After students have completed the anticipatory activity, read the third and fourth paragraphs from "The Story of the Door" aloud to students (beginning: "It chanced upon one of these rambles..." and ending with "...repair their ravages").

One a blank piece of paper, have students spend fifteen - twenty minutes sketching out their understanding of this scene. Inform students that you are not assessing their art skills, but would like to see how they visualize this particular passage.

After they have completed this task, provide students with the TWIST graphic organizer (or a similar close-reading organizer) and have them re-read the passage to themselves, closely reading for the elements identified on the organizer.  Make sure students understand all of the words in the passage to ensure they fully grasp the text. For example, this passage provides a great opportunity to teach vocabulary-in-context for the word "coquetry" which significantly affects the reader's understanding of the passage.

Note: The graphic-organizer stage of this lesson can take a considerable amount of time for students to complete. At a minimum, budget forty minutes for this task. More likely, depending on the age and skill-level of students, they may need to either complete their organizer for homework or spend a portion of the following class day completing this task. If this is the first time they are completing this type of close-reading, it is particularly beneficial to allow them an appropriate amount of time to grapple with and gain an understanding of this skill.

Finally, after having conducted the close-reading process, have student draw a *revised* visual of the passage, being sure to refer back to the specific details contained in the passage. Where possible, they should try to accurately capture the mood and tone of the passage by considering how words such as "coquetry," for example affect our understanding of the "nice" side of the street, or how some of the figurative language employed in the passage reveals hidden meaning. They should also refer back to the knowledge gleaned from the anticipatory activity when deciding where to include more or less small details, contrasts, and/or prominent vs. subtle details.

Note: Based on my observations, many students take pride in this particular stage of the lesson. As with the graphic organizer activity above, be sure to budget sufficient time for this task. In particular, since students are asked to constantly refer back to the passage (how many doors down is a particular building? on which side of the road does detail x happen?) it can take longer than initially expected for this step. Be prepared to build in time for this step of the learning process.