Beacon Lesson Plan Library

If The Shoe Fits

Alison Hannon
Orange County Schools


Shoes, shoes, and more shoes! But [whose] shoes could [these] be? Collect some unwanted shoes of all styles and sizes. Delight as your students “tie-in” detailed descriptions and create vivid images in their writing.


The student uses creative writing strategies appropriate to the format (for example, using appropriate voice; using descriptive language to clarify ideas and create vivid images; using elements of style, such as appropriate tone).


-Shoes Wanted poster (See Associated File)
-A collection of odd and unique shoes (one shoe for each student in your class)
-Chart paper and marker
-FOUND! FOUND! FOUND! student reproducible (See Associated File)
-Details! Details! Details! rubric (See Associated File)


1. Print out the Shoes Wanted poster. (See Associated File)
2. Post the Shoes Wanted poster and begin shoe collection. Ideas for a successful collection:
-Print and post on a box in your Faculty Room.
-Visit thrift stores and ask for shoe donations for this project.
3. Make student copies of FOUND! FOUND! FOUND! (See Associated File)
4. Make student copies of the Details! Details! Details! scoring rubric (See Associated File) to attach to each student's paper.


1. Choose one shoe from your collection, perhaps the most eye-catching, the strangest, etc.

2. Stage the shoe on your desk, on top of the pencil sharpener, etc. so that the class “discovers” the strange, single shoe upon entering the classroom.

3. Act shocked/amazed/startled/repulsed at this discovery. Say “Ok, whose shoe is [this]?” Holding it up with one finger and far away, scrunching your nose. “It's [not] April Fool's Day is it?” Rush to the door and check the hallway to see to whom it may belong, do a quick class inspection of everyone's shoes, etc.

4. Act distracted, pretending that you simply cannot go on with your planned lesson until this “mystery” is solved.

5. Ask students what the proper procedure is when something is “found.” Tell them that you're concerned about the owner of this shoe missing it and you feel that the class should post a FOUND! poster in the hallway.

6. Label a piece of chart paper FOUND! Without student input, write a very simple description of the shoe on the paper (“one shoe” or “a shoe”). Proceed to hang up the paper. Students should catch on to the fact that this is a very poor description and more detail is needed. Ask them what else is needed and add more detail to the FOUND! poster. Use this time to discuss various types of detail (color, shape, fabric, design, style, etc.).

7. Review descriptions and details. Ask students to tell you why more description is better than a simple one.

8. Introduce the Details! Details! Details! scoring rubric (See Associated File) and score the paper together as a class. Hang the FOUND! poster outside of the classroom.

1. As students enter the room, have a shoe staged on each of their desks. Give them a few minutes to compare shoes, as they will be eager to share.

2. Simply state you know nothing about the shoes and how they came to be. Review the procedure you went through the day before with the FOUND! poster. Review simple details vs. detailed descriptions. Ask them to think about what a good description for their shoe would be as you pass out a FOUND! FOUND! FOUND! paper to each student. (See Associated File)

3. Students each fill out a FOUND! FOUND! FOUND! paper. Circulate around the room and discuss the different shoes with each child. Encourage detailed descriptions of the shoe so that whoever reads the paper knows exactly what the shoe looks like.

4. Collect the finished papers. Have students line up the shoes in the front of the room or on a long table.

5. Tell students that you are going to play a little game to see how well they described their shoes. Pass out the papers randomly so that no one gets the paper they wrote.

6. Students take turns reading the description of the shoe aloud. They then point out the shoe from the “line up” or ask for assistance from the class. Guide a class discussion through student evaluations and comments as each paper is read.

7. Score each of the FOUND! FOUND! FOUND! papers with the Details! Details! Details! scoring rubric. Attach the rubric to each student's paper.


Formative Assessment:
Circulate/comment/discuss with students as they are creating their FOUND! FOUND! FOUND! paper. (See Associated File) Students use descriptive language to create a vivid image of the shoe they are describing.

Summative Assessment:
Students' written responses are scored using the Details! Details! Details! rubric (See Associated File) as to the amount and quality of detailed descriptions used to create a vivid image of each shoe.


Keep those creative juices flowing! Continue using your collection of unique shoes by implementing the following activity:
1. Post the FOUND! FOUND! FOUND! papers with the accompanying shoes along a table. Have each student choose a shoe and paper.
2. Initiate a Class Collaboration from the following directions:
-Directions: Pretend you are the owner of this shoe. [Why] did you leave it in the classroom? What were you doing here? Why do you need it back? Think about the answers to these questions. Now, write a letter to the person who posted the FOUND! FOUND! FOUND! paper.
-For example, you may choose a gold, glittery, high-heel shoe. Make up a name for the person (Sally Star, perhaps) and brainstorm why she would have been in your classroom. (“…I was practicing my new salsa moves on your shiny, slick classroom floors. They are the cleanest floors in the whole city and really let me slide around. When I heard all of the kids coming down the hall, I sped off, leaving behind my favorite dance shoe…I desperately need it back because I am entered in the Dance USA contest in Hollywood next week….”)
3. Assign students to complete this same activity on their own by choosing a shoe and writing a letter (claiming ownership of the shoe) to the person who posted the FOUND! FOUND! FOUND! paper.
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