Gr+4+-+Show+'n+Tell+Goes+to+the+Movies+(ELA)

= = =Show 'n Tell Goes to the Movies=

//Lesley McKillop - Prairie Elementary School//


 * Subject Area**: English/Language Arts, ELD
 * Grade Level:** 4th Grade


 * Overview**: Students often have a difficult time with the concept of showing - not telling - details in their writing. Breaking the skill down helps them to gain an understanding of the concept, to become more descriptive writers, and to apply the concept of show-not-tell to multimedia writing (movie making).


 * Objectives:**
 * Students will be able to generate words and expressions that transform a ‘boring’ description of a specific object into a more visual representation
 * Students will be able to add vivid descriptions to their writing that paint a picture for the reader

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 * Lesson Video:**

//Descriptive Writing Lesson://
 * Procedure:**
 * Begin lesson by providing pictures depicting different emotions (happy, sad, confused, angry, daydreaming etc). //Note:// Each picture is glued to the top of a large piece of paper and next to the picture is a question: What does //mad// look like? What does //confused// look like? What does //happy// look like?
 * Model the difference between "show" versus "tell" by using one of the selected pictures. For example, using the question //What does mad look like?//, ask the students to look carefully and describe what they observe in the picture. Some possible answers are: //a crimson red face//, //clenched teeth//, //a shaking fist//, //sweat on his for head//, //his eyes are squinting//, //his ears are red//, etc. Write down each of the response on the sheet of paper.
 * After the students have exhausted all of the details, demonstrate how to incorporate the information into writing. Example: "So instead of saying a character was //mad//, say, instead, "His face was crimson, he shook his fist, and little beads of sweat formed on his forehead."
 * Break students into groups and provide each group with one of the remaining sheets to complete collaboratively.
 * As groups delve into task, monitor the room and give feed back.
 * End lesson with students sharing their "show not tell" list of descriptors.
 * Place the word charts around the room to use as a reference and to add to.

//Transitioning to Digital Writing://
 * Ask students if any have ever watched a silent movie. Show several samples, such as Charlie Chaplin's //The Immigrant// (Part 1 and Part 2) or the first silent movie, George Melies' 1904 production Trip to the Moon (a great piece to accompany novel Inventions of Hugo Cabret, which I highly recommend as an introduction to camera shots and angles).
 * Introduce students to a movie -making software, such as PhotoStory 3 and/or Movie Maker 2.
 * Assign students to film-making teams. They will brainstorm a message/story they think would be suitable for a silent (show not tell) movie. Once they have their topic, they will draft the script and then create their storyboards.
 * Students film their story (the easy part) and then, based on teacher and peer feedback, begin the editing process, with the goal of producing a 1-3 minute video.


 * Materials:**
 * 6 - 7 pictures depicting different emotions, glued to chart paper
 * markers and pencils
 * copy of [|Invention of Hugo Cabret] (optional)
 * digital camera
 * scanner (optional)


 * Lesson Resources:**
 * BrainPop's Show Not Tell lesson
 * Brian Selznek's [|Invention of Hugo Cabret website]
 * David Jakes' Tutorials for PhotoStory3
 * University of Texas Tutorials for Movie Maker 2


 * Student Products:**
 * [|The Power of One]

//Lesson Extensions:// After completing the activity as a group, students then find other emotions and complete individual cards showing not telling the emotion. For example, the students would write at the top of the card Tell: //He was happy//. Underneath they would write Show: //His face lite up like a Christmas tree and his smile reached from ear to ear//. They the student would illustrate the card.


 * Standards:**

//ISTE NETS//:
 * Demonstrate creativity and innovation
 * Communicate and collaborate
 * Think critically, solve problems, and make decisions
 * Use technology effectively and productively

//Common Core State Standards://
 * ELA – Text Types and Purposes #3; Production and Distribution of Writing # 6; Integration of Knowledge and Ideas #7

//California Content Standards for English Language Arts://
 * Writing - 2.0 Writing Applications; 2.0 Speaking Applications

//California Content Standards for English Language Development//
 * Listening and speaking beginning and intermediate
 * Writing beginning and intermediate
 * Reading beginning and intermediate