DIDLS

When I attended the Pre-Ap Conference this summer, we were taught various ways to help students interact and understand the authors' tone, theme, etc. One of these exercises was called "DIDLS" (Diction, Images, Details, Language, Sentence Structure). I worked with them on a passage from The Wednesday Wars last week and it went SO WELL!! They got it!!

Exercise:

Gary D. Schmidt, author of The Wednesday Wars, Okay for Now, and many others has an incredible way of writing which makes you feel like you're part of the story not only as an observer but as a character! He is AMAZING!! I had the students read the following passage from page 23 of The Wednesday Wars:

“Then Mrs. Baker and I sat. Alone. Facing each other. The classroom clock clicked off the minutes. She was probably considering what she could legally do to remind me how regrettable it was that my family was Presbyterian.”

WOW!!

Based on the “DIDLS” formula, how is this passage effective to create additional meaning?

• He used sentence fragments to emphasize meaning/emotion.
• He used sensory details.
• He explained the situation well enough we could all think of a similar situation we'd experienced! 

Using this method, describe a situation where you may have felt the same way as Holling with Mrs. Baker.

Then, this week, I had them create a page in the Interactive Notebooks to help them remember the steps for "DIDLS." We'll review this throughout the year as we study other authors and text. It's the same format as the one we did on PLOT. 

(Definitions for each section were taken from The College Board Pre-AP: The AP Vertical Teams Guide for English textbook we received at the conference. BTW...GREAT resource!)

DIDLS Masters

Character Types

As we read our novels, we've been learning about different types of characters. I want them to understand the importance of these details so they are able to understand how an author uses characterization to create a story. As we went through this page creation, I had them tell me which characters in our novels (The Wednesday Wars, The Outsiders, Roll of Thunder, Hear My Cry) would fit the different character types. It was so exciting when they "got it!" :)

My "Character Types" Anchor Chart.

As they were ready for each description, I folded back the tab for them to copy what was underneath. 

Source of definitions HERE.

What it looked like in their notebook...

...with the definitions.

Character Types Master

Plot

I love teaching the Elements of Literature! I think it's vital to students understanding what it takes to make a good story (long or short) so they are able to add it to their own stories. Today we expanded from Monday's foldable for PLOT. See the EofLit foldable.

We created a page for the basic steps of PLOT:

• PLOT: sequence of events, cause/effect, conflict, relationships. *the storyline*

1. EXPOSITION: meet the characters; learn about the setting (time & place; where/when); conflict/problem is introduced
2. RISING ACTION: conflict(s) develop; suspense builds
3. CLIMAX: turning point; character faces conflict; main character's attitude changes
4. FALLING ACTION: loose ends are tied up; conflict(s) are being solved
5. RESOLUTION: reasonable ending; conflict is "resolved" (taken care of

Using the idea for Dinah Zike's "Layered Notebook Foldable, I created a 4"x6" box with a 1/2" border at the top. I was able to fit two on each page then photo-copied them onto six different colors (I chose "fall" colors...you can choose anything!). Each page supplied two students with boxes; I had them cut them out on the solid black lines. Then, I had them write the above terms and definitions on their papers (one on each paper for a total of six.) NOTE: I created an "Anchor Chart" of the basic page and had that on my whiteboard. I made copies of each page on an 8-1/2"x11" sheet of paper in the colors I wanted them to use and showed them how to layer them using magnets. I LOVED the Anchor Chart idea! {it was fun writing REALLY big! :) }Then we glued them in the Interactive Notebook, dated and titled it, then added it to the Table of Contents. All in all, I'd say it went well. It took about 30 minutes to complete (less if they focuses...more if they talked...). 

Anchor Chart and notes at the beginning of class.

What it looked like by the end of class.

Sample in the Interactive Notebook.

Sample page layout.

One-tab Layered Masters

Elements of Literature

I used a combination of ideas from "The Mouth," Dinah Zike's Foldables, and my own experience to create the foldables which cover Elements of Literature. I had the luxury of using a color printer and Word clip-art to create mine; I gave the students a copy of the two pages and gave them instructions to cut them out, fold the edges, glue the outside edges in the notebook, cut up the center line as well as the two horizontal lines (making sure they don't cut into the solid horizontal line). Then, they drew pictures (I let them copy mine) and colored them...illustrations and coloring are MANDATORY! That took one day...

 After they are cut, you'll have four little windows/doors. I created anchor charts on 11" x 17" paper of what should be written under the windows/doors. I taped the anchor charts up around the room and had them move from chart to chart writing the information. (NOTE: I tried to upload a PDF of these documents but couldn't figure out how...:( )

Blah...blah...blah...title...blah...date...blah...Table of Contents. You know the drill...

UPDATE: After some research, I think I've figured out how to upload a PDF of the files! Click on the links below:
Elements of Literature foldables
Elements of Literature Anchor Chart

Reference Pages

I have my students proofread others' papers throughout the year using Proofreading Marks. I created this chart years ago with the basics. Again, I printed it out with a page border for them to cut around. Then they slapped at into their notebooks, titled and dated it, then entered it into the Table of Contents.

In one of the AP classes I attended this summer, we talked about reading expository/informational text and interacting with it. We were given a handout showing different ways to annotate texts; I thought it was really handy and a great reference tool for our Interactive Notebooks!

The link listed at the bottom of this handout out can be found HERE. If you can't find it there, I'd suggest searching with the title of the handout.