Materials

� Students will need a paper back, three bracket folder (color code at teacher�s discretion) to record journal entries.

� Copies of a letter inviting students to correspond with the teacher and classmates during reading workshop

� Copies of literary journal procedures and a list of questions students may answer while they are writing

� Example of a student journal entry

� A �mailbox� for students to place their journals in for teacher responses

Time Required

Approximately 20 minutes

Objectives

NCTE English Language Arts Standards

� 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.� They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts�

NCSCS English Language Arts Standards

� Competency Goal 1: The learner will use language to express individual perspectives drawn form personal or related experience.

1.02: Explore expressive materials that are read, heard, and viewed by:

�� -generating a learning log or journal.

Purpose of Mini-lesson

The purpose of this mini-lesson is to inform students about the literary journal process.� This mini-lesson should be conducted at the beginning of a reading workshop, or when the teacher wants to begin literary journals in his/her classroom.� Taking the time to go over expectation and processes of producing a literary journal will help the students understand what you, as a teacher, expect from them, as readers and writers, and will help the reading workshop run more efficiently.

Activity

The mini-lesson will consist of a discussion about procedures in writing a literary journal response.� I will provide students with a letter inviting them to participate in literary journal writing as well information about the process of writing in their journals.� Students will also be given a handout containing questions that they might want to answer in their journal and a list of expectations for the journal entry.� Students will also be shown an example of the type of journal entry I prefer them to write.� We will then discuss any questions or comments they may have about the procedure.� After the mini-lesson, students should be able to begin reading in their selected novels and writing journal entries.

Script

Note: Prior to this lesson, students were asked to bring journals to class

�� Today, I would like to begin class by handing out a letter inviting each of you to begin writing in your literary journals.� This letter consists of the information I expect to see in you r journals, as well as, how our reader�s workshop will run.� Notice that I have hole punched the letter for you to place in you journal.� Please take a few moments to place this in the front of your journal.

�� Now I want to hand out a list of questions and expectations for you to refer to while writing a letter in your journal.� Let�s first take a look at the letter I passed out and discuss what I expect for you participation in reading workshop.

�� First, notice that reading workshop will be conducted in a two- week cycle.� This means that you will be expected to read a book of your choice every tow weeks as a minimum requirement.� The first week of the cycle you will write a letter to me an dthe second week o fthe cycle you will write a letter to a classmate.� (The students may not understand this and may need extra coaching or the information explained more simplistically.� The teacher could say, �For example, if you start reading a book this Monday, you will need to have at least one letter written to me by this Friday and at least one letter written to a peer by next Friday.�)� You may all feel free to write more letters if necessary.�

�� Letters may be turned in to me at any point during week one of the cycle.� When you write a letter to me, please place your notebook in the mailbox located beside my desk.� I will respond and grade the letter and return it to you promptly.� Your letters will be graded on a concise summary, rich content (answers questions appropriately and with thought), and the appropriate letter form.

�� Now let�s go over the rules for what the letter should consist of.� Please look at the second hand out I have provided.� (An overhead transparency may be used here to give students a visual aid to express your statements and expectations clearly.)� The rules are as follows:

1. Date- Top of the page on the right

2. Greeting- Dear Mrs�

3. Author and title at the beginning of the entry (in the first sentence)- Be sure to underline the titles of books

4. Paragraph 1- Summary of the book

5. Paragraph 2- Answer 1 or more of the questions provided

6. A closing- i.e. Sincerely, __________

Notice that I have given you a list of questions to use in your response.� You will need to refer back to these questions when writing so make sure they are securely placed as page 2 in your notebook behind the letter I gave you. (The teacher may want to allow students time to do this while in the classroom.)

�� Now that you have organized your folder, I want to show what I believe to be a good example of a letter in a journal. (Hand out copy to students as well as display an overhead of the letter.� Leave some time for discussion at this point.)

�� Now let�s change the focus to what I expect for peer responses.� We all need to respond with our thoughts, feelings, and experiences and talk like READERS.� This means you should be thoughtful in your response and offer your personal insight to reading.� Do not just say, �Good job.� (If possible, the teacher may want to show students an example of peer responses.)

�� That is all� the information I have for you today.� Are there any questions?� (Teacher should allow for discussion and student response.)� Remember that you literary journal will not only help you keep track of your growth as a reader, but will also help you learn and develop your letter format.