soft skin. She has bright rosy cheeks, too. Her fingers and toes are tiny, and her clothes aren’t much bigger than an American Doll’s.
Point out use of specific color names.

7. Show, Don’t Tell!
Please shut your eyes while I read this sentence to you:
Mavis was angry when she heard what the teacher said.
What does that look like?

8. Show, Don’t Tell!
Please shut your eyes again and listen to this sentence:
Shaking her head back and forth, Mavis pounded the desk as the dismissal bell rang and shrilly shouted, “I’m going to be late for my next class!”
Now what picture do you have in your head?

9. Show, Don’t Tell!
Word choice is essential. Make sure your writing includes vivid verbs which fit the situation(s) you are writing about.
Put students in groups of four-five and instruct them to place the words in order from weakest to strongest. Then instruct them to place the strongest verb in the center of the bull’s eye and then weaker verbs in the outer rings.

10. Show, Don’t Tell
Strategies writers use to SHOW what is happening include:
describing the character’s actions rather than just saying how he or she feels.
using action verbs.
using similes and metaphors.
using dialogue.
Appealing to some of the five senses to paint a picture of what is happening.
Refer back to video, painter’s pallete, bull’s eye activity.

11. Show, Don’t Tell
The girl cried a lot.
Describe the picture that this sentence paints in your mind.
What words could we use instead of girl? What are more specific words that mean cry?
How else can we say a lot?
Example: The teenager threw herself on her bed and sobbed into her pillow until she fell asleep.
NOW YOU TRY IT!
Students write their sentences individually and then share out as a group. Students then select the best sentence in their group and then write it on the poster paper.