Sean T. Griffin
As mentioned above, Journal writing is an important part of student learning in the New Haven 6-8 Language Arts curriculum. One of the most important items on the student supply list is their journals. I ask students to pick up the black and white, hardcover composition books that are available everywhere at the beginning of the school year. I keep their journals in my classroom in milk crates labeled for each class period. We begin journal writing right at the beginning of the year and by the end of the year students have gathered some of the most exciting and creative writing that is really their own. The emphasis with journal writing is on creativity and fluidity. Students are never penalized for spelling or grammar mistakes. Their journals become more of a personal, diary-like collection of reflections, thoughts, and ideas. I want students to feel free to express themselves in their writing. I want them to enjoy their ideas and allow themselves the freedom not to worry about form, structure, grammar, and the elements that examine during Writing Workshop. Entries that are too personal for my eyes are folded as a signal to me as I go through their journals to make comments on students' writing.
Students' journals can be set up in a number of ways. There are several sources listed at the end of the unit that focus on journal writing and offer great ideas for setting them up. I use sticky tabs to separate sections of the journal. The first section is called "Seeds." This is where students brainstorm ideas and develop the seeds that will lead to longer writing in other parts of the journal or outside of the journal. The second section of the journal is the "Nurturing" section. We nurture our seeds in this section of the book. The third section for my students is "Response to Literature." This is where students go to reflect on their reading. Finally, the last section of the journal is the section entitled "Craft." Students use the back of the journals for their note taking on literary terminology or important points. For example, in the back of their journals students will add definitions of literary terms and put in some examples. The back of the student journal becomes a small reference book to which students can turn to find definitions, plot diagrams, freewriting rules, and other information that they can refer to throughout the year.
I also keep a journal at my desk and whenever I ask students to partake in journal writing, I join them. The teacher joining the students in writing not only sets a good example for students to follow, but it also helps to create a community of writers within the classroom that will be respected throughout the year. Similarly, we share our writing with the class or one-on-one with other students whenever we have a chance. This is an equally important part of journal writing. Students need to feel comfortable sharing their work with each other in order for the journal writing to be utilized correctly. It is a good idea to share journals early in the year, to get that level of comfort secure.
Journal writing combined with the reading of literature is meant to lead students to the type of higher-order thinking that the latest changes in educational curriculum (including New Haven's) aim to enhance. Students make connections, compare/contrast, make predictions, take critical stances, and are taught to think beyond the literal interpretation of the text.
As you can see, journal writing plays a key role in my class every year and will be especially important in this unit as well. I always ask students to share what they have written with classmates when they are done writing. It is not mandatory to share, but it is encouraged. I find that most students enjoy reading their work out loud. The more they share, the more they enjoy the writing. In this unit journal writing will help to extend the conversation that we have about the novel, Monster, and make connections with the poetry that we will be using. Some possible journal topics that may be included in this unit are:
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Write a quick write on everything you know about Harlem
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Make a timeline of the important events in your life
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Create a Venn Diagram comparing characters in Monster
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Write about a time you got advice from someone
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Write about something that scares you
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Write a poem about issues faced by teens today
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Write about your favorite place to go to think or write
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Analyze an aspect of a poem (mood, form, rhythm, etc.)
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Describe Steve's prison cell
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Describe a time you made a bad decision
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Write about family
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Draw a character from Monster
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Write about how you have changed since last year
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Write or expand on a journal entry from Monster
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