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SCOPE AND SEQUENCE (Week Three): The Analytical Response to Literature Process


Week Three: Some of you might have asked your students to come to class today having watched a sports event on the weekend and bringing examples of play-by-play CDs and color commentator CMs. If so, use the first half of the class having them write samples in a carousel fashion on paper attached to the walls of the classroom (with music, of course) and then reviewing the accuracy of their findings.Before we begin, you'll notice that I have not divided Week Three into Days. Teachers have different schedules and interruptions. The list below can be done in five days. I've bolded nice starting points. Some of you might complete it in less time; some of you might need more time. The key is to "TAKE YOUR TIME."

Solicit questions. Don’t let them sit in those desks for more than 15-20 minutes without having them get up and move – Suggestion:– music and brain breaks!

  1. Give the students two handouts: the color-coded paragraph you presented last week (p. 44) and a blank “Gathering CDs” graphic organizer. If you cannot copy the color-coded paragraph in color, then copy it in black-and-white; but then have your students highlight (blue, pink, green) or underline (blue, red, green) the document as a review.
  2. Gathering CDs – 
  1. Review your PowerPoint® slide on CDs; 
  2. Quiz students on the four places where CDs can be found; 
  3. Do some kind of fun activity about “pointing” and then email me that activity to add to the newsletter (; 
  4. Have the students list the CDs from the model; 
  5. Review your rules about using evidence from the internet (if you want to know my rules, email me a question (, and I’ll feature it on Writing with Dr. D’); 
  6. Have the students circle or label which CD or CDs were chosen (depending on which mode and ratio you are using), and 
  7. Explain the importance of the decision-making process when choosing which CD(s) are the best to use (e.g., supports the TS; generates CM[s], resonates with audience [ethos]).
  • Go to the bottom portion of “Gathering CDs” page. Using your model, have the students list the CM words that are in the color-coded model. Make sure they are using the proper colors.
  • Label the TS in blue.
  • Label the two CMs and explain the importance of the CM words being different but complementary. Jane had students number CM1 and CM2. Sometimes, depending on the students, I don’t have them label “1” or “2” until after the “WOW” chart. 
  • Talk to the students about the importance of having the CMs complementary but different. Remember the example I gave you about “angry” and “frustrated” in our workshop? These examples are too similar and will generate repetitive commentary. 
  • Give the students a blank Tchart.
  • To avoid confusion with color-coding and before your write anything or show the model, place a blank Tchart on your doc camera, and with you as their guide, have the students circle TS in blue; CD column heading in red; and CM column heading in green.
  • Have them write the simple model TS (Remember, I call it a “working TS” or a “throw-away TS.” It focuses the Tchart and includes the CM word from the “Gathering CDs” sheet, but it’s not in its final state.
  • Have them complete the model for the Tchart and review the terms.   
  • Give the students a blank “WOW” chart. 
  • Go through the steps on p. 47. 
  1. Now it’s time for the CS. You have two options: For those of you who attended the workshop with me, remember you can use the “WOW” sheet that generated the CMs to generate the CS, also, combining CMs not used on the left side with CMs not used on the right side; or
  2. Give the students a blank “Webbing-off-the-Topic Sentence” (“WOTS”) chart and complete it by following the  steps on p. 51. 
  • Explain that completing the “WOW” and “WOTS” graphic organizers results in their first drafts. 
  • Give the students two handouts: a blank “Shaping Sheet” and my “Transitions” handout. Tell them, “We’re going to ‘Move and Improve’ (from trainer Lauren Roedy-Vaughn).”
  • Have them move (don’t say “Copy”) the information from the Tchart to the “Shaping Sheet,” revising the sentences as they move them (e.g., include more CMs from what they did not use on their Tcharts – TS, CM, CS). Here, you may go beyond the model and let them do some revising on their own, adding transitions between sentences where necessary. Create complete sentences for the CDs.
  • For ELA teachers, give the students three rules for editing and revision (e.g., p. 47); for non-ELA teachers, focus on the TS to make sure it accomplishes what the prompt asks; and then look at the CDs and explain that determining the content of these cells is critical in presenting explanation/information.
  • Completing the “Shaping Sheet” results in their second drafts!
  • Move and Improve to the final draft (write or type in black-and-white or color), using the paragraph form (if writing) in your graphic organizers.

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Dr. D'

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