Journal Writing

Summary:  Students write responses to writing prompts related to the themes and issues raised within blogs written by the student delegates accompanying the Governor on the Trade Mission. Journal entries serve to document student engagement with the project and to support students’ writing fluency. During the trip, students may also submit their responses to the journal prompts on the blog for publication.

Minnesota Academic Standards Information

Subject Area Focus: Language Arts/Writing

Educational Level: Teachers may adapt the activity for the various grade levels. Primary, Primary, Intermediate, Middle, High

High (9-12) Level

For the complete standard, see the Minnesota Academic Standards web site at http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html

The student will engage in a writing process with attention to audience, organization, focus, quality of ideas, and a purpose.

Middle (6-8) Level

For the complete standard, see the Minnesota Academic Standards web site at http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html

The student will engage in a writing process with attention to organization, focus, quality of ideas, and a purpose.

Intermediate (4-5) Level

For the complete standard, see the Minnesota Academic Standards web site at http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html

The students will engage in writing, with attention to organization, focus, quality of ideas, audience, and a purpose.

Primary (K-3) Level

For the complete standard, see the Minnesota Academic Standards web site at http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html

The student will demonstrate increased emerging knowledge in a writing process, with attention to organization, focus, and quality of ideas.

LEARNING ACTIVITY

Directions

Objectives:

1. To develop writing fluency.
2. To generate ideas and thoughts (brainstorming).
3. To reflect on meaningful topics and issues.
4. To participate in reflective dialogue with others (through class discussion or posting to the weblog.)

Preparation: Preview the journal questions and identify ones that best match your students’ interests and curriculum needs.

Time Required: 15 minute sessions.

Description: The student delegates who are traveling with the Governor on the trade mission will reflect daily on their experiences in China. These reflections will be published in the China Weblog section of the site. Students at home will also have an opportunity to reflect on their learning and on key topics and issues that arise throughout the trip.

Some Tips on Journal Writing for the Classroom

• Set a designated time each day for journal writing. This helps students develop a routine.
• Have students keep their writing in a single notebook or folder. If you have regular access to computers, students can word process their journal entries.
• Have a short discussion time in which students can summarize or read portions of their entries.
• Have students submit their answers for publication on the weblog (link).
• Check back to read and discuss published responses.
• Use the questions and writing as springboards for further writing, research, or study.
• If your focus is on writing fluency, encourage students to write without significant planning or revising. The two primary goals of journal writing are to develop writing fluency and generate new ideas or responses. Use the journal as an edit-free zone.
• If your focus is on writing structure and organization, have students briefly brainstorm and outline before they write.

Minnesota-China Connection Weblog (link)

Before the trade mission begins, during the trade mission, and for a short time afterwards, the project web site will have an interactive weblog(link) through which students may submit responses to the journal questions.

Learning Resources: Minnesota-China Connection Weblog

Printable Materials: None

Evidence of Learning: The following product(s) supply evidence of student learning.

• Student’s written essays and responses to writing prompts.

Special Notes

Technology Integration:

Incorporate technology tools and resources in ways that enhance and support teaching and learning. Have students word process their journal entries, keeping all entries within a single, running document. Then students can copy and paste elements from their journals into related writings and blogs.

Have students word process specific entries that they are going to submit to the weblog. They can then edit and proof their writing before they copy and paste it into the submission area.

Accommodations

Change the activity to accommodate students with different needs, knowledge and skills.

• Conduct a short classroom discussion before the writing session to help generate possible ideas.
• Have students draw or sketch their responses to the questions. (These types of responses cannot be posted to the weblog.)
• Have students dictate their response to a typing/writing helper.

Extensions

Extend students' learning with additional activities.

• Use the journal writing as a way to generate inquiry questions for further research.
• Have students select one of the questions to write a more developed and polished piece. Publish these pieces within a class or school newspaper or as part of a display.

Entire List of Curriculum Activities