This strategy takes a differentiated approach to the pre-AP DIDLS strategy for tone analysis. Because my middle school students would balk at the words "diction" and "syntax," I changed them to "word choice" and "sentence structure," thereby changing DIDLS to WIDLS.
This document includes a KUD (Know-Understand-Do) breakdown of each component of WIDLS, as well as the process in general, taking the guesswork out of differentiated lesson planning. Because I originally created this resource for my own practical use, as well as for a presentation to middle school language arts teachers in my school system, I whittled down the tone and language vocabulary to be more middle school friendly. Suggestions for differentiation in addition to two leveled graphic organizers are also included. The first graphic organizer is for students who might require a bit more scaffolding when asked to analyze literature. The second is for students who either don't need the extra supports or need a simpler organizer.