Grade Levels: five to eight

While using printed diaries of Anne Frank, or Zlata Filipovic, introduce students to journal writing, a kind of autobiographical writing where the author records personal ideas, feelings, and encounters.

Recommended TIME ALLOWANCE

OBJECTIVES
Students will:

• write personal journal records to understand more about their ideas, feelings, and encounters.
• edit an individual journal admission to hone their grammar and spelling skills.
• share their entry with peer editors and edit the job of others to construct collaboration skills.

• Personal spiral notebook
• Pens or pencils (pens are chosen over encourage fluency and discourage erasing)
• Writing prompts
• Access to the internet
• Printouts from the journals for that Teacher Exchange students and/or copies of Anne Frank: The Diary of the Youthful Girl by Anne Frank, and/or Zlata’s Diary: Children’s Existence in Sarajevo by Zlata Filipovic

1. Tell the category they will be hearing or studying excerpts from a number of diaries. Each diary may be the real-existence record of the youthful girl’s or boy’s ideas, feelings, and encounters on the particular period of time.
   • Anne Frank’s diary may be the record from the German-Jewish teenager’s encounters within the Netherlands from 1942 to 1944 during The Second World War.
   • Zlata Filipovic’s diary may be the 11-year-old’s record of her altering existence in her own native country of Sarajevo throughout a later war.
2. While you read for your students, or because they read privately, ask them to note the private details the author includes within the diary.

For instance, Zlata’s first six records establish her like a typical fifth-grader whose existence at this time in her own writing might not be too not the same as your students’ own lives. Details for college students to notice include:

• Zlata’s anxiousness doing schoolmates again
• The various ways the kids of Sarajevo spent their summer time vacation
• The classes offered by Zlata’s school (compared to their personal classes)
• Zlata’s passion for ‘life was imple’ so she will sleep late

• After students wrote a minimum of five journal records, permit them to pick their finest entry, revise it, and send it in for peer editing and grading. Permit further revisions after grading and publish the job either on the class website or bulletin board.
• Additionally, ask students to plot a category journal-writing rubric &#8211 that’s, establish the factors permanently journal writing. They are able to make use of this rubric to evaluate one another’s work or their very own.
• While you read students’ journals, it’s more significant on their behalf when they receive personal instead of corrective comments on their own ideas and concepts.
• Request volunteers to see aloud using their journals and also have students give feedback around the writer’s utilization of such devices as physical details and imagery.

• Assign students to analyze different types of autobiographical writing and also to share illustrations of printed diaries, journals, letters, travel logs, dental histories, interviews, and autobiographies.
• Have students operate in pairs or small groups to create dialogue journals that they keep on written conversations in regards to a common interest or perhaps a mutual problem they are attempting to solve.
• Claim that students have a specialized journal that concentrates on a specific activity, for example taking part in basketball, or perhaps a learning log, that is a personal learning tool that concentrates on their coursework as well as their ideas and feelings about what they’re learning.

STANDARDS CORRELATION
National Council of Teachers of British

• Students employ an array of strategies because they write and employ different writing process elements appropriately to talk with different audiences for various purposes.
• Students apply understanding of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to produce, critique, and discuss print and nonprint texts.
• Students participate as knowledgeable, reflective, creative, and demanding people of a number of literacy communities.
• Students use spoken, written, and visual language to complete their very own purposes (e.g. for learning, enjoyment, persuasion, and also the exchange of knowledge).