The 's A Dark Brown Dog, Now It 's Killing The Spider Essay

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Speaker 2: First it’s a dark brown dog, now it’s killing the spider, what are you trying to do here?

[Overlapping talk]

Interviewer: So, what would you have done differently, if you could have done it over?

Jenny: I think maybe I would have typed up my notes and my process without doing a numbered outline. Then, have kids go through and pick, say we wanted five most important steps, and grouped them in more of the thought process than just writing it down. For simplicity, they saw the model and it went quickly, so I don’t know if that would have been better or not.

Interviewer: Just a thought. What do you think Sara?

Sara: I agree with that, mostly because they were getting really stuck on that we could only have this amount of steps. When I was trying to ask them to step back and look at the big picture and the whole text, they weren’t really getting that either. Particularly in my fifth hour, because we already had enough steps. Going through, when I think back to the modeling process that I did before with them, I had the role cards, and I used that to guide which of these strategies am I using.

I almost was to start with commonly used writing strategies and have them identify which ones I am using, as I am working on this outline. I think we have to go back even further with them to talk about those writing strategies, because we haven’t really ever talked about anything besides outlining before. Like, in terms of a structured lesson, I think.

Interviewer: As we

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