I told them that, had this been a paper I wanted to publish, I would have reread it and tweaked a few sections to insert more precise language and improve the flow, but for our journal entries, editing isn’t a necessary component. I didn’t fuss too much about making it perfectly polished. As you can see, I didn’t make this anchor chart super fancy! I wanted the emphasis to be on the content and expression of ideas, so I just did a kind of messy free-write to demonstrate the process for my students. In both stories, the main character is confronted with the needs of others and makes the decision to assist them. As you all probably know, Dorothy goes on a journey to Oz because she wants to go back to Kansas, and she meets other “people” that she decides to help along the way. For example, in our main selection, a young boy goes to the Grand Master for knowledge, and he meets lots of other people that he decides to help along the way. Their personal narratives and journals will be great testaments to all of their hard work in the end! □Īnywho-I digress! Back to the prompts! □ We discussed the similarities and differences between the two texts. I have been told that my third graders have “never had to write so much in their lives”, but I will take that as a compliment. There were more than a few perplexed expressions at first, but once I said to discuss it in small groups and informed them that I was not going to let them off of the hook, they worked through it, referred back to the text, and came up with excellent and thought-provoking answers. They had to identify various patterns that existed in the story, sequence the events, and consider how the patterns impacted their comprehension of the text. □Īs a sidenote, I used 3rd Grade Thought’s Depth and Complexity Brochures in conjunction with my own resources, and the kids were really CHALLENGED by the process. The story has a similar pattern to it, and since that’s our Depth and Complexity icon and focus this week, it worked like a dream. Since my third graders read “What About Me?”, I chose to write about “The Wizard of Oz”. I modeled my thinking process as I wrote, and I pointed out the evidence from the text that I embedded into the entry. We discussed what the prompt required them to do, and then I created an example of a journal entry for them. I took the time to read through the prompt after we reread our main selection. First of all, since the journal prompts require higher-level thinking and processing of multi-step directions, I didn’t just pass the prompts out and throw my students to the figurative wolves.
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