Journal Entry
Objectives
The student will:
- Read through the short story “Brownies” in ZZ Packer’s collection of short stories Drinking Coffee Elsewhere
- Write a journal entry from the point of view of one character in the book expressing the character’s thoughts and emotions
Materials
- Paper
- Pen/Pencil
Content
- It is possible to read more than just a story. Characters can also be read by looking further into their thoughts and emotions.
- Knowing a character’s thoughts and emotions can enhance the reader’s experience with the story.
Procedure
Explain to the class that every character has their own way of contributing to the story. They all have thoughts and emotions that affect how they act and interact with other characters. After reading the short story “Brownies” in the text Drinking Coffee Elsewhere, have your students choose a character to take on. They will write a journal entry giving insight into the character’s personal thoughts and feelings towards the events that occurred in the scenes. They may choose to write about one scene in particular or the story as a whole. Explain how this isn’t just a summary of what happened in the text, but how the characters dealt with the occurrences.
This journal entry can span over a short time period, or it can take longer. To simplify this activity have the students take ten minutes to jot down the thoughts and feelings of their chosen character. To extend this activity have each student designate a notebook to this character. Give the students a benchmark number of journal entries to complete that each covers a different segment of the story. By the end of their journal they should have covered the entire story.
Common Core State Standards
CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.
CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
The student will:
- Read through the short story “Brownies” in ZZ Packer’s collection of short stories Drinking Coffee Elsewhere
- Write a journal entry from the point of view of one character in the book expressing the character’s thoughts and emotions
Materials
- Paper
- Pen/Pencil
Content
- It is possible to read more than just a story. Characters can also be read by looking further into their thoughts and emotions.
- Knowing a character’s thoughts and emotions can enhance the reader’s experience with the story.
Procedure
Explain to the class that every character has their own way of contributing to the story. They all have thoughts and emotions that affect how they act and interact with other characters. After reading the short story “Brownies” in the text Drinking Coffee Elsewhere, have your students choose a character to take on. They will write a journal entry giving insight into the character’s personal thoughts and feelings towards the events that occurred in the scenes. They may choose to write about one scene in particular or the story as a whole. Explain how this isn’t just a summary of what happened in the text, but how the characters dealt with the occurrences.
This journal entry can span over a short time period, or it can take longer. To simplify this activity have the students take ten minutes to jot down the thoughts and feelings of their chosen character. To extend this activity have each student designate a notebook to this character. Give the students a benchmark number of journal entries to complete that each covers a different segment of the story. By the end of their journal they should have covered the entire story.
Common Core State Standards
CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.
CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.