Strategies for Literacy in the History
Journals
Journals are an excellent way for students to practice literacy. Any method of getting students to write is going to help the in the long run. The use of a journal can be quick and informal but requires student to use higher level thinking because they are creating information, not just repeating facts using rote memorization. There are many different topics and ways of creating a journal for a history classroom. For this post, I have selected a historical character entry.
For a historical character journal entry, students can imagine that they are either a historical figure themselves, an advisor or somebody close to a figure, or simply a student living in the time and place. The important aspect is that the student is writing from a different point of view. They are having to take into consideration things that have happened, why a person made a decision, and what the consequences for that decision were.
As previously stated, students can take on the persona of nearly anybody...they can be a warrior in Sparta, an early follower of Muhammad, or a soldier in the trenches of World War I. Prompts and characterization questions can elicit a wide variety of characters-differing ages, genders, religions, education, vocation, and other cultural dynamics. Willing students may share their characters and their journal entries with the class or in small groups. Because their personas can be anybody, their entries can vary in complexity depending on the students needs and abilities. Always push for improvement, no matter what level the student is.
Richard T. Vacca, Maryann E. Mraz, Jo Anne L. Vacc (2013-04-09). Content Area Reading: Literacy and Learning Across the Curriculum, 11/e (Page 293). Pearson. Kindle Edition.
For a historical character journal entry, students can imagine that they are either a historical figure themselves, an advisor or somebody close to a figure, or simply a student living in the time and place. The important aspect is that the student is writing from a different point of view. They are having to take into consideration things that have happened, why a person made a decision, and what the consequences for that decision were.
As previously stated, students can take on the persona of nearly anybody...they can be a warrior in Sparta, an early follower of Muhammad, or a soldier in the trenches of World War I. Prompts and characterization questions can elicit a wide variety of characters-differing ages, genders, religions, education, vocation, and other cultural dynamics. Willing students may share their characters and their journal entries with the class or in small groups. Because their personas can be anybody, their entries can vary in complexity depending on the students needs and abilities. Always push for improvement, no matter what level the student is.
Richard T. Vacca, Maryann E. Mraz, Jo Anne L. Vacc (2013-04-09). Content Area Reading: Literacy and Learning Across the Curriculum, 11/e (Page 293). Pearson. Kindle Edition.
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