Refer to week one and two diary entries to ensure students do not choose the same character for this week's diary entry. Group Size:
Any Learning Objectives:
Students will write a diary entry from a character's point of view.
Students will understand the key events that happened to the character they are representing.
Students will apply comprehension skills to their diary entry. Materials:
1. Paper for each student
2. Character Diary Guidelines sheet for each student Procedures:
1. Have students think about a character that intrigues them in Tuck
Everlasting. They will be writing a diary entry from the character's
point of view, so it should be someone they are extremely interested
in. Let them know that this will be the only time they can write from
this character's point of view, so to choose wisely.
2. Hand out the Character Diary Guidelines sheet for students to follow.
3. Go over the directions for the diary entry and answer any questions that might arise.
4. Allow students to work on their diary entry independently and assist where necessary.
5. When all students have completed their diary entry, partner them up and have them share their letters.
6. Have each partnership provide a sandwich for their partner:
1. Give your partner a positive aspect of the diary entry.
2. Tell your partner two areas where they could have improved.
3. Give your partner another positive aspect of the diary entry.
7. Collect the diary entries and grade according to the rubric. Assessment:
Use the Character Diary Entry rubric to grade the papers. Answer Key or Rubric:
Rubric is attached to the Character Diary Guideline Sheet. Benchmark or Standards:
The Standards for the English Language Arts:
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, their word identification strategies,
and their understanding of textual features.
Students read a wide range of print and non-print texts to build an
understanding of texts, of themselves, and of the cultures of the
United States and the word; to acquire new information; to respond to
the needs and demands of society and the workplace; and for personal
Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with
different audiences for a variety of purposes.
Students use spoken, written, and visual language to accomplish their own purposes. Attached Files: