Show Dont Tell with Mentor Text

Objectives: On level- Compose text using words that are specific, accurate,
and suited to the topic
Below level - Compose text using words that are related to the topic, and
some words that are specific and accurate
Above Level Compose text using precise and vivid language

Prior Knowledge: Making Inferences
Identify linking (being) verbs (Can be taught after mentor text
lessons)
Quick Write (Can be taught after mentor text lessons)
Think, Pair, Share

Texts: Thunder Cake by Patricia Polacco
The Wednesday Surprise by Eve Bunting
Amelias Road by Linda Jacobs Altman


The teacher will read each book in its entirety so students are familiar with the
story. After students are familiar with the stories, they may be used for the
Show, Dont Tell lesson. These lessons work best if they are not done as first
reads.

Think, Pair, Share at each prompt students need time to think independently
before sharing briefly with a partner. When sharing with the group you can
prompt students to tell you what they discussed with their partner or ask them to
tell what their partner said.



Thunder Cake by Patricia Polacco

T: Today we are going to reread parts of Thunder Cake to look at how
Patricia Polacco doesnt just tell her readers about the characters, she shows
you. When she does this, you have to make an inference.
R: Page 2
T: On the next pages, Patricia Polacco wanted you to know that the child was
scared. Instead of telling you The child was scared, she helped you visualize
by saying!
R: Page 5 through page 6 stopping at Steady, child, she cooed. Unless
you let go of me, we wont be able to make a Thunder Cake today!
T: Discuss with your partner what words and phrases did the author use to
show you that the child was scared? Come out from under that bed, made me
grab her close, unless you let go of me. Follow up by asking a few students
to share what discussed with their partner.
T: When I read the next parts, I inferred that grandma loved the little girl and
wanted to help her not be afraid. Listen for the words and phrases Patricia
Polacco used to show instead of tell.
On each of the following pages read then ask students to share with their
partner then discuss as a class:
R: Page 7 Steady, child, she cooed. unless you let go of me, we wont be
able to make a thunder Cake today!
T: Discuss with your partner what words and phrases did the author use to
show you how Patricia Polacco showed you that grandma loved the little girl
and wanted to help her not be afraid. loved the little girl. Cooed. Follow up
by asking a few students to share what discussed with their partner.
R: Page 10: Im here, she wont hurt you. Just get them eggs, Grandma
said softly.
T: Discuss with your partner what words and phrases did the author use to
show you how Patricia Polacco showed you that grandma loved the little girl
and wanted to help her not be afraid. Im here, she wont hurt you, said softly.
Follow up by asking a few students to share what discussed with their
partner.
R: Page 16: Im here, child, Grandma said softly from the doorway.
T: Discuss with your partner what words and phrases did the author use to
show you how Patricia Polacco showed you that grandma loved the little girl
and wanted to help her not be afraid. Im here, said softly. Follow up by
asking a few students to share what discussed with their partner.
R: Page 18: Im here, child, she said. Her voice was steady and soft. You
wont fall.
T: Discuss with your partner what words and phrases did the author use to
show you how Patricia Polacco showed you that grandma loved the little girl
and wanted to help her not be afraid. Im here, steady and soft, you wont fall.
Follow up by asking a few students to share what discussed with their
partner.
T: Listen as I read the next part. Make an inference about how brave the little
girl is in this part of the book. Listen for the words the author used to show
you.
R: Page 22.
T: Share with your partner about weather you agree with the grandmother
that the little girl was brave and what words and phrases the author used to
let you know. got eggs from mean old Nellie Peck Hen (wow what a name
she must have been mean!), got milk from old Kick Cow (what a scary cow to
milk with a name like that!), went through Tangleweed Woods, climbed the
trellis. Follow up by asking a few students to share what discussed with their
partner.
T: As you are reading today pay attention to ways your author may show you
information about the characters in your book.

The Wednesday Surprise by Eve Bunting
T: Eve Bunting is an author who doesnt just tell her readers about the
characters, she shows you. When an author shows you information instead of
telling, you have to make an inference. Listen for the as I read this page how
Eve Bunting shows you how Anna feels about Grandmas visit.
R: Pg. 6
T: Discuss with your partner what you inferred about how Anna feels about
Grandmas visit. (Excited). What words and phrases did the author use?
(watched for her, Sam! Shes here!/punctuation, run down the long stairs to
wait, Grandma!/punctuation. Follow up by asking a few students to share
what discussed with their partner.
T: Eve Bunting wanted to tell you that Annas dad really misses his family
and thinks about them often when he is away driving the truck. Listen for
words and phrases as I read this page.
R: Page 17 beginning at Dad comes home!through!the end of page 19
T: Share with your partner the words and phrase you used to infer that
Annas dad really misses his family and thinks about them often when he is
away driving the truck brought Sam a basketball magazine (we know Sam
like basketball because of his Wednesday practices), in the desert, close to
the truck stop half covered with sand (he had to work for it), stopped to pick
wildflowers. Follow up by asking a few students to share what discussed
with their partner.
T: Near the end of the story, Eve Bunting wanted to show you how Dad felt
about
Grandma learning to read. Listen for words and phrases you used to make
an inference.
R: Pg. 30 Are you going to read!across the table.
T: Share with your partner your inference how Dad felt about Grandma
learning to read and the words and phrase you heard that showed you.
Grinning, eyes brimming over with tears, he and Mom are holding hands
across the table. Follow up by asking a few students to share what
discussed with their partner.
T: As you are reading today pay attention to ways your author may show you
information about the characters in your book.

Amelias Road by Linda Jacobs Altman
T: Linda Jacobs Altman is an author who doesnt just tell her readers about
the characters, she shows you. When an author shows you information
instead of telling, you have to make an inference. Listen for the as I read and
make an inference about the work Amelia does.
R: Pages 12 and 13
T: Discuss with your partner what you inferred about the work Amelia does.
(hard work). What words and phrases did the author use for you to make that
inference? Got up at dawn, five to almost eight in the morning, felt sleepy,
extra careful, hands stung, shoulders ached. Follow up by asking a few
students to share what discussed with their partner.
T: Next, Im going to read the part about when Amelia found the accidental
road. Make an inference about how she felt.
R: Page 18
T: Discuss with your partner what you inferred about how Amelia feels.
(happy, joyful). What words and phrases did Linda Jacobs Altman use for you
to make that inference? Wondrous tree, permanent, picture it in front of her
tidy white house, danced for joy, black hair flying, twirled around and around.
Follow up by asking a few students to share what discussed with their
partner.
T: Next, Im going to read the part about when Amelia found the accidental
road. Make an inference about how she felt.
R: Page 18
T: Discuss with your partner what you inferred about how Amelia feels.
(happy, joyful). What words and phrases did Linda Jacobs Altman use for you
to make that inference? Wondrous tree, permanent, picture it in front of her
tidy white house, danced for joy, black hair flying, twirled around and around.
Follow up by asking a few students to share what discussed with their
partner.
T: In the next part I am going to read, I want you to make an inference about
the things Amelia was putting in the old metal box she found in the trash.
R: Page 24
T: Discuss with your partner the inference you made about the things Amelia
was putting in the old metal box she found in the trash. (they were special to
her). What words and phrases did Linda Jacobs Altman use for you to make
that inference? Mother had made for her, name tag (the first one she
had/pg14) whole family take at her last birthday, picture! bright red star (pg.
14 for importance). Follow up by asking a few students to share what
discussed with their partner.
T: Now I am going to read the end of the story. Make an inference about
how Amelia feels at this part.
R: Page 28 to the end of the story
T: Discuss with your partner the inference you made about how Amelia feels.
(happy, secure). What words and phrases did the use for you to make that
inference? Skipped, laughed, turned cartwheels, didnt cry. Follow up by
asking a few students to share what discussed with their partner.
T: As you are reading today, pay attention to the places where you make
inferences. See if your author shows you about the characters the way Linda
Jacobs Altman did.
Display on a chart or overhead the following portion of a story or other
suitable student or teacher written story.
Kaylynn was sad. Her cute little puppy was lost. She went
all around the neighborhood looking for him. She searched
high and low with no luck. Finally she decided to make posters
and hang them around town. The day after she hung them up,
her phone rang. Someone found Cooper! Kaylynn was as happy
as she could be. Cooper was too.
T: I have a story that tells about a little girl and her puppy. You would like to
show them how to turn this into a story that shows instead of tells to make it
more interesting, the way Patricia Polacco, Eve Bunting, and Linda Jacobs
Altman did thin the books we have been looking at writers craft in. (Have books
available for students).

T: Read the story to the students.

T: To make this into a story that shows instead of tells, we first need to find the
linking verbs. Have students take turns locating and highlighting the linking verbs
in the story.

T: Lets take the first sentence and make it show that the girl is sad instead of
telling our reader. First, lets all do a quick write to brainstorm words and phrases
that show what you do when you are sad. (mope, cry, sob, lay around, bawl,
whimper wail, shed tears, etc) Now I can use these words to help me show that
Kaylynn is sad. Change the first sentence to read:

Kaylynn was lying around her house moping, sobbing and
crying pails full of tears. She could hardly stand it.

Assign each of the remaining sentences with linking verbs to student pairs. More
than one pair will have the same sentence. Independently, each student does a
quick write of words and phrases that show the predicate in their sentence. Pairs
should then work together to come up with a sentence that shows instead of tells.
When finished, prompt students to find a linking verb in one of their pieces of
writing to revise to show instead of tell before they continue writing workshop.

During sharing at the end of Writers Workshop, ask students to share with
partners or the class their sentences that show instead of tell.