Double Entry Journals
Lesson 3 of 19
Objective: SWBAT examine a novel in depth and convey their ideas, concepts, and information through an analysis of relevant content and responses using double-entry journal format.
As we began discussing Double-Entry Journals in class today, I explained that Double-Entry Journals are another form of Analytical Writing which we have written over the past semester. I reminded students that when theywrite, they need to appear as the expert in the field - in this case, the novel, Tangerine. Therefore, that is why they should avoid, “I think…” “I believe..” It weakens their opinion.
I also reinforced that they should identify the character that they are writing about, so that the reader does not question about whom they are speaking.
Although they read the novel the previous day, students need to write in the present tense.
Double Entry Journal
Next, I explained the Double Entry Journal Format. It is set up with a question on the left- hand side and the student response on the right- hand side. Using screen 3 in the power point, I show them a sample.
The response should demonstrate their understanding of the question in relationship to the novel. We then reviewed the model response and that their response should be logical just as any other writing. The format I encourage the students to use until they become comfortable with analysis writing is to first define or clarify terms or issues being addressed; next explain what you mean; then provide examples or make connections; finally a reflection which indicates the lesson you can take away from the writing.
Refer to screen 3 in the power point.
Together we read question that will be addressed. If students are unfamiliar with a vocabulary word, we diffuse the word before attempting to practice responding.
With a partner, each student writes a response to the first question. They can brainstorm their ideas and write their own response. For this first trial, if they wish to use each others’ ideas, it is acceptable. As a class we share the responses and recognize topics that are thought-provoking.
Next, students respond to the second question individually. Before beginning to write, we diffuse any word with which students are unfamiliar. After writing, we share responses as a class.
As closure, with a partner, students share one idea that they are going to remember to practice when analytically writing.