Show, Don't Tell

Active learning works because 'Show, Don't Tell' requires students to practice transforming abstract ideas into concrete experiences, which sticks better through doing than explaining. Students need to feel the difference between vague and vivid writing, and these activities give them structured ways to test, compare, and refine their choices.

• 6th Year
• Voices and Visions: Advanced Literacy and Communication
• 4 activities
• 20 min–40 min

Learning Objectives

1. Analyze narrative passages to identify instances where authors effectively 'show' rather than 'tell' character emotions and motivations.
2. Create original paragraphs that transform simple 'telling' sentences into vivid scenes using sensory details and actions.
3. Evaluate short literary excerpts for the successful application of 'showing' techniques, providing specific examples.
4. Compare the impact of 'showing' versus 'telling' sentences on reader engagement and emotional connection.
5. Explain the function of dialogue and body language in conveying character traits and internal states.

Chalk Talk

⏱ 25 min·Pairs

Pairs: Telling-to-Showing Rewrite

Distribute cards with telling sentences about emotions or settings. Pairs collaborate to expand each into a showing paragraph using at least three senses. Pairs read aloud; class votes on the most vivid revision.

Prepare & details

Explain how showing a character's actions is more impactful than telling their emotion.

Facilitation Tip: In the Telling-to-Showing Rewrite pairs, circulate and listen for pairs debating why one version evokes stronger feelings, then pause the class to share their best examples aloud for the whole group to hear.

Setup: Large papers on tables or walls, space to circulate

Materials: Large paper with central prompt, Markers (one per student), Quiet music (optional)

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Chalk Talk

⏱ 35 min·Small Groups

Small Groups: Emotion Scene Stations

Set up stations for four emotions (anger, joy, fear, sadness). Groups rotate, acting out the emotion silently then writing a showing description. Compile group scenes into a class anthology for review.

Prepare & details

Transform a 'telling' sentence into a 'showing' paragraph.

Facilitation Tip: At Emotion Scene Stations, place a timer on each station so groups feel the pressure to focus on precise details rather than over-explaining emotions.

Setup: Large papers on tables or walls, space to circulate

Materials: Large paper with central prompt, Markers (one per student), Quiet music (optional)

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Chalk Talk

⏱ 40 min·Whole Class

Whole Class: Expert Text Critique

Project paired telling and showing excerpts from Irish authors. Class annotates showing techniques on shared document. Students then apply one technique to their own draft paragraph.

Prepare & details

Critique a piece of writing for its use of 'showing' techniques.

Facilitation Tip: During Expert Text Critique, assign each student a colored marker to highlight telling vs. showing in the shared excerpt, then have them justify their colors in a quick group vote.

Setup: Large papers on tables or walls, space to circulate

Materials: Large paper with central prompt, Markers (one per student), Quiet music (optional)

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Chalk Talk

⏱ 20 min·Individual

Individual: Narrative Revision Sprint

Students select a previous draft paragraph. They revise two telling spots into showing using a checklist of senses and actions. Self-assess impact on reader immersion before sharing one revision.

Prepare & details

Explain how showing a character's actions is more impactful than telling their emotion.

Facilitation Tip: For the Narrative Revision Sprint, provide a word-count goal on the board and have students mark their changes in the margins to track how conciseness improves vividness.

Setup: Large papers on tables or walls, space to circulate

Materials: Large paper with central prompt, Markers (one per student), Quiet music (optional)

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Teaching This Topic

Teachers should model the process first by showing how a simple ‘telling’ sentence like ‘He was tired’ can become ‘His eyelids drooped, and he stumbled over his own feet, catching the doorframe to steady himself.’ Avoid over-teaching rules; instead, let students experiment and compare results. Research shows that students learn this skill best when they see the gap between weak and strong writing, so use mentor texts that clearly demonstrate the difference.

What to Expect

Successful learning looks like students confidently replacing telling statements with specific actions, sensory details, or dialogue that creates images in the reader’s mind. By the end of the unit, they should be able to identify and revise weak writing and explain why the stronger version works.

Watch Out for These Misconceptions

Common Misconception

During the Telling-to-Showing Rewrite pairs, students may think showing means adding many adjectives and adverbs.

What to Teach Instead

During the Telling-to-Showing Rewrite pairs, provide a side-by-side comparison sheet with two versions: one packed with adjectives like 'the very scary room' and another with precise actions like 'the door creaked open, revealing jagged cracks that split the walls like lightning.' Have pairs vote on which version creates a clearer image and discuss why the action-driven version works better.

Common Misconception

During the Expert Text Critique, students may believe telling is always wrong and showing must replace it everywhere.

What to Teach Instead

During the Expert Text Critique, bring in an excerpt that mixes telling and showing, such as a paragraph where the author quickly tells the reader a character is nervous before showing them fidgeting with their sleeves. Ask students to highlight both types and debate where each choice works best, then vote as a class on which balance feels most effective.

Common Misconception

During the Narrative Revision Sprint, students may assume showing always results in longer, wordier writing.

What to Teach Instead

During the Narrative Revision Sprint, give each student a telling sentence and challenge them to rewrite it in 3–5 words or fewer while keeping the vivid detail, such as changing 'He was so angry he slammed the door' to 'The door cracked against the wall.' Time them and have them read their revisions aloud to prove conciseness can pack a punch.

Assessment Ideas

Exit Ticket

After the Telling-to-Showing Rewrite pairs, provide students with a ‘telling’ sentence, e.g., ‘The forest was dangerous.’ Ask them to write a short paragraph (3–5 sentences) that ‘shows’ the danger through actions, dialogue, or physical reactions. Collect and review for use of descriptive language and specific actions.

Peer Assessment

After the Emotion Scene Stations, students exchange short writing samples (approx. 150 words) that focus on describing a character’s emotion. Partners use a checklist to identify: 1) At least two sensory details used, 2) One example of showing emotion through action or dialogue, 3) One sentence that ‘tells’ the emotion. Partners provide one suggestion for improvement.

Quick Check

During the Expert Text Critique, present students with two short paragraphs describing the same emotion, one ‘telling’ and one ‘showing.’ Ask students to vote or raise hands for which paragraph was more effective and to briefly state why, focusing on the use of descriptive details and actions.

Extensions & Scaffolding

• Challenge early finishers to rewrite a ‘showing’ paragraph from the Emotion Scene Stations using only dialogue and body language, no sensory details.
• Scaffolding for strugglers: Provide a word bank of strong verbs and sensory phrases to paste into their Telling-to-Showing Rewrite pairs.
• Deeper exploration: Ask students to research how authors in their class novel use ‘showing’ techniques and bring one example to share with the class.

Key Vocabulary

Sensory Details	Words and phrases that appeal to the five senses: sight, sound, smell, taste, and touch. They help readers experience the writing.
Show, Don't Tell	A writing technique where writers demonstrate a character's traits, emotions, or setting through actions, dialogue, and descriptions, rather than stating them directly.
Internal Monologue	A character's thoughts and feelings presented directly to the reader, often used to reveal inner conflict or perspective.
Figurative Language	Language that uses figures of speech, such as metaphors and similes, to create vivid imagery and deeper meaning, often employed in 'showing'.
Action Verbs	Dynamic verbs that describe a character's physical movements or activities, making scenes more engaging than passive descriptions.