Dialogue Journal - PDF by mmm3

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									                              Dialogue Journal
                              A Reading and Writing Strategy

Description:
DIALOGUE JOURNALS allow students to engage with the text on their own terms.
When students are given the opportunity to interact with the text and to make meaning
from the text, their analytical skills, reading ability and enjoyment are enhanced.

Steps:
      1) Students create journals by stapling several sheets of paper together and
         folding the journal in half to create two sides — left and right.
      2) Instructions to students:
             • On the left side, entitled NOTE TAKING, jot down quotes, lines and
                page references of scenes. (See student instructions and chart.)
             • On the right side, entitled NOTE MAKING, make connections, ask
                questions about what’s happening or what you don’t understand, make
                interpretations, analyze symbols and respond to what you are reading.
                (See student instructions and chart.)
             • Usually the journaling is open-ended, based on your response to the
                text. Sometimes, however, the teacher will ask you to examine a
                particular passage, to draw a diagram or to make specific connections.
      3) Break the reading and journal writing into manageable segments. Make
         assignments. For example, students will write two journal entries for the first
         four chapters of the novel. Or, students will write one journal entry for every
         two chapters.
      4) Part of the writing involves students coming up with questions they have
         about the reading. These questions then can spark a richer class discussion.
      5) For students unfamiliar with dialogue journaling, the teacher can model, using
         the overhead, with full class involvement. (See example.)
      6) On the day after reading is completed, students share their journaling in small
         groups. As part of this activity, each group can select one passage and two
         questions to put on large paper or on overheads for full class discussion.
      7) While small groups share, the teacher circulates to initial or check off the
         completion of the journal assignment.

Variations, Other Activities and CIM Spinoffs:
       1) As students read, they keep track of their connections by coding them:
             • TS for Text to Self. These are personal connections that remind
                students of a time when they were somewhere, saw something, heard
                something, or something they dreamed about.
             • TT for Text to Text. These are connections to movies, films, books,
                magazines, comics, songs, poems, etc.
             • TW for Text to World. These are connections to current events,
                historical events, humanitarian issues or global concerns.


                                                                 Dialogue Journal — page 2
2) Students can use their journals to find an expository or persuasive topic.
   This topic can be developed into an essay as well as a speech.
3) Coming from their personal connections to the text, students can use their
   journals to find a narrative topic and take these personal story entries
   through the revision process.
4) Students can submit this journal as a reading work sample as long as the
   three required dimensions (comprehension, extending understanding and text
   analysis) are covered.
5) Have students work in pairs and write in Partner Dialogue Journals.
       • Each student has a separate journal.
       • Use the standard two-column DIALOGUE JOURNAL format.
       • Students choose at least one topic or passage per chapter, write it in
          the left column of their journal’s page and then respond underneath the
          topic or passage in the same column.
       • Students then trade journals and respond to each other’s ideas in the
          right column of the page.
       • The suggested completion rate for this activity is every other day.
       • At the end of the novel/play, students can use these journals to
          generate topics and evidence for a literary analysis essay. Not only
          do they have a record of their own ideas, but they also have another
          student’s perspective.
       • Possible criteria for scoring Partner Dialogue Journals:
          — PLUS (+) 100% = Complete, thorough and thoughtful, draws
               personal connections to the book, extends meaning, interpretive
          — CHECK (√) 85% = Mostly all of the above OR entries hold the
               above quality, but some are missing
          — MINUS (—) 70% = Demonstration of basic comprehension, some
               personal connection and extension of meaning, some
               interpretation OR entries hold the above quality, but several are
               missing.

								
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