UNIT X 320 | UNIT 8 Instructional Routine: Tools for Writing p. Txxxvi Journal Writing: Write A Journal Entry • Recognize characteristics of text type Write journal entry on the board. Ask: What do you know about a journal entry? Help students recall “Orville Wright’s Journal,” from earlier in the unit. Elicit that journal entries include the date, events you experience, and how you feel about those events. • Understand text structure Have students read along silently as you read aloud the elements of a journal entry. Point out that journal entries are about events that happen to the students and how they feel about those events. Prompt Activate prior knowledge Read aloud the prompt. Call attention to the term chronological order and discuss its meaning. Ask: What kinds of events have we read about in journal entries? Remind students about Dana in Activity B on page 309. Then ask students to think about what they might like to record in their journal entry. Student Model • Listen actively Read aloud the Student Model as students follow along. Then give students time to read silently to build comprehension. • Recognize academic language Revisit the key phrases signaling chronological order. Then work together to identify the events in David’s entry and how he felt about those events. Ask a volunteer to read aloud the sentences that tell us how David felt. Writing Strategy: Journal Writing Let ideas flow Read aloud the writing strategy text as students follow along. Then use the Student Model to identify experiences (I went on my first plane ride yesterday.) and feelings. (It was very exciting.) EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold • Clarify the term chronological order and review time order words (yesterday, when, then, today, tomorrow) for students with lower proficiency. Then read and annotate the Student Model together. Project or copy the Student Model onto the board. Use one color to highlight the events, one for feelings, and one for time order words. (Alternatively, use underlining, circling, and bracketing.) • Provide sentence frames for students to practice describing annotations and identifying key elements of the Model. We used the color _____ to highlight the _____. David feels _____ about the events in his journal entry. David ____ today. David will ____ tomorrow. Amplify Have students look back at the journal entry they wrote for Dana. Have them re-write their entry, adding descriptions about how Dana felt about each event. Journal Entry by David Marquez May 16 I went on my first plane ride yesterday. It was very exciting. I flew with my family to San Diego, California. I sat near the window and I saw a lot of clouds. My grandparents live in San Diego in a cute little house. We were tired when we got there. We ate dinner in the backyard. Then, we played a game and went to bed. It is so warm here! Today, we went to La Jolla beach. We found a bunch of pretty white shells on the beach. Then, we went swimming in the ocean. It was really fun! My sister and I played soccer with a group of new friends. Then, we had lunch on the beach. The food was delicious! Tomorrow, we are going to the San Diego Museum. Student Model Journal Writing Write a Journal Entry Remember that a journal is a record of your experiences, ideas, or feelings. A journal entry includes: • the date • events you experience • how you feel about those events Write a journal entry for a recent event. Include things that happened to you in chronological order. You can also say how you feel about the events. WRITING STRATEGY Journal Writing When you write in a journal, think of any topic (an event, a person, an animal, a visit . . . ). Then, let your ideas flow. Write your experiences and ideas. CONNECT TO Writing UNIT 8 320 UNIT 8 / CONNECT TO WRITING
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