WRITER’S CRAFT LESSON PLAN

(Your Turn Lesson Model)

Teacher: Mathis Subject: Writing

Duration of Lesson: Day 2 of 3 Date: 3/17/16

60 minutes

ELA State Standards:

4.W.3 Write narratives to develop real or imagined experiences or events using effective
techniques, well chosen details, and well-structured event sequences.
4.W.3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: g. use
imagery, precise words, and sensory details to develop characters and convey experiences and events
precisely

Objective:
In a narrative, the student will be able to use precise words to develop the characters through theirs
emotions.

Materials: (Include mentor text and all other materials used in lesson)
● Anchor Chart-
https://s-media-cache-ak0.pinimg.com/originals/5a/be/43/5abe43fba5e04724a889997d3f13dd72.
jpg
● Sticky Notes
● Mentor Text- ​Henry’s Freedom Box
● Copies of teacher model for each student
● Writing Notebooks
● Resources: ​The Writing Strategies Book ​- By: Jennifer Serravallo, ​Mentor Texts​- By: Lynne
Dorfman and Rose Cappelli

Activity: Procedures: ​(​step-by-step list of what you will say and do during
the lesson. Specify the opening and closure of the lesson)
1. Hook! To engage and 1. TWS: ​“Let’s think about the word emotion. What does that
prepare students for word mean to you? Why is it important in our writing?... Let’s
jot down some feelings that we might encounter in a text?”
lesson a. Answers:
i. The way a person feels- depressed, angry,
anxious, sad, happy, mad
ii. Emotions are important for SHOWING the
reader how a character feels. A writer wants
to convey a character’s emotions in a way
that the reader can easily relate to the
character and “walk in his or her shoes”
while reading the story.

2. Teacher input –
Purpose/ Brainstorm
(Anchor chart for specific
craft developed through
the mentor task)
1. Teacher uses anchor chart to introduce the use of precise
words to show emotions. (Teacher has copy of anchor chart-
The Writing Strategies Book​)
a. TWS: “The focus of today’s lesson is showing, not
just telling, the emotions of a character. Let’s look at
our anchor chart to get a better understanding of
 what it means to show a character’s emotions. As
we begin writing our body paragraphs during our
independent writing time, we will focus on using
precise words (exact or accurate words) to show our
characters’ emotions, instead of simply telling how a
character feels.”
b. Teacher focuses lesson on the use of more than one
word to really show an emotion.
c. TWS: “ Let’s look at our emotions scale on our
anchor chart. Out first emotion is sad. How can we
show that someone is sad…. How can we show
someone is happy.” Teacher reviews examples on
anchor chart. ***Teacher and students will continue
to add to anchor chart throughout the lesson.

(page 225, L6.14- ​The Writing Strategies Book​)

2. ​Teacher reads examples from mentor text. ​(Pages are tabbed

in book.)
a. Adds examples from the text, ​Henry’s Freedom Box​, to
anchor chart (bolded lines are good examples found in text)
b. For each example, the teacher will read the line from the text
and encourage student response through questioning: What
emotion does the author, Ellen Levine, convey through her
use of precise words? How does Henry feel? What emotions
does Henry experience?
i. Example 1: Heartbreak
1. He was heartbroken.
2. He cried because he was
heartbroken.
3. His heart twisted in his chest.
ii. Example 2:​ Depression
1. Henry was depressed.
2. Henry could not stop thinking about
 his family. He was so depressed.
3. Henry no longer sang. He
couldn’t hum…. Henry tried to
think of happy times, but all he
could see were the carts carrying
away everyone he loved.
*** Note that it may take 3 to 4
sentences to convey the emotions
of a character. THAT IS OKAY!

3. Model (Building of 1. Teacher MODEL

teacher’s writing sample
with student input)
a. Introduce students to body of teacher’s model narrative.
Students follow along in personal copy while teacher reads
aloud.
i. Student Input:
1. Students and teacher work together to
identify where the author shows the
emotions of a character, highlight examples
from the story, and revise areas that need
emotion to make the story better.
ii. TWS: “Where in my writing can I better show the
character’s emotions? How would you change it to
better show the character’s emotions, instead of just
telling?” (Teacher records student responses and
makes changes according to student input.)

Teacher model: Body

Betsy climbed up into the slave wagon. As she waved one last time
to her beloved family, she could not help but think about the wonderful
times spent together. Betsy thought about all the nights she sat in her Papa’s
lap by the fire and listened to stories of when he was a young, slave boy.
She imagined her momma’s sweet voice while working in the tobacco
fields. Listening to her mamma sing made the miserable days of work much
more bearable. She giggled when she pictured Annie and her playing in the
mud puddles after a long day of work. The two sisters laughed, danced, and
splashed in the muddle puddles together. When they were finished playing,
they looked as if they had taken a mud bath. Momma would always say,
“Girls, haven’t I told you that it is not lady like to get so dirty? You better
not do it again!” Annie and I knew momma wasn’t serious just by the tone
in her voice. Oh how Betsy would miss her precious family. ​Tears rolled
down her face like rain pouring from the sky. Betsy may never see her
family again.
When she arrived to Mr. Carter's plantation, Betsy felt miserable.
The wearisome ride made Betsy feel sick. Her head was throbbing off of her
shoulders, her eyelids felt like weights, and her body ached as if she had the
flu.​ “Move quickly! Let’s go,” yelled the plantation owner. Betsy jumped
out of her seat feeling like she was going to vomit. She climbed out of the
wagon and walked towards the cabin that sat in the near distance on a hill.
An old woman wearing a long dress, a cream apron, and mauve colored hat
stopped her suddenly. Betsy jumped at the touch of the old lady’s rough
hand on her back. “Come this way, honey,” the lady whispered softly. ​Betsy
felt tears whale up in her eyes, but surprisingly, her heart stopped racing and
the shaking of her hands subsided.​ “My name is Ms. Carolyn. We will be
living in the same quarters. If you need anything, you just let me know,
sugar. Do not worry. Everything is gonna be alright.” Ms. Carolyn assured
her. Betsy had a feeling that Ms. Carolyn was gonna be her new best friend.
The next morning, Ms. Carolyn helped Betsy get ready for her first
day in the fields. Ms. Carolyn worked in the dining quarters. She prepared
food for the master’s family. They ate breakfast together before reporting to
work. At lunch and dinner, they met right outside of the slaves’ dining hall
before grabbing their lunch so they could always sit together. After dinner,
Ms. Carolyn helped Betsy shower and put on her night gown. She even told
her a bedtime story before Betsy fell asleep every night. Bedtime was
Betsy’s favorite time of the day because she got to spend time with Ms.
Carolyn and pray her Momma, Papa, and sister. Betsy always looked
forward to her time with Ms. Carolyn. Overtime, the two developed a close
bond.
As months passed, things got worse on the plantation. Ms. Carolyn
could see Betsy’s body breaking down. Betsy’s face sunk in, her ribs
protruded out of her chest, and her arms and legs felt like bricks weighing
her body down. “We have got to get you out of here,” mumbled Ms.
Carolyn. Betsy opened her eyes and saw Ms. Carolyn standing over her.
Ms. Carolyn slipped Betsy’s jacket over her long, dangling arms. “Keep
quiet. We are walking to the edge of the woods. A man is taking us to a
friend’s house in Tennessee. Do not say a word,” explained Ms. Betsy. The
two quickly walked outside towards the black woods. Betsy felt blind. The
woods looked like a black hole that was going to swallow them. ​Betsy’s
body shook and knees trembled.​ Once they arrived at the edge of the woods,
they followed a man dressed in all black. The man in black lead them
through the woods for what felt like an eternity. They stopped every once in
a while to take a sip of water and eat a small cracker or two. Ms. Carolyn
explained, “We are on the underground railroad, sugar. Do not be afraid.
We are on our way to freedom.” Betsy did not understand exactly what Ms.
Carolyn meant by freedom, but she could tell by the sound of Ms. Carolyn’s
voice that it was something good, so she did not ask any questions. When
morning came, they arrived at a small house that sat in the woods. The man
dressed in black knocked on the door. A tall, slender woman opened the
door. She said, “ well, hello there. Come on in. I have some hot grits on the
fire and cider to drink. Your beds are located outback in the shed. Come in
and get freshened up. “Betsy and Ms. Carolyn followed the man in black
inside. They sat down and ate. Ms. Carolyn explained to Betsy that they
were on the underground railroad, a route that slaves followed north to
reach freedom. For the first time in while, Betsy felt at peace. She thought
about what it meant to be free from slavery, and how she might even get to
see her Momma, Papa, and Annie again one day. ​Just the thought of it all
made her heart smile.​ All she wanted to do was crawl in bed and sleep, and
after breakfast, that is exactly what Betsy did.
Night came quickly. Ms. Carolyn and Betsy prepared to leave the
cabin. Again, Ms. Carolyn helped Betsy put her jacket on, and they gathered
their snacks. It was time to reach freedom, thought Betsy. The cycle
continued day after day. The trio would travel all night and stop at different
houses to rest during the day. One night, Betsy heard dogs barking in the
distance. ​She felt Ms. Carolyn, who was holding her hand, tense up.
Instantly, Betsy started to tremor. ​“Quick! Move behind this tree,” ordered
the man dressed in black. Betsy did not know what was going on, but she
could tell it was bad. ​As the barks grew louder, she tightened her grip
 around Ms. Carolyn’s plump waste. ​“Keep still sugar. Those dogs mean
trouble. Where there are dogs, there are mean, white men. They try to catch
slaves like you and me on the underground railroad and ship us back to our
master’s. Do not worry, sugar. We will be okay.” exclaimed Ms. Carolyn.
Betsy glanced up at Mrs. Carolyn and grinned.​ All of this was worth it for
freedom, thought Betsy. They sat and waited until the barks faded away.
Then, they new it was safe to continue on their journey north.
The days turned into weeks, and the weeks turned into months.
Betsy’s feet were shredded with blisters from her worn shoes. Her legs were
thin and bony from the hours of walking. Her clothes were worn to rags.
The journey was mentally and physically exhausting. Night after night, she
heard dogs barking, white men conversing, and horses running nearby. She
grew immune to the anxious feelings she once had. She had nerves of steel,
and Ms. Carolyn continued to assure her that all of this would be worth it.
“We do not have much longer, sugar. The journey is almost over,” promised
Ms. Carolyn.
One morning, Betsy saw a gigantic city. ​Her eyes lit up like stars
in the night sky.​ She had never seen such a sight. “We have arrived! This is
freedom,” pronounced Ms. Carolyn. For the first time since Betsy left her
Momma and Papa, she was happy and content. The sun beamed down on
her dark skin, and the smile on her face stretched from ear to ear. She could
not believe she was free. Free from the demands of slavery, free from the
chains of captivity, and free from the bonds of hopelessness. I may actually
get to see my Momma, Papa, and Annie again, thought Betsy. Betsy could
not wait to begin her new life. “Thank you for the greatest gift anyone has
ever given to me, Ms. Carolyn,” cried Betsy. The two stood hand in hand
with tears rolling down their dirty faces, in awe of the city ahead. They had
finally reached freedom.

4. Shared/Guided 1. Students get in pairs.

Practice – (Building on
sample with student
input)
5. Independent Practice –
(Students begin own
2. Students select an emotion to describe.
a. TWS: “Select an emotion. Describe what it LOOKS
like when someone feels that way. Record your
response on a sticky note. Show the emotion, do not
just tell. You want to show the feeling or emotion
using more than one precise, descriptive word. You
might even need to use more than one sentence to
really show how a character feels. Take 5 minutes to
complete. We will share our descriptions when we
are done.”
3. Pairs share their descriptions with the class. Students add
sticky notes to anchor chart after sharing as examples to
refer back to during their writing.
4. Quick Check Question: TWS “How does this writing craft
help develop characters in a story?”
a. Shows how a character feels about a situation or
event that occurs in the story
b. helps the reader make a connection with the
character and develop empathy
c. puts the reader in the character’s shoes
1. TWS: “Let’s review our writing prompt.”- teacher reads
prompt aloud.
writing based on craft 2. Focus for today:
developed through a. TWS: “Today during our writing time, we are going to
focus on using descriptive, precise words to show
mentor text) the emotions of the characters, rather than tell. This
will help us develop the characters in our stories.”
b. TWS: ​“Ask yourself, what does it look like when I
have that emotion?​ As you begin crafting the body
of your HF narrative, focus on showing the reader
the emotions of the characters in your story.”
3. Teacher conducts writing conferences with students and
asks questions about their writing. Teacher monitors
progress and assists students when needed.

Assessment (formative I will assess students’ use of precise words to develop the characters
assessment) through their emotions. (Rubric Attached)
Reflection (Invite Students will reflect on the craft studied today in our mentor text. The
students to reflect on student will discuss the importance of using precise, descriptive
words to show a character’s emotions. The student will explain how
strategy) the craft develops the character.
Focus Question: How does using precise, descriptive words show
emotion?
Teacher Reflection I chose this particular craft to teach while writing a historical fiction
(writer/teacher) narrative so that students can better convey how characters in their
stories feel when facing hardships based in historical time periods. I
had to find an anchor chart that represented the standard and craft I
wanted my students to focus on for this lesson. I made sure to
include my own teacher model to show my students that I am a
writer just like them. My goal as a teacher is to build a strong writing
community.
MAT Reflection The student will focus on using precise words to show emotion. I
chose this writing craft for today’s lesson so students would focus on
showing the characters’ emotions in their stories. We discussed how
showing emotions using descriptive, precise words allows the reader
to relate to the characters and develop empathy. We also discussed
how expressing characters’ emotions in a story brings the characters
to life. This craft will enhance the students’ writing by adding voice,
color, and personality to his or her story.

Betsy’s Journey to Freedom

By: Mrs. Mathis

Betsy could not stand the thought of leaving her family behind. Betsy was a tall, slender girl with black hair
and dark skin. She had a sweet spirit and loving heart. Today, her heart was breaking into a million pieces and
anxiety consumed her body. She was alone in an unknown world with no one to comfort her. Betsy was independent
and strong for a nine year old, but how would she ever survive the long, gruesome days in the field and lonely,
sleepless nights. What would she do without Momma, Papa, and her sweet sister, Annie lying next to her in the
slave cabin. ​Today, her fears became a reality.
Betsy climbed up into the slave wagon. As she waved one last time to her beloved family, she could not
help but think about the wonderful times spent together.​ Betsy thought about all the nights she sat in her Papa’s lap
by the fire and listened to stories of when he was a young, slave boy. She imagined her Momma’s sweet voice while
working in the tobacco fields. Listening to her Momma sing made the miserable days of work much more bearable.
She giggled when she pictured Annie and her playing in the mud puddles after a long day of work. The two sisters
laughed, danced, and splashed in the mud puddles together. When they were finished playing, they looked as if they
had taken a mud bath. ​Momma would always say, “Girls, haven’t I told you that it is not lady like to get so dirty?
You better not do it again!” she and Annie knew Momma wasn’t serious just by the tone in her voice. Oh how Betsy
would miss her precious family! ​Tears rolled down her face like rain pouring from the sky. Betsy may never see her
family again.
When she arrived to Mr. Carter's plantation, Betsy felt miserable. ​The wearisome ride made Betsy feel sick.
Her head was throbbing, her eyelids felt like weights, and her body ached as if she had the flu.​ “Move quickly! Let’s
go,” yelled the plantation owner. Betsy jumped out of her seat feeling like she was going to vomit. ​She climbed out
of the wagon and walked towards the cabin that sat in the near distance on a hill.​ An old woman wearing a long
dress, a cream apron, and a mauve colored hat stopped her suddenly. Betsy jumped at the touch of the old lady’s
rough hand on her back. “Come this way, honey,” the lady whispered softly. ​Betsy felt tears well up in her eyes, but
surprisingly, her heart stopped racing and the shaking of her hands subsided.​ “My name is Ms. Carolyn. We will be
living in the same quarters. If you need anything, you just let me know, Sugar. Do not worry. Everything is gonna be
alright.” Ms. Carolyn assured her. Betsy had a feeling that Ms. Carolyn was gonna be her new best friend.
The next morning, Ms. Carolyn helped Betsy get ready for her first day in the fields. Ms. Carolyn worked
in the dining quarters. She prepared food for the master’s family. They ate breakfast together before reporting to
work. At lunch and dinner they met right outside of the slaves’ dining hall before grabbing their lunch so they could
always sit together. After dinner, Ms. Carolyn helped Betsy shower and put on her night gown. She even told her a
bedtime story before Betsy fell asleep every night. Bedtime was Betsy’s favorite time of the night, because she got
to spend time with Ms. Carolyn and pray her Momma, Papa, and sister. Betsy always looked forward to her time
with Ms. Carolyn. Overtime, the two developed a close bond.
As months passed, things got worse on the plantation. Ms. Carolyn could see Betsy’s body breaking down.
Betsy’s face sunk in, her ribs protruded from of her chest, and her arms and legs felt like bricks weighing her body
down. “We have got to get you out of here,” mumbled Ms. Carolyn. Betsy opened her eyes and saw Ms. Carolyn
standing over her. Ms. Carolyn slipped Betsy’s jacket over her long, dangling arms. “Keep quiet. We are walking to
the edge of the woods. A man is taking us to a friend’s house in Tennessee. Do not say a word,” explained Ms.
Betsy. ​The two quickly walked outside towards the black woods. Betsy felt blind. The woods looked like a black
hole that was going to swallow them. ​Betsy’s body shook and her knees trembled.​ Once they arrived at the edge of
the woods, they followed a man dressed in all black. The man in black lead them through the woods for what felt
like an eternity. They stopped every once in a while to take a sip of water and eat a small cracker or two. Ms.
Carolyn explained, “We are on the underground railroad, sugar. Do not be afraid. We are on our way to freedom.”
Betsy did not understand exactly what Ms. Carolyn meant by freedom, but she could tell by the sound of Ms.
Carolyn’s voice that it was something good, so she did not ask any questions. When morning came, they arrived at a
small house that sat in the woods. The man dressed in black knocked on the door. A tall, slender woman opened the
door. She said, “ well, hello there. Come on in. I have some hot grits on the fire and cider to drink. Your beds are
located outback in the shed. Come in and get freshened up. “Betsy and Ms. Carolyn followed the man in black
inside. They sat down and ate. Ms. Carolyn explained to Betsy that they were on the underground railroad, a route
that slaves followed north to reach freedom. For the first time in while, Betsy felt at peace. She thought about what it
meant to be free from slavery, and how she might even get to see her Momma, Papa, and Annie again one day. ​Just
the thought of it all made her heart smile.​ All she wanted to do was crawl in bed and sleep, and after breakfast, that
is exactly what Betsy did.
Night came quickly. Ms. Carolyn and Betsy prepared to leave the cabin. Again, Ms. Carolyn helped Betsy
put her jacket on, and they gathered their snacks. It was time to reach freedom, thought Betsy. The cycle continued
day after day. The trio would travel all night and stop at different houses to rest. One night, Betsy heard dogs
barking in the distance. ​She felt Ms. Carolyn, who was holding her hand, tense up. Instantly, Betsy started to tremor.
“Quick! Move behind this tree,” ordered the man dressed in black. Betsy did not know what was going on, but she
could tell it was bad. ​As the barks grew louder, she tightened her grip around Ms. Carolyn’s plump waist. ​“Keep still
sugar. Those dogs mean trouble. Where there are dogs, there are mean, white men. They try to catch slaves like you
and me on the underground railroad and ship us back to our master’s. Do not worry, sugar. We will be okay.”
exclaimed Ms. Carolyn. ​Betsy glanced up at Mrs. Carolyn and grinned.​ All of this was worth it for freedom, thought
Betsy. They sat and waited until the barks faded away. Then, they new it was safe to continue on their journey north.
The days turned into weeks, and the weeks turned into months. Betsy’s feet were shredded with blisters
from her worn shoes. Her legs were thin and bony from the hours of walking. Her clothes were worn to rags. ​The
journey was mentally and physically exhausting. Night after night, she heard dogs barking, white men conversing,
and horses running nearby. She grew immune to the anxious feelings she once had. She had nerves of steel, and Ms.
Carolyn continued to assure her that all of this would be worth it. “We do not have much longer, sugar. The journey
is almost over,” promised Ms. Carolyn.
One morning, Betsy saw a gigantic city. ​Her eyes lit up like stars in the night sky.​ She had never seen such
a sight. “We have arrived! This is freedom,” pronounced Ms. Carolyn. For the first time since Betsy left her Momma
and Papa, she was happy and content. The sun beamed down on her dark skin, and the smile on her face stretched
from ear to ear. She could not believe she was free. Free from the demands of slavery, free from the chains of
captivity, and free from the bonds of hopelessness. I may actually get to see my Momma, Papa, and Annie again,
thought Betsy. Betsy could not wait to begin her new life. “Thank you for the greatest gift anyone has ever given to
me, Ms. Carolyn,” cried Betsy. The two stood hand in hand with tears rolling down their dirty faces, in awe of the
city ahead. They had finally reached freedom.

Key:
Yellow= Introduction
Blue= emotions
Purple= imagery

Historical Fiction Writer’s Craft Rubric

Name: _________________________________

25 15 10 0

Introduction to Narrative has a Narrative has a clear Narrative has an There is no

Historical Fiction strong introduction. introduction. unclear introduction or use
Narrative: Writer uses a Narrative uses a introduction. There of character
Character descriptive character snapshot. is some evidence of snapshot in the
Snapshots character snapshot an attempt at a narrative.
to introduce the character snapshot.
character(s).

Writer’s Craft: Writer employs Writer employs Writer employs a Writer employs no
Show, Not Just Tell numerous examples some examples of few examples of examples of
of imagery and imagery and imagery and imagery and
emotion to enhance emotion to enhance emotion to enhance emotion to enhance
narrative. narrative. narrative. narrative.

Conclusion The narrative has a The narrative has an The narrative has an The narrative has no
strong conclusion to appropriate unclear conclusion. conclusion.
wrap up the story conclusion.
for the audience.

Grammar/ The narrative is The narrative is The narrative shows The narrative is not
Structure clearly organized organized from some evidence of organized in a
from beginning, beginning, middle, organization, but is logical order. There
middle, and end. and end. There are not clear. There are are countless errors
Student effectively some errors, but do frequent errors that that prevent
moves from one not impede distract reader. comprehension of
event to the next. comprehension. the text.
There are minimal
conventional errors.

Score: ___________________/ 100