Double Entry Journal s2

Reader Response Journal You will use this journal to write about what you read in class and at home; as a reader, Reader Response Rubric e you will respond to the text. r o C s

Put a header on the page that includes the date, title of the text, and pages read, if o a r m

applicable. Also identify the prompt by number in the header. T m

The EXCEPTIONAL The PROFICIENT The EMERGING o g C t n i

Choose a prompt that compels you to write about your current reading. You will begin n t student writer… student writer… student writer… i e r your response with a sentence that captures the title, author, and the prompt in the form m n W g i of a sentence. You will want to write several paragraphs to fully answer the prompt with l A evidence from the text. Prove that you have read the text deeply and carefully! Be sure 1. Responds to parts of the 1. Responds to all parts of to use the rubric to guide your writing. 1. Responds skillfully to all parts prompt. the prompt. of the prompt. 2. States an argument/ 1. After reading, I wonder… 2. States an argument/claim/ s W1a 2. States an argument/claim/ claim/opinion that 2. Are the characters realistic (do they seem like they could be real people)? Why or why not? u opinion that demonstrates c W1b opinion that demonstrates an demonstrates some 3. Create a timeline of events from what you have read so far. o W4 a basic understanding of

F insightful understanding of understanding of the the literary work (e.g. 4. Create a ‘WANTED’ poster for the antagonist. the literary work (e.g. theme, literary work (e.g. theme, theme, character character development, etc.). character development, 5. Describe a character that you would like to meet (which doesn’t mean that you think you would development, etc.). like the character, but that you think the character would be interesting). List 4 questions that you etc.). would ask. 3. Organizes ideas and 6. Describe the major conflict. What side are you on? 3. Organizes ideas and information into purposeful, information into coherent 3. Organizes ideas and 7. Importance of an Episode: Select what you consider the most important episode in the book/film. coherent paragraphs that Explain (briefly) what happens, why you think it is important to the section, your reaction to the paragraphs that include information into

n include an elaborated episode, and why you react this way. o an introduction with clear paragraphs that include i

t introduction with clear thesis thesis or claim, structured an introduction with 8. Setting: What effect does the setting (time, place, social and historical background) have on the a W1a

z or claim, structured body, character’s thoughts, actions, and choices? What would be your reaction to having to adapt to i W1c body, and conclusion. thesis or claim, body, n W1d and insightful conclusion the character’s environment? Why? a and conclusion.

g W4 4. Uses a linking words, 9. Describe the setting’s time and place. Create a new setting that you think would be better for the r 4. Uses a variety of linking O phrases, and clauses to 4. Connects reasons to story and describe it. words, phrases, and clauses connect reasons to argument/ claim/opinion. skillfully to connect reasons 10. Describe what was either believable or unbelievable about your reading. Defend your opinion. argument/ claim/opinion. to argument/ claim/opinion. 11. Theme: Explain an idea or theme –either stated outright or implied by events—which is meaningful to you. Explain its importance to the text and why you find it meaningful. 5. Includes and cites 5. Skillfully integrates and cites 12. Character Comparison #1: Compare yourself to a main character. Point out your similarities and t evidence from the text by try to account for differences between you and him/her. Considering what you have discovered, n evidence from the text by 5. Includes evidence from e using direct quotes and/or using both direct quotes and the text. what is your reaction to this character? Why? How do you think the character would feel about m paraphrases. you? p paraphrases. o l 6. Provides 13. Character Comparison #2: Compare a character from your text to a character from another work e 6. Provides v RL1 6. Provides insightful explanation/analysis of of fiction (novel, play, film, short story). What are their similarities? What are their differences? e explanation/analysis of explanation/analysis of how how text details support D W1b

Which character do you admire more? Why? W9a how text details support

& text details support opinion. opinion. opinion. 14. Judgment: Examine a character’s actions, values, behavior, etc. with which you disagree. What t r

is happening? Why is the character thinking/acting this way? What do you see wrong with it? o 7. Provides substantial and 7. Provides evidence to Why? What would you suggest as a preferable response/behavior/value? p 7. Provides relevant p relevant evidence to support support claim(s).

u evidence to support 15. What incident or conflict does the author use to begin the story? Why do you think the author claim(s). S chose this beginning? claim(s). 16. If you could change the ending of the book, what would you do? Why? 8. Uses purposeful and varied 8. Uses varied sentence 8. Uses varied sentence sentence structures. structures. 17. Did any characters change during the course of the book? How did they change? What forces structures. caused this change? 9. Demonstrates creativity and 9. Demonstrates a working 18. What other important characters are there in the book besides the main character(s)? How are 9. Demonstrates a working e flexibility when using knowledge of they important to the plot? g knowledge of conventions

a conventions (grammar, conventions (grammar, 19. If you could introduce a character from your book to your family, who would it be? Why? u L1 (grammar, punctuation,

g punctuation, capitalization, punctuation,

n L2 capitalization, and

20. Which character would you be ashamed to introduce to your family? Why? a and spelling) to enhance capitalization, and spelling). 21. Do you think the author is asking you to judge one of the characters? Why? L meaning. spelling). 10. Utilizes precise word 22. Do you think the author wants us to hope that two characters will become romantically involved? 10. Utilizes precise and 10. Utilizes vague word choice. Why? sophisticated word choice. choice. Writing Traits For more information about writing: http://www.wikihow.com/Answer-a-Writing-Prompt http://its.leesummit.k12.mo.us/writing.htm http://www.factmonster.com/homework/writingskills1.html Focus http://writingcenter.unc.edu/resources/handouts-demos/writing-the-paper/thesis-statements Writing thesis statements: http://www.youtube.com/watch?v=7Zzwr09gHs0 http://humanities.byu.edu/elc/teacher/teaching_writing/topic_s_ http://writingcenter.unc.edu/resources/handouts- Organization demos/writing-the-paper/transitions/?searchterm=transitions writing_pa.htm

Support & https://www.mrheyer.com/files/notes/quotation-marks-notes.pdf Development http://www.indiana.edu/~wts/pamphlets/using_evidence.pdf

http://grammar.ccc.commnet.edu/grammar/ Language http://www.roanestate.edu/owl/PreciseLanguage.html

Double Entry Journal So many best literacy teaching practices are all about getting students’ fingerprints all over the text. Teachers want students to do more than glide over the text, decoding with ease, but making only limited amounts of meaning. They want students to handle the text, take it apart, manipulate it, look for its heart, find out what makes it tick, chunk it into meaningful bits and then interrogate each bit. Double entry journals are ways to help students read with an investigating eye. It helps students to slow down and pay attention when they read. (Where did students get the idea that the best readers were the fastest readers?) Double entry journals teach students the critical art of close reading.

Different Ways to Keep a Double Entry Journal Left Hand Side Right Hand Side

Quotes from the text Visual commentary (drawings, visual analogies, doodles)

Quotes from the text Written reactions, reflections, commentary, musings (“Hmmm…”)

Connections  Text to text Quotes from the text  Text to self  Text to world

Observations, details revealed by close reading Significance

What the text says… Why the text says this…

Questions: “I wonder why…” Possible answers: “Maybe because…”

Quotes from texts Questions (Clarifying & Probing)

Quotes from texts Social Questions (Race, class, gender inequalities)

Quotes from texts Memories

Quotes from texts Naming Literary or Persuasive (Rhetorical) Techniques