Learning+Logs-Megan+DeWolf

media type="custom" key="5034067" ** Learning Logs ** // quotes, summaries, notes on the //**// left //** and // responses reactions, predictions, questions, or memories on the //**// right. //**
 * Also known as: Literature Response Journals, Double Entry Journals **
 * What is a Learning Log?:** (Literature Response Journal, or Double-Entry Journal)


 * Why Double Entry Journal? **

A majority of students in grades 4 to 6 are beyond decoding instruction and need more assistance with comprehension to help them become successful, independent readers. Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences. Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of making connections. Students learn the three types of connections (text-to-text, text-to-self, and text-to-world) using a double-entry journal. They also learn about the life of Cesar Chavez and his work to promote civil rights.

Children record their responses to learning challenges set by their teachers. Each log is a __unique record of the child's thinking and learning__. The logs are usually a __visually oriented__ development of earlier established models of learning journals, which can become an integral part of the teaching and learning program and have had a major impact on their drive to __develop a more independent learner__. The process of using learning logs involves developing thinking and learning skills, which are enhanced by a peer partnership system. In this peer system, the children are encouraged to discuss and share their thoughts, as well as to develop their learning logs in a collaborative way. They also give the opportunity for the students to provide feedback to their teachers in order to help extend and elaborate their understanding.
 * In the learning logs **:

The purpose of the double entry journal is to encourage students to build personal meaning by making connections from various sources of information. This form of journal writing helps students develop skills in:
 * Double Entry Journals: **

-reading within the content area - identify specific understandings, concepts and ideas - make connections with prior knowledge - modify understandings through discussion and reflection -one of the best ways to engage with a literary text (story novel poem or play) by having a conversation with the author Questions (“I wonder why…”) with possible answers (“Maybe because . . .”) > -Text to other text(s)—print, visual, aural > -Text to self > -Text to world After sharing and discussing your journal entries with your partner, write a question for discussion or a summative response to share with the class or large group. ||
 * ** Examples of Double Journal Entries: ** ||
 * ** Reading **** : ** || ** Thinking: ** ||
 * In this part of the journal record main ideas of your reading. It may include a summary of ideas, a quote from the literature, new vocabulary, or concepts that are confusing. || After reading, think about what you have learned and write your reflections.
 * Reactions(“This bugs, annoys, moves . . . me because . . .”), reflections (”I wonder if. . .”), musings (“Hmmm…”),
 * Visual commentary (drawings, visual analogies, doodles)
 * Connections
 * Social Questions (Race, class, gender issues)
 * Naming Literary Techniques
 * Imitations or parodies of text’s content or style.
 * In generating ideas for a paper, relating passages to your thesis. ||
 * ** Question or Response **


 * Example: **
 * ** Snow White and the Seven Dwarves ** ||
 * ** Parts of the Text ** (summary or quote) || ** Response to the Text ** (commentary, question, connection to experience or other reading, making sense of the parts) ||
 * 1. Beautiful daughter of a king girl, all in white

2. Queen stepmother--mean and envious

3. Asks mirror who’s the most beautiful--her until stepdaughter arrives; wants to kill her

4. Asks head woodsman to kill her, but he has a good heart and tells her to disappear 5. House unoccupied, falls asleep, seven dwarves find her and see beauty; bargain struck

6. Warned never open door to anyone 7. Poisoned apple offered by stepmother in disguise

8. Awakened by kiss of passing prince who sees her beauty

9. Married || 1. The girl is white, symbolic of purity and innocence. Also, it seems that to be valuable, she has to be royalty. 2. Why so many mean stepmothers in fairy tales? I've read about the psychological reasons why mothers and daughters have such boundary problems. Women in a family often seem to have problems feeling they're too close to each other. 3. Does this murderous rage come out of competition for the man? It's hard to imagine a fairy tale in which the father and son competed to see who was more handsome! 4. Men come across as pretty good in this story. Is this typical in fairy tales? The women are shrewish and the men are good-hearted? 5. I'm not sure what this move to a woods means--sort of a natural world plus kind of magical with all those dwarves, who are men but not princes; they really aren't sexual beings in the fairy tale. 6. Is this just a plot device to foreshadow the apple lady? 7. Again, the stepmother reveals her evil? There's nothing redeeming about her, but she actually seems rather pathetic--so reliant on her personal beauty for her sense of self worth. 8. The man to the rescue again. And what is he struck by? Her intellect? Her physical strength? Even her capacity to love? No. She's simply beautiful (and white, therefore innocent and therefore acceptable). The social order of the world is re-established. If you're beautiful and innocent (virgin, pure), you'll get your man and live happily ever after.

What I think the main effect of the story of "Snow White and the Seven Dwarves" is: The fairy tale is the provides the perfect indoctrination for all girls into our society. It helps them understand that they should be passive, helpless, virgin, and, above all, beautiful and innocent so that they can overcome whatever evil there is by finding the right man, who will marry her and thus give her happiness for ever after. || Literature Response Journals are personal notebooks in which students write informal comments about the stories they are reading: Including their feelings, and reactions to characters, settings, plot, and other aspects of the story: they are an outgrowth of learning logs and other journals.
 * Literature Response Journal: **

Literature Response Journals: Pearson Custom Education Page 320-321 [|http://www.saskschools.ca/curr_content/bestpractice/coop/exes9.html] [|http://vccslitonline.vccs.edu/DoubleEntryJournal.html] [|http://www.readwritethink.org/lessons/lesson_view.asp?id=228][|http://pirate.shu.edu/~jonesedm/0150Fall1999/DoubleEntryJournal.htm] [|http://en.wikipedia.org/wiki/Learning_log] Change 0 of 0 [|<< First] [|< Previous] [|Next >] [|Last >>]
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