Reflection: Routines and Procedures Direct and Indirect Characterization - Section 1: Journal


One of the old Arizona state standards asked students to complete a writing task within a given time frame, and the new common core standards (W.7.10) asks for the same thing (write routinely over extended and shorter time frames. The daily journal fits into this perfectly. 


 I have a simple way to keep track of students who complete their bellwork within the given time frame.If students finish the required amount of writing in the required amount of time, they get a stamp. The stamp is different every single day. I have stamps.  A lot of stamps.  A ton of stamps.  I'll take a picture of my stamps.  


Each stamp is worth three points.  At the end of the month, I count up how many stamps they have and give them a grade.  If the student has completed most of the journal, but didn't get a stamp, they get two points.


Why do I have so many stamps?  The year that I first use stamps, I taught freshmen and sophomores.  It was the first fe

w weeks of school and I hadn't repeated a stamp.  They said, "Ha, ha.  What if you never repeated a stamp?  That'd be funny.  Ha, ha."  And then. . .it was on.



  The Journal Stamps
  Routines and Procedures: The Journal Stamps
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Direct and Indirect Characterization

Unit 4: Analyzing Literature in Socratic Circles with Chaim Potuk’s “Zebra”
Lesson 4 of 11

Objective: Students will be able to analyze direct and indirect characterization by writing Cornell notes and discussing examples from three short stories.

Big Idea: Students analyze how readers learn about characters through direct and indirect characterization.

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