Self-Paced In Service: Analytical Response to Literature (Up to 50 People)
Flipped Professional Development
Sometimes, campuses and districts need flexibility in budgeting and scheduling their staff’s professional development hours. This course allows your school or district to have a 7.5 hour workshop at a lower cost than a brick-n-mortar training and in a variety of formats: 1) Professional Learning Communities (PLC); 2) Departments; 3) Vertical Teams; and/or 4) Individual Teachers — during conference periods or before/after contract hours.
Teachers may view and review the segments at their convenience for optimum learning. And because each teacher will have his/her own course, s/he may present portions of the videos to students.
PLUS — included in the 90-day subscription is a one-hour Q&A session with Dr. Louis during the 90-day subscription. Contact Dr. Louis to set up the time, and one week before the session, teachers may submit questions for Dr. Louis to answer during the webinar.
The Analytical Response to Literature Self-Paced In Service is designed to work both with elementary teachers (3-6) and secondary teachers (7-12) in order to present the progression of writing from simple to sophisticated body paragraphs and from young or struggling writers to articulate, advanced writers. You may have up to 50 teachers for $2,500. After 50 teachers, simply add $25 per teacher. We also discount our regular price for teacher materials and master copies. Use “InService” as your coupon code.
Subscription: 90-days from the date of delivery. Please specify in your P.O. when you would like your 90 days to commence.
Purchase the Entire Set: Argumentation, Expository/Informational Writing Across-the-Curriculum, Narrative, and Response to Literature ($8,000)
- Lectures 25
- Quizzes 0
- Duration 12 hours
- Skill level All levels
- Language English
- Students 37
- Certificate No
- Assessments Yes
Part I – Prompt Writing and the Model Body Paragraph
This first session provides participants with the "official" Jane Schaffer terminology with definitions as they apply to literary analysis. We begin with a model of a final, color-coded body paragraph.
Part II – Modeling the Thinking and Writing Process (“I Do”)
Using the JSWP graphic organizers, Dr. Louis will model the actual thinking process of composing sentences for the Cinderella paragraph. Writing is not about writing; it is about thinking. The writing part is the execution of the thinking!
Part III: Collaborative Writing ("We Do")
Teachers will observe the process of reading a short story and thinking/writing about it. Dr. Louis will provide instruction on the first half of the story, and participants will pair up and write on the second half.
- A Glimpse at the Future: From Cinderella to The Scarlet Letter (no pun intended!)
- Decoding the Prompt: “To Sleep Under the Stars”
- Lesson 3.3: Close Reading Skills; Connotations; Annotating a Text – “Both Sides of the Fence”
- Collaborative Writing – Reading and Annotating the Passage with JSWP colors
- Teaching Students How to Paraphrase
- Whole Group Process from Gathering CDs to the Shaping Sheet
Part IV: Introduction/Conclusion; The Two-Chunk Paragraph; Embedding Quotations
Dr. Louis discusses the difference between a framed and open thesis statements, how to construct the two-chunk paragraph, and how to pull quotations from a text and embed them into our writing.
Part V: Discovering Theme, Advanced Academics
In Session 5, Dr. Louis discusses how to compose thematic statements; and include elements of effective introductions and conclusions. Dr. Louis provides samples and explanations of advanced writing samples; and ends the session with a tour of the Teacher's Toolbox.
Part VI: The Teacher’s Toolbox