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 DRAFT
50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries t...
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50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
51
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
48 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Response Journals Description: Response Journals create a permanent record <span class="highlight">of</span> what readers are feeling <span class="highlight">and</span> thinking as they interact with literary or informational texts. It allows students to record their thoughts <span class="highlight">and</span> emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings <span class="highlight">and</span> thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn
53
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53
50 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, <span class="highlight">and</span> feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
American History
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Stu...
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10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact of westward migration during the Gilded Age. PO.9.AH.1 Identify the significance of the Exodusters PO.9.AH.2 Analyze life on the Great Plains using primary and
11
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact <span class="highlight">of</span> westward migration during the Gilded Age. PO.9.AH.1 Identify the significance <span class="highlight">of</span> the Exodusters PO.9.AH.2 Analyze life on the Great Plains using primary <span class="highlight">and</span>
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