Reflection: Throughout this project I learned a lot about my topic. My original knowledge about Dissociative Identity Disorder was attained during my high school psychology classes. I thought I knew enough information to complete most of my project but I was wrong. Some new facts I learned were the ratio of occurrence between female and male, that a personality could be none human, and that there are multiple screening tools. The fact that surprised me most was that women are nine times more likely to get D.I.D. compared to males.
I’ve learned to be more creative with my writing throughout writing my genres. I never realized how to state facts in an informative, fun, interesting, and creative way. The ROMP allowed me to explore past my normal writing horizons and add in what I wanted to how I wanted to. This project was very open ended and you could have done anything you wanted which at some points was great but other points frustrating because I didn’t know if it looked/sounded good and professional or if it would get me a good grade. Some of the difficult steps in this progress that I found difficult were how to make my genres connect. I knew what I wanted to do all along I just didn’t know how to go about it. Taking on a doctors point of view was difficult because I’ve never been a doctor or been in that kind of position when I would write up a whole report on one made up person. At times I just had to go with the flow and make up new parts of ‘Alison’s’ story as I went, which at times confused me but at times made it easy. By constantly adding new parts of her story I was able to make my genres more interesting and incorporate more of my information into them.
From the ROMP I learned how to be an open-ended teacher. By assigning a multi-genre project you allow your students to take on the role of a creator and create a project how they want to. A multi-genre project allows the teacher to see a new side of a student, one that might not come out in an average paper or assignment. By letting the student explore multiple genres they are allowed to show their creative side and do what they want how they want to. I would think about assigning this to my students in order to get a new view of them. This project helped me learn about myself and discover the creative side I’ve never seen before. I’ve learned how to use new programs on the computer and how to let my mind flow and take me wherever it wants to go. Letting my students explore a topic of their choice and represent it how they want to will teach them responsibility, by having them decide how to present their genres.
My name is Jayme Feld. I am from Long Island, New York. My major is elementary education and special education. I hope to be a successful teacher when I group up. As a student I am a visual learning and hands on activites help me to learn. I like working in groups in the classroom but I hate being forced to share my work with the whole class. I would like to know what type of learners my students are when I become a teacher.
Before Bloomsburg, I lived in…Rockville Centre, New York. At Bloomsburg, I want to major in…Elementary Education & Special Education. Right now, I’m most interested in…meeting new people. My favorite musical artist is….All Time Low. My favorite movie is….Grown Ups. One thing I like to do in my spare time is…hang out with friends. When it comes to technology, I’m most comfortable with…(put X next to all that apply)
Microsoft Word-X Microsoft Powerpoint-X Email-X Cellphone-X Text messaging-X Taking cellphone pictures-X Taking cellphone video-X Taking cellphone audio Video editing Blogging or Social Networking (e.g., Facebook)-X Making websites
My favorite teachers were the ones who…make the lessons interactive. But I didn’t like classes in which…the teacher was boring. In this class, I’m most nervous about…being overwhelmed with finding the 7 genres. In this class, I’m most excited about…being challenged with writing in new genres. If there’s one thing you should know about me as a student, it’s…I’m a visual learner. If there’s one thing you should know about me in general, it’s…I’m very shy at first.
9/1/10-->Multiple Intelligences Survey Learning Styles Profile Rate each of the following on the basis of 1 to 4. 1=least like you; 2=a little like you 3=quite a bit like you; 4=most like you
Learning Style #1 Do you: Like to write? 2 Like to learn new words? 3 Like to tell stories? 4 Enjoy reading? 1 Give good directions to others so that they understand the first time? 3 Have a good memory for names, dates, facts? 2 Enjoy making or hearing puns? 3 Enjoy metaphors? 4 Total score 22
Learning Style #2 Do you: Like to work with computers and calculators? 4 Enjoy math class? 3 Easily add numbers in your head? 1 Enjoy doing science experiments? 3 Ask a lot of questions about how things work? 3 Enjoy chess, checkers, or other strategy games? 2 Enjoy logic puzzles or brainteasers? 2 Like to go by steps, from A to B to C, rather than jumping from A to D? 4 Total score 22 Learning Style #3 Do you: Read maps, charts, or diagrams more easily than text? 3 Build interesting three dimensional constructions (like LEGO buildings or others)? 1 Prefer to draw pictures rather than tell stories? 2 Find your way to a new place easily? 1 Like to take things apart and then try to figure out how to put them back together? 3 Doodle a lot on notebooks? 4 Visualize the back side of an object from looking at the front? 2 Estimate distances between objects easily? 1 Total score 17
Learning Style #4 Do you: Find activities like riding a bike, skating, or walking on a balance beam easy? 2 Run, swim, and exercise without getting tired? 3 Learn to play new sports easily and quickly? 1 Learn a new dance step easily and quickly? 2 Use a lot of hand gestures and body movements when talking to friends? 1 Like touching things you’ve just seen? 3 Cleverly mimic other people’s gestures or mannerisms? 1 Move, tap, or fidget while seated for a long time in one spot? 2 Total score 15
Learning Style #5 Do you: Enjoy playing a musical instrument? 1 Listen to music a lot? 4 Hum or sing a lot? 2 Tell people when music sounds off-key? 2 Have a good singing voice? 1 Remember the melodies of songs? 4 Sing harmony? 1 Compose music in your head or on paper? 1 Total score 16 Learning Style #6 Do you: Like to work and/or play with others? 4 Understand how people are feeling by looking at their faces? 2 Give advice to friends who have problems? 3 Have a good sense of empathy or concern for others? 3 Seem to be street-smart? 2 Seem to be a natural leader on teams? 1 Get energy from being with people rather than being alone? 4 Feel that several minds working on something are better than one? 4 Total score 23
Learning Style #7 Do you: Often need a quiet place to work or just be alone? 3 Like to make collections of things that have special meaning for you? 4 Remember your dreams? 3 Display a sense of independence or strong will? 2 Have a realistic sense of your own strengths and weaknesses? 3 Accurately express how you are feeling? 3 Have an interest or a hobby that you don’t talk much about? 2 Get energy from being alone rather than being with people? 1 Total score 21
Learning Style #8 Do you: Enjoy collecting bugs, flowers, or rocks? 1 Like to closely examine what you find in nature? 1 Keep detailed records of your observations of nature? 1 Like to watch natural phenomena like the moon/tides and hear explanations about them? 1 Become fascinated with one thing from nature and want to learn about it thoroughly? 2 Want to find out the name of a bird or a bug you’ve seen? 1 Like to classify things? 2 Want to become a geologist, biologist, or some other type of scientist? 1 Total score 10
I scored highest in the learning style #6. "Style 6: Interpersonal – the ability to organize people and to communicate clearly what needs to be done, to use empathy to help others and solve problems, to discriminate and interpret among different kinds of interpersonal clues, and to influence and inspire others to work toward a common goal." I was able to answer the questions with the most fours in this section. I agree with the test because I do prefer to communicate with people and help others and solve problems but on the other hand I am not confident in myself that I have the ability to organize people and clearly communicate with them. Learning styles 1 and 2 came in close second. "Style 1: Linguistic – the ability to use language to describe events, to build trust and rapport, to develop logical arguments and use rhetoric, or to be expressive and metaphoric and Style 2: Logical/mathematical – the ability to use numbers to compute and describe, to use mathematical concepts to make conjectures, to apply mathematics in personal daily life, to apply mathematics to data and construct arguments, to be sensitive to the patterns, symmetry, logic, and aesthetics of mathematics, and to solve problems in design and modeling." In regards to the linguistics style I do use language to describe events and build trust so that was pretty directly on. Style 2 was logical/mathematical, in high school math was my favorite subject and my best. It is interesting that in some cases this survey was dead on.
9-3-10-->Attempt to Teach Someone Something For my assignment I taught my roommate a cheer, which I knew from high school. I first showed her the cheer and tried to have her mirror my motions. I found it easier to show the step then say/describe it then have her repeat it. She seemed to have trouble with just learning from me so I video chatted my friend from home and through the computer had her help me teach it. The help of my friend not only gave my roommate addition help and further explanation but it inspired her to complete the task.
--To what learning styles does the lesson you were trying to teach seem to appeal (for instance, shooting baskets might appeal most to Kinesthetic and Interpersonal intelligences)?
The main learning style helped teach my “student”, roommate, how to complete the cheer was bodily-kinesthetic. I was able to use physical body motions as a tool to show her how to complete the cheer. Interpersonal intelligence also helped because I had the help of another friend to teach the cheer. With the help of my other friend we were able to inspire my roommate to complete the task of learning the cheer.
--In terms of multiple intelligences, what were the strengths and struggles of the person you were trying to teach? How did this help or hinder your efforts?
My roommate was able to learn better through interpersonal intelligence because the inspiration and explanation of two people helped her understand the motions and words. Some struggles were having to teach her everything because she didn’t know anything about cheerleading or what basic cheer logo was (like hit a sharp ‘T’ or high ‘V’ as motions). Before I got help from my friend this hindered my efforts but by including my friend for interpersonal intelligence my roommate further understood what was going on.
--What evidence did you have that the person had learned the lesson? In terms of multiple intelligences, what form(s) did that evidence take?
My roommate was able to do the cheer by herself at the end and this was evidence that she had learned my lesson. In terms of multiple intelligences, that evidence took linguistic because she was able to speak the cheer and bodily-kinesthetic because she was physically able to complete the task using her body the main tool to complete the cheer.
9/14/10-->Revisit your teaching attempt and your healthy meal research/presentation: How did genre, audience, and purpose figure in those processes? Teaching Attempt: The genre for teaching Tiffany was cheerleading since I was teaching her a cheer. The audience was my roommate Tiffany because she is the one I taught the cheer to as well as my friend Emily because she watched Tiffany do the cheer alone to show that she learned from my lesson. The purpose of this teaching attempt was to teach Tiffany a cheer so she could learn something new. Healthy Meal Research: The genre for our healthy meal research was what was the healthiest. The purpose was to find the healthiest meal for under five dollars to feed two to three people. The audience for this research assignment was the class as a whole because the class is who voted on who completed the best research and had the best presentation.
9/22/10-->Topic proposals What topic have you settled on, and why? I have settled on D.I.D. (Dissociative identity disorder). I have settled on this topic because I got an introduction to it last year in psychology and would like to further research it. I also believe I will be able to find helpful resources and be able to create different genres using D.I.D.
For what audience(s) and purpose(s) might you design this project? The audience I will design my project for will be people who are attempting to help/cure people with Dissociative Identity Disorder. My purpose is to give an informative presentation on Dissociative Identity Disorder.
What sources might you draw on? Sources that I plan to draw on consist of magazine entries, newspaper articles, research, books, doctor’s reports, and prior knowledge from my psychology class.
What genres might you use to represent your work? Some genres I might use to represent my work are diary entry, letter, advice column, poem, graph/chart, timeline, medical records, or a public service announcement. 10/8/10-->Homework: Find 1 example of each of these 3 genres-essay, diary entry, & poem Essay:
Good sentence structure, good use of vocab. allows for short sentence
2) Characteristics (WHAT features or steps?)
Criteria (HOW WELL are those accomplished?)
Characters
Brief description of multiple ‘characters’-Billy’s “alters”
Vocabulary
Lacking a wide use of vocabulary
3) Characteristics (WHAT features or steps?)
Criteria (HOW WELL are those accomplished?)
Symptoms
Descriptive symptoms faced by the patient
Format
Broken into paragraphs, based on topics
Made connections
Connected the patient with their family (mother)
Compose beginning/outline/draft of that genre for your project: Break into 3 paragraphs · Family history · The multiple personalities Family history: · Mother & medical past · Father & medical past · Childhood traumas Trauma: · Abuse from father, violent, · Person who hides into corner · Person who is the “saver” · Has 18 different personalities Treatments: · Therapy · Dealing with it now · Medication
10/20/10-->Homework: 4 examples of case studies & outline for genre Diary entry: 1) Examples of diary entries for children. Children can learn how to write diary entries from a few well known diaries written, by young children like the diary of Anne Frank or the Freedom Writers; which are great examples of diary entries by children. However, children can start making diary entries about their day to day experiences and learning. 2) Another example of diary entry for children is about entries of resolutions, learning or just a to-do list. Source: http://www.tutorvista.com/english/examples-of-diary-entries-for-children
3) Diary entries from The Freedom Writers Diary
Common characteristics/criteria for diary entries:
Characteristics
Criteria
Format
Date, dear…, from/love…, body
Perspective
First person (use I)
Tone
What mood is presented
Outline for my Diary Entry: Opening: · Date · “Dear diary” Body: · First person perspective · Mood · Details of events · Memory from ‘happy alter’ · Playing with friends in the backyard Closing: · Signature/who wrote it 11/1/10-->Genre # 2 Examples: 1: 2: 3:
http://www.aypwip.org/webnote/ -post it notes
Reflection:
Throughout this project I learned a lot about my topic. My original knowledge about Dissociative Identity Disorder was attained during my high school psychology classes. I thought I knew enough information to complete most of my project but I was wrong. Some new facts I learned were the ratio of occurrence between female and male, that a personality could be none human, and that there are multiple screening tools. The fact that surprised me most was that women are nine times more likely to get D.I.D. compared to males.
I’ve learned to be more creative with my writing throughout writing my genres. I never realized how to state facts in an informative, fun, interesting, and creative way. The ROMP allowed me to explore past my normal writing horizons and add in what I wanted to how I wanted to. This project was very open ended and you could have done anything you wanted which at some points was great but other points frustrating because I didn’t know if it looked/sounded good and professional or if it would get me a good grade. Some of the difficult steps in this progress that I found difficult were how to make my genres connect. I knew what I wanted to do all along I just didn’t know how to go about it. Taking on a doctors point of view was difficult because I’ve never been a doctor or been in that kind of position when I would write up a whole report on one made up person. At times I just had to go with the flow and make up new parts of ‘Alison’s’ story as I went, which at times confused me but at times made it easy. By constantly adding new parts of her story I was able to make my genres more interesting and incorporate more of my information into them.
From the ROMP I learned how to be an open-ended teacher. By assigning a multi-genre project you allow your students to take on the role of a creator and create a project how they want to. A multi-genre project allows the teacher to see a new side of a student, one that might not come out in an average paper or assignment. By letting the student explore multiple genres they are allowed to show their creative side and do what they want how they want to. I would think about assigning this to my students in order to get a new view of them. This project helped me learn about myself and discover the creative side I’ve never seen before. I’ve learned how to use new programs on the computer and how to let my mind flow and take me wherever it wants to go. Letting my students explore a topic of their choice and represent it how they want to will teach them responsibility, by having them decide how to present their genres.
My name is Jayme Feld.
I am from Long Island, New York.
My major is elementary education and special education.
I hope to be a successful teacher when I group up. As a student
I am a visual learning and hands on activites help me to learn. I like working
in groups in the classroom but I hate being forced to share my work with the whole
class. I would like to know what type of learners my students are when I become a teacher.
Before Bloomsburg, I lived in…Rockville Centre, New York.
At Bloomsburg, I want to major in…Elementary Education & Special Education.
Right now, I’m most interested in…meeting new people.
My favorite musical artist is….All Time Low.
My favorite movie is….Grown Ups.
One thing I like to do in my spare time is…hang out with friends.
When it comes to technology, I’m most comfortable with…(put X next to all that apply)
Microsoft Word-X
Microsoft Powerpoint-X
Email-X
Cellphone-X
Text messaging-X
Taking cellphone pictures-X
Taking cellphone video-X
Taking cellphone audio
Video editing
Blogging or Social Networking (e.g., Facebook)-X
Making websites
My favorite teachers were the ones who…make the lessons interactive.
But I didn’t like classes in which…the teacher was boring.
In this class, I’m most nervous about…being overwhelmed with finding the 7 genres.
In this class, I’m most excited about…being challenged with writing in new genres.
If there’s one thing you should know about me as a student, it’s…I’m a visual learner.
If there’s one thing you should know about me in general, it’s…I’m very shy at first.
9/1/10-->Multiple Intelligences Survey
Learning Styles Profile
Rate each of the following on the basis of 1 to 4.
1=least like you; 2=a little like you 3=quite a bit like you; 4=most like you
Learning Style #1
Do you:
Like to write? 2
Like to learn new words? 3
Like to tell stories? 4
Enjoy reading? 1
Give good directions to others so that they understand the first time? 3
Have a good memory for names, dates, facts? 2
Enjoy making or hearing puns? 3
Enjoy metaphors? 4
Total score 22
Learning Style #2
Do you:
Like to work with computers and calculators? 4
Enjoy math class? 3
Easily add numbers in your head? 1
Enjoy doing science experiments? 3
Ask a lot of questions about how things work? 3
Enjoy chess, checkers, or other strategy games? 2
Enjoy logic puzzles or brainteasers? 2
Like to go by steps, from A to B to C, rather than jumping from A to D? 4
Total score 22
Learning Style #3
Do you:
Read maps, charts, or diagrams more easily than text? 3
Build interesting three dimensional constructions (like LEGO buildings or others)? 1
Prefer to draw pictures rather than tell stories? 2
Find your way to a new place easily? 1
Like to take things apart and then try to figure out how to put them back together? 3
Doodle a lot on notebooks? 4
Visualize the back side of an object from looking at the front? 2
Estimate distances between objects easily? 1
Total score 17
Learning Style #4
Do you:
Find activities like riding a bike, skating, or walking on a balance beam easy? 2
Run, swim, and exercise without getting tired? 3
Learn to play new sports easily and quickly? 1
Learn a new dance step easily and quickly? 2
Use a lot of hand gestures and body movements when talking to friends? 1
Like touching things you’ve just seen? 3
Cleverly mimic other people’s gestures or mannerisms? 1
Move, tap, or fidget while seated for a long time in one spot? 2
Total score 15
Learning Style #5
Do you:
Enjoy playing a musical instrument? 1
Listen to music a lot? 4
Hum or sing a lot? 2
Tell people when music sounds off-key? 2
Have a good singing voice? 1
Remember the melodies of songs? 4
Sing harmony? 1
Compose music in your head or on paper? 1
Total score 16
Learning Style #6
Do you:
Like to work and/or play with others? 4
Understand how people are feeling by looking at their faces? 2
Give advice to friends who have problems? 3
Have a good sense of empathy or concern for others? 3
Seem to be street-smart? 2
Seem to be a natural leader on teams? 1
Get energy from being with people rather than being alone? 4
Feel that several minds working on something are better than one? 4
Total score 23
Learning Style #7
Do you:
Often need a quiet place to work or just be alone? 3
Like to make collections of things that have special meaning for you? 4
Remember your dreams? 3
Display a sense of independence or strong will? 2
Have a realistic sense of your own strengths and weaknesses? 3
Accurately express how you are feeling? 3
Have an interest or a hobby that you don’t talk much about? 2
Get energy from being alone rather than being with people? 1
Total score 21
Learning Style #8
Do you:
Enjoy collecting bugs, flowers, or rocks? 1
Like to closely examine what you find in nature? 1
Keep detailed records of your observations of nature? 1
Like to watch natural phenomena like the moon/tides and hear explanations about them? 1
Become fascinated with one thing from nature and want to learn about it thoroughly? 2
Want to find out the name of a bird or a bug you’ve seen? 1
Like to classify things? 2
Want to become a geologist, biologist, or some other type of scientist? 1
Total score 10
I scored highest in the learning style #6. "Style 6: Interpersonal – the ability to organize people and to communicate clearly what needs to be done, to use empathy to help others and solve problems, to discriminate and interpret among different kinds of interpersonal clues, and to influence and inspire others to work toward a common goal." I was able to answer the questions with the most fours in this section. I agree with the test because I do prefer to communicate with people and help others and solve problems but on the other hand I am not confident in myself that I have the ability to organize people and clearly communicate with them. Learning styles 1 and 2 came in close second. "Style 1: Linguistic – the ability to use language to describe events, to build trust and rapport, to develop logical arguments and use rhetoric, or to be expressive and metaphoric and Style 2: Logical/mathematical – the ability to use numbers to compute and describe, to use mathematical concepts to make conjectures, to apply mathematics in personal daily life, to apply mathematics to data and construct arguments, to be sensitive to the patterns, symmetry, logic, and aesthetics of mathematics, and to solve problems in design and modeling." In regards to the linguistics style I do use language to describe events and build trust so that was pretty directly on. Style 2 was logical/mathematical, in high school math was my favorite subject and my best. It is interesting that in some cases this survey was dead on.
9-3-10-->Attempt to Teach Someone Something
For my assignment I taught my roommate a cheer, which I knew from high school. I first showed her the cheer and tried to have her mirror my motions. I found it easier to show the step then say/describe it then have her repeat it. She seemed to have trouble with just learning from me so I video chatted my friend from home and through the computer had her help me teach it. The help of my friend not only gave my roommate addition help and further explanation but it inspired her to complete the task.
--To what learning styles does the lesson you were trying to teach seem to appeal (for instance, shooting baskets might appeal most to Kinesthetic and Interpersonal intelligences)?
The main learning style helped teach my “student”, roommate, how to complete the cheer was bodily-kinesthetic. I was able to use physical body motions as a tool to show her how to complete the cheer. Interpersonal intelligence also helped because I had the help of another friend to teach the cheer. With the help of my other friend we were able to inspire my roommate to complete the task of learning the cheer.
--In terms of multiple intelligences, what were the strengths and struggles of the person you were trying to teach? How did this help or hinder your efforts?
My roommate was able to learn better through interpersonal intelligence because the inspiration and explanation of two people helped her understand the motions and words. Some struggles were having to teach her everything because she didn’t know anything about cheerleading or what basic cheer logo was (like hit a sharp ‘T’ or high ‘V’ as motions). Before I got help from my friend this hindered my efforts but by including my friend for interpersonal intelligence my roommate further understood what was going on.
--What evidence did you have that the person had learned the lesson? In terms of multiple intelligences, what form(s) did that evidence take?
My roommate was able to do the cheer by herself at the end and this was evidence that she had learned my lesson. In terms of multiple intelligences, that evidence took linguistic because she was able to speak the cheer and bodily-kinesthetic because she was physically able to complete the task using her body the main tool to complete the cheer.
9/14/10-->Revisit your teaching attempt and your healthy meal research/presentation:
How did genre, audience, and purpose figure in those processes?
Teaching Attempt: The genre for teaching Tiffany was cheerleading since I was teaching her a cheer. The audience was my roommate Tiffany because she is the one I taught the cheer to as well as my friend Emily because she watched Tiffany do the cheer alone to show that she learned from my lesson. The purpose of this teaching attempt was to teach Tiffany a cheer so she could learn something new.
Healthy Meal Research: The genre for our healthy meal research was what was the healthiest. The purpose was to find the healthiest meal for under five dollars to feed two to three people. The audience for this research assignment was the class as a whole because the class is who voted on who completed the best research and had the best presentation.
9/20/10-->Sample Multigenre Project
9/22/10-->Topic proposals
What topic have you settled on, and why?
I have settled on D.I.D. (Dissociative identity disorder). I have settled on this topic because I got an introduction to it last year in psychology and would like to further research it. I also believe I will be able to find helpful resources and be able to create different genres using D.I.D.
For what audience(s) and purpose(s) might you design this project?
The audience I will design my project for will be people who are attempting to help/cure people with Dissociative Identity Disorder. My purpose is to give an informative presentation on Dissociative Identity Disorder.
What sources might you draw on?
Sources that I plan to draw on consist of magazine entries, newspaper articles, research, books, doctor’s reports, and prior knowledge from my psychology class.
What genres might you use to represent your work?
Some genres I might use to represent my work are diary entry, letter, advice column, poem, graph/chart, timeline, medical records, or a public service announcement.
10/8/10-->Homework: Find 1 example of each of these 3 genres-essay, diary entry, & poem
Essay:
Diary Entry:
http://mpdgirl.wordpress.com/tag/dissociative-identity-disorder/
How I got MPD in the first place…
Posted on December 15, 2009 by pumpkin
Poem: http://www.poemhunter.com/poem/dissociative-identity-disorder/
Dissociative Identity Disorder
2008 Ramona Thompson
10/13/10-->Homework: 3 examples of case studies & outline for genre
Source: http://www.spiritrelease.com/cases/multiplepersonality.htm
Compose beginning/outline/draft of that genre for your project:
Break into 3 paragraphs
· Family history
· The multiple personalities
Family history:
· Mother & medical past
· Father & medical past
· Childhood traumas
Trauma:
· Abuse from father, violent,
· Person who hides into corner
· Person who is the “saver”
· Has 18 different personalities
Treatments:
· Therapy
· Dealing with it now
· Medication
10/20/10-->Homework: 4 examples of case studies & outline for genre
Diary entry:
1) Examples of diary entries for children.
Children can learn how to write diary entries from a few well known diaries written, by young children like the diary of Anne Frank or the Freedom Writers; which are great examples of diary entries by children.
However, children can start making diary entries about their day to day experiences and learning.
2) Another example of diary entry for children is about entries of resolutions, learning or just a to-do list.
Source: http://www.tutorvista.com/english/examples-of-diary-entries-for-children
3) Diary entries from The Freedom Writers Diary
Common characteristics/criteria for diary entries:
Outline for my Diary Entry:
Opening:
· Date
· “Dear diary”
Body:
· First person perspective
· Mood
· Details of events
· Memory from ‘happy alter’
· Playing with friends in the backyard
Closing:
· Signature/who wrote it
11/1/10-->Genre # 2
Examples:
1:
2:
3:
11/8/10-->Genre #3
Models:
11/14/10-->Genre # 4
Models & Genre:
Process Journal:
ORE: