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Character Journals
Rhonda
Oyakhire
Blocker Middle
School
Texas City ISD
=
;
7th=
Grade
Reading
=
![](3D"slide0001_image003.jpg")
Rationale
<=
span
style=3D'visibility:hidden'>•
•In literature s=
tudy, we
try to help students go deeper into the text.
<=
span
style=3D'visibility:hidden'>•
•Da=
ta
disaggregation shows weaknesses in Objectives 3 and 4
(HOTS)
<=
span
style=3D'visibility:hidden'>•
Rationale
<=
span
style=3D'visibility:hidden'>•
•Re=
sponse
journals help students think deeper
about text in various forms.
<=
span
style=3D'visibility:hidden'>•
•These may inclu=
de
regular journal activities, key pal journals, and character journals.(Hancock,1993)
<=
span
style=3D'visibility:hidden'>•
![](3D"slide0003_image005.gif")
Description
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•TSW use a chara=
cter
journal to:
<=
span
style=3D'visibility:hidden'>•
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Understand char=
acters.
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Understand char=
acter
changes.
•Explore point o=
f view
through writing as a story character.
<=
span
class=3DBB style=3D'position:absolute;left:-4.11%'>•Compare/contrast
different characters.
Standards
<=
span
class=3DBB style=3D'position:absolute;left:-4.36%'>•This lesson add=
resses
the following:
<=
span
style=3D'visibility:hidden'>•
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•UHCL Standards
1,3,5
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•EC-4 Competencies 4,7,10,11
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>• 4-8
Standards 4,5,7,8
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>• 8-12
Standards 1,3,6,9
<=
span
style=3D'visibility:hidden'>•
![](3D"slide0005_image006.gif")
National
Standards
<=
span
style=3D'visibility:hidden'>•
•NC=
TE
Standards 2.5, 3.2, 4.1, 4.6,4.8, 4.9![](3D"slide0006_image008.jpg")
=
Theory
•“Time to reflect and respond=
to
literature is critical to building strong and lasting =
relationships
between the reader and the text.” Rosenblatt, 1978.
=
•=
•“Children’s understanding of
stories appears to parallel, in many ways, the characters
they develop in their own fiction.” Graves, 1993.
Theory
•“Characters contain the cru=
cial
human link, that element of destiny, for the reader to identify
with.” Fletcher, 1993.
<=
span
style=3D'visibility:hidden'>•
•One of the most=
natural
way to consider literature is through its characters, and one =
of
the best way to consider these… “companions” is to write.”
Hancock, 1993.Explanation and Modeling
•“The paradox of good ficti=
on is
how easy it is to enter the fictional world as a reader and
how hard it is to create as a writer.” Atwell, 2005.
![](3D"slide0009_image009.gif")
![](3D"slide0010_image010.gif")
A Family Apart
Vows
never to steal again=
Sacrifices
for kids=
Takes
mother role=
Changes
Fun
loving, defiant
Hardworking,
strong
Leader,
loving
Traits
Caring
son and brother
Loving
mother
Supportive
daughter
Relationship
Ashamed,
embarrassed=
Heartbroken,
hurt=
Angry =
with
Ma
Feelings
Wants
freedom
Save
her children
Stay
together
Motives
Mike
Ma
Frances
Mary
Categories
Frances’s Journal
• I
can’t believe Ma is sendin=
g us
away! I love her so
much.
• We worked together <=
span
style=3D'position:absolute;top:46.75%;left:9.73%;width:42.88%;height:5.25%=
'>everyday to take care of the family. Forget her!
You=
are my
children now and I will ke=
ep us together.
![3D"A](3D"slide0011_image013.jpg")
Hoodwinked
1.After
viewing each clip, list the
motives, feelings, relati=
onships,
traits and changes for each m=
ain character.
=
2.Pick
one character and write =
your
reaction to the situat=
ion
and who you think is ste=
aling
the recipes.
![](3D"slide0012_image014.jpg")
Modifications
•Texts may be varied by student
reading levels.
•The required categories may =
be
changed for SPED, 504 and ELLs.
•Enrich with character pair-s=
hare
for discussion prior to comparing and contrasting two
points of view.
Assessment
•Notes may be assessed for
coverage of elements.
<=
span
style=3D'visibility:hidden'>•
•Journal respons=
e rather
than grading encourages risk taking.
<=
span
style=3D'visibility:hidden'>•
•Teacher observa=
tion
would also be valid here.Bibliography
•=
References
• Atwell, Nancie, 1998. In the Middle,
2nd Ed, Portsmouth, NH: Heinemann.
•
• Fletcher, Ralph, 1993. What a Writer Needs. Portsmouth, NH:
Heinemann.
•
• Graves, Donald H., 2005. “The
Centrality of Characte=
r” in What a Character!
in Roser and =
Martinez, eds. Newark, DE: International Reading Association, 3-4
•Hancock, M.R.,
1993. “Character Journals: Initiating
involvement and identification through literature.” =
Journal
of Reading, 37, 42-50.
•
•Martinez, Mir=
iam G.
and Nancy Roser, 2005. “Students’
Developing Understanding of =
Character” in What
a Character! Newark, DE: <=
/span>International Reading Association, 11.
=
•
•Rosenblatt, L=
.M.,
1978. The reader, the text, the =
poem: The transactional theory of a literary work. =
Carbondale,
IL: Southern Illinois University Press.
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Literature
Cited
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Film Cited
Hoodwinked. Cory Edwards.
Genius Products
Incorporated, 2006. hoodwinkedthemovie.com
' + ENDSHOW_MESG + '
![](3D"notes_flag.gif")
No=
tes![](3D"buttons.gif")
