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SCOPE AND SEQUENCE (Week Three): The Expository 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. 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: GoNoodle.com – music and brain breaks! 

  1. Give the students two handouts: the color-coded paragraph you presented last week (p. 22 Expos) 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 (info@louisconcepts.com); 
  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 (info@louisconcepts.com), 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]).
  • Give the students a blank Tchart from the packet.
  • To avoid confusion with color-coding, place the blank Tchart on your doc camera. Before they begin copying, and with you as their guide, have the students circle TS in blue; CD column heading in red; CM column heading in green, CM sentence in green, CS sentence in blue. This will remind them of the colors as they go through the thinking process.
  • Go through the steps on p. 52. Note: As they copy the simple model TS, remind them that it is a “working TS” or a “throw-away TS.” It focuses the Tchart, but it’s not in its final state.
  • Once you complete the CM side with them, remind them that an Expository paragraph has a ratio of 2+:1. “Look at all this commentary! We’ll take this commentary and 
  1. revise the TS;
  2. Create the one CM; and
  3. Create the CS.
  • Remind them as they are revising and creating sentences from their CMs, “When you use it, you lose it.” Make sure you proceed in the order (see the numbers in parentheses on the chart that show the order.
  • Explain that by completing the Tchart in the process, they have completed 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.
Contact me with questions. I’m here for you.
Dr. D’

 

Dr. Deborah E. Louis

Ph.D. in Humanities

Dr. Deborah E. Louis' passion for educational excellence began as a classroom teacher. For sixteen years, Deborah taught On-level, Pre-AP®, and Advanced Placement® English Language Arts to secondary students of diverse ethnicities and learning styles. In 2010, Deborah purchased the Jane Schaffer Writing Program®, and along with her non-profit organization, Center for Educational ReVision (CerV®), her goal and that of her national team of experts is to provide the highest quality professional learning and mentoring to teachers in the areas of writing, advanced academics, high-stakes testing, and educational technology. Through webinars, workshops, job-embedded training, and teaching materials, Deborah strives to ReVision the educational system, combining traditional and flipped approaches to professional learning for teachers of grades K-12; and differentiating for Special Education, English Language Learners, and Gifted and Talented. Although her mission takes her all over the United States and abroad, Deborah lives in Dallas, Texas USA. She loves music, dancing, archetypal psychology, and continuous learning opportunities.

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