Growing Through Journaling

Teacher: Cristina Sedo, Susana Whitehead, Keegan Duffy, Yaneli Ramirez

Title of the Lesson: Growing through journaling
Writing Skill: Developing critical skills through reflection
Writing Strategy: Journaling-Writing Fluency
Grade Level 4th Grade
TEKS Strand: Response skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student responds to an increasingly challenging
variety of sources that are read, heard, or viewed. The student is
expected to:
TEKS: 4.7 (E) interact with sources in meaningful ways such as notetaking,
annotating, freewriting, or illustrating;

Student Objectives (no 1. I will be able to use mentor text to take notes and write freely
more than 2): using my journal.
Part of the Lesson Teacher and Student Talk (Scripted) Materials Needed
Introduction/Opening Read-Aloud: Carmela Full of Wishes Book: Carmela Full of
Structure Teacher: Have you ever made a wish that came Wishes by Matt de la
true? What about a wish that didn’t come true? Peña
Students: respond to questions.
Teacher: I usually only find myself making
wishes on my birthday when I blow out the
candles. But I had a best friend in elementary
who would make a wish every time she saw a
dandelion. So, friends, today we are going to
read a new book called Carmela Full of Wishes
by Matt de la Peña. Anchor Chart: Double
Teacher: I need everyone to grab their reading Entry Journal
journals and turn to the next blank page. We are
going to be completing a double entry today so
everyone should draw a line down the middle of
your page. (Teacher will guide students on
preparing their journal entry page by reviewing
the anchor chart with them.)
Teacher: While I read the book, I want you guys
to take notes and do your best to fill out the left
side of your journal entry. Do not worry if you Student Journals and
do not complete it. I will give you time to finish it Writing Utensils
up after we read the book. So, if you could
please give me your full attention, turn on your
listening ears, and let our adventure begin!”
(The teacher will read the book to the class)

Guided Instruction (We Collaborative learning with teacher: Anchor chart for
Do), Collaborative Journal writing
Learning (We Do), and Teacher: Now that we have read our book, I am guidance
or/Independent Learning going to give you a few extra minutes to finish
(You Do) filling out the left side of your page for your
journal entry.
Teacher: Now I want you to think about making
wishes. I want everyone to think about what you
wish our classroom would be like. What would
you consider to be the best fourth-grade
classroom? Now I want you to turn and talk with
a partner and share some of the ideas you have
in mind.
Teacher: As a class, we are going to create a
quick journal entry about what we wish our
classroom looked like.
(The teacher will model writing a journal entry
with the class)
Teacher: Now we are going to go back to our
journals and complete the left side of the page.
On this side of the entry, I want to know more
about what you are thinking about the book and
how it made you feel. Tell me about a reaction
you had while we read. I also want you to tell
me if it reminded you of an experience you have
had. You can also feel free to add any extra
thoughts or opinions that you would like to
discuss.

Extension Group collaboration instruction: Individual student

journal entries
Teacher: Okay class, we are now going to pair up
with a buddy to share and discuss our journal
entries. Remember to listen and reflect as your
buddy is sharing their writing. After you share
your writing, provide peer feedback by asking
questions or providing positive feedback by
telling them what you liked about their writing.

Closure T: Okay class, now that we have taken the time

to finish our journaling for the day, we have one
last thing to do which will be our exit ticket. On
the sheet of paper that I have provided for you, I
need you to write one thing you’ve learned from
today, this could be something relating back to
the book we read or something you gained
during our journaling time.
Assessment  Formative:
 Turn and talk within the lesson. The
 teacher will walk around and listen in on
these discussions.

Materials:
-Physical copy of the book Anchor Chart:

Journal Notebook for student entries:

Writing Utensils:

Supporting Documents
1. Newsletter- For the newsletter I felt the primary audience would be the parents of the students. The
Newsletter in my mind does not have to be completely professional but it cannot be completely informal.
The purpose of this newsletter is just to inform the parents of what their children are doing in the
classroom so they can feel more connected to what’s going on.
2. Email- For this one I imagined it being towards other teachers at my grade level across different
schools. So going into it I had to think in broad terms when it came to people reading with the unifying
factor being our grade level. It also had to be professional as I was representing both myself and the
school when reaching out to other schools. The purpose of the email is to spread information and also part
persuasive. The idea behind it is with my lesson plan including journaling I found better results and thus
wanted to share as to help as many teachers as possible.
2. Anchor Chart- The audience for this piece would be the students doing the activity. It was made
colorful to keep attention but also the information on the page is simplistic to cause as little
confusion as possible. The purpose of this is to help guide students who are just starting to
journal.
 Rationale 

The journal writing lesson plan provides a scaffolding for reading and writing fluency.

This learning concept is represented by having students listen to a read aloud, thus allowing them

to expand their writing reflection. Uduma (2011) states that students, "learn by reading whatever

word they can find in the environment which in turn expands their vocabularies” (p.61). The

students were able to make connections by linking familiar words to newly learned words and

then implement this into their peer and independent writing assignments. Many ESL classrooms

are composed of students from different proficiency levels; therefore, this journaling lesson

provided an opportunity for beginners or higher proficiency developed students to work together

in a diverse learning method. As Linares (2018), author of Meaningful Writing Opportunities:

Write-Aloud and Dialogue Journaling with Newcomer and English Learner High School, states

that “Student’s ability to use their native language and firsthand experiences as a core component

in learning English is useful because it allows students to access and transfer knowledge between

their multiple languages” (p. 2). Getting students to make connections and write is one of the

beginning goals. So, it is still beneficial if the student chooses to write in their native language.

This way, the students are accessing their deeper knowledge instead of just focusing on

translating from their native language to English.

The lesson also allowed students to grasp a better understanding of the critical thought

process from reading and writing text, through participation in a teacher model activity. The

collaboration between the students and teachers allowed the students to gain experience through

the perspective of their peers. The open discussion method provided students with a foundation

to move into their individual assignments. Individual journal assessments allow for the students

to explore a more personal take on their readings. Being allowed to draw on firsthand
experiences also makes it more inclusive for every student, with that and the low stakes it allows

for the perfect environment for learning. When students draw on firsthand experiences, they

spend less time thinking about where to start and spend more time writing. This helps develop

their writing fluency. Students were also paired up into groups of two, utilizing the “buddy

program” method. In the article, Uduma (2011), expressed that student should “Be able to read

the writing of their peers, and they desire to have their writing read with comprehension. A

routine of sharing journal entries sets in motion a reading-writing process. Buddy and Dialogue

journals make this contention consistent” (p.61). As noted, peer dialogues are key factors for

ESL students to help strengthen their oral communication skills, which are then reflected into

their writing.  

The relevant content needed prior to the lesson was for students to have the basic concept

of writing and reading. This is because journaling is being used as a low-risk activity in which

they are not graded for their grammar, but the response given. Journaling, while not having much

of the prior knowledge needed, goes on to build on a lot of experiences in the future. Through

this lesson students also gain the motivator to write. Portman (2019), states in his book,

Reflective Journaling: A Portal into the Virtues of Daily Writing, “journals motivate otherwise,

unmotivated students to read and write... [and to gain] practice in writing on a topic or theme”

when speaking of the motivational power of journaling (p.598). This is crucial because ESL

students may feel less inspired to try and journal or write in the English because there is a lack of

confidence in their ability. And for those students with other learning disabilities, for example,

those with ADHD, this lesson can be adjusted to accommodate those students as well. Using

prompts that are exciting and interesting to students will encourage them to focus on their

writing. Journaling could also be used for teaching brainstorming. Since students with ADHD
tend to struggle with keeping their ideas in their mind for extended periods of time, the teacher

could help guide them in the brainstorming process. They could ask questions like “If you were

in Carmela’s place, what wish would you have made?” With this lesson plan of low stakes

writing for journaling students would be able to practice their writing understanding with no

stress. Everything is developed through the Collaborative Learning, and Independent Learning

part of the lesson. In these sections is where most of the journaling will occur in the lesson. This

is the section in which the “buddy program” is included. The desire to provide something for

your peers to read will also increase the motivation for writing. 

 
 References 

Linares. (2019). Meaningful Writing Opportunities: Write‐Alouds and Dialogue Journaling with

Newcomer and English Learner High Schoolers. Journal of Adolescent & Adult Literacy,

62(5), 521–530. https://doi.org/10.1002/jaal.932 

Portman, S. (2019). Reflective journaling: A Portal into the virtues of daily writing. The Reading

Teacher, 73(5), 597-602. doi:10.1002/trtr.1877 

Uduma, E. (2011). Journal Keeping in an ESL Classroom: An Innovative Approach in Language

Learning. Journal of Education and Practice, 2(6), 59, 60, 61, 62, 63, 64. Retrieved from

https://www.iiste.org/Journals/index.php/JEP/article/viewFile/527/413