Beacon Lesson Plan Library

Show Me

Nancy Slack

Description

Create a game show atmosphere to heighten student interest in writing. Students use descriptive language (specific nouns, adjectives, and strong verbs) to be sure their message/image is clear.

Objectives

The student uses supporting ideas and specific information that clearly relate to the focus.

Materials

- Drawing paper
- Overhead, dry erase board or chalkboard, or sentence strip and appropriate writing instrument(s)
- FCAT Writing Assessment Scoring Rubric
- Crayons, markers, and/or colored pencils
- Bell, buzzer or other audio instrument to simulate game show atmosphere
- Teacher-created poster or banner to introduce game show

Preparations

1. Decide if you want students to use story paper (blank at top with lines at the bottom for writing) or drawing paper.
2. Get one sheet of drawing or story paper for each student, plus a few spares.
3. Duplicate one FCAT Writing Rubric for each student.
4. Make an FCAT Writing Rubric overhead or poster to use for demonstration/instructional purposes (check with curriculum specialist for premade state/district materials).
5. Get markers, crayons, and/or colored pencils for students in need of supplies.
6. Locate a picture or drawing of dog.
7. Create a flashy, eye-catching banner or poster with the game show title, Show Me, to be used to draw students into the activity.

Procedures

1. Review specific nouns and adjectives and strong verbs. Discourage the use of have, has, had, am, be, been and verbs that end in -ing. Give examples such as instead of - I am walking to school. I stroll to school. Specific nouns and adjectives (and adverbs if appropriate) I slowly stroll to Hernando Elementary School on an overcast October morning.

2. Use whatever audio device you have chosen to replicate a game show sound.

3. Welcome your audience to the game show Show Me. Unveil poster/banner in a dramatic, Vanna White style.

4. Show students the following sentence (overhead, white or chalk board, or sentence strip) The dog went through the park.

5. Teacher has a picture (can be a photo or drawing that contains details). Do not show the picture to the students.

6. Tell students they are now contestants on the game show Show Me. Instead of telling you what the dog looks like, they will show you by drawing a picture and then by using words.

7. Distribute drawing or story paper.

8. Students will have five minutes to draw a picture of the dog only, using markers, crayons, and/or colored pencils.

9. At the end of the given time period, students hold up their picture of the dog, one at a time, showing only the teacher.

10. Each student answer that does not match the picture of the teacherís dog exactly receives the gong - use buzzer or bell similar to game shows for incorrect answers.

11. Continue until everyone has the opportunity to contribute.

12. Ask if this was a fair game. What would help students get the correct answer? (Details) Everyone will use his/her experience with dogs to picture the dog in the park. If you want people who read your work to picture the dog you are writing about, you must use specific details, which include strong verbs and specific nouns and adjectives, using words to show what you are describing.

13. Model several sentences to describe your dog and the park you had in mind, using strong verbs and specific nouns and adjectives.

14. Distribute or have children get out their copies of the writing rubric.

15. Review the areas of focus and support and how showing is better than telling and how it relates to a better score.

16. Students complete their drawings by adding details to the dog and draw the park, being as specific as possible (five to ten minutes).

17. Upon completion of drawing, students are to write a sentence/paragraph using specific nouns, adjectives, and strong verbs to give specific information about the dog in the park, which is the focus of this writing assignment. The written response will depend on the ability and level of the individual writer (student).

18. Circulate to offer assistance and to check understanding.

19. Collect completed work.

20. Evaluate student writing using the applicable sections of the FCAT Writing Rubric, assessing for understanding of use of specific details and topic focus.

Assessments

Student(s) will write sentence(s)/paragraph(s) using specific details (for example; strong verbs and specific nouns and adjectives) that clearly relate to the focus.
On or above grade-level using the two related areas on the Florida Writes (FCAT) Rubric. In grade three, students should be scoring a two or above at the beginning of the year and a three or above at the end of the school year. The applicable areas are referenced in associated file. (See attached file.)

Web Links

Further information on the FCAT scoring rubric is available at the following sites: Hillsborough County Schools
Writing Rubric

Florida Department of Education FCAT Rubric
FCAT Rubric

Attached Files

The FCAT Writing Rubric criteria for the areas of focus and support.     File Extension: pdf

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