The Character Diary Project

Note: To return here from an outside site, close the open browser window

	A Symmes Middle School Project developed by teachers Allison MacKenzie and Trista Hollweck. This project was designed for students in the first cycle of secondary school.

Project Description
The Character Diary Project involved the participation of the whole school every Wednesday afternoon for about two months. Teachers Allison Mackenzie and Trista Hollweck were at the helm and built the project on the work of grade 7 teachers who used the novel, 'The Outsiders'. Although different novels were used throughout the project, the focus and activities were the same for all. Each student created a character to interact with the characters within the novel of his/her choice. Amongst others, such novels as, ' I Heard the Owl Call my Name" and "Angel Square" were used. Students created a final product to represent his/her learnings and understandings.

Project Focus
The project focussed on English Language Arts reading and writing competencies of the Quebec Education Program. The response process was key with its connections to communication and the writing process. Student writings were expected to be creative, personal, critical and analytical. Students used talk to create images. As well, they were expected to pay attention to the structure of their writing.

Project Workings

This diary entry links to 'Angel Square' and the question of senseless violence in the 40's between children of different religions/cultures.

Each student cast him/herself as a story character or a new story character in the novel s/he was reading.. The new character kept a diary writing about events and emotions as s/he interacted with the novel characters. Each student wrote 15 entries and revised them to 5 final entries that told the story from the chosen character's point of view. The first diary entry was heavily guided by the teacher to set the stage for further entries. The student created a diary that visually represented his/her fictional character revealing personal interests and talents. Final presentations included art, drama, monologues, boardgames, songs, poetry and videos.

Process and Evaluation
In creating their diaries students worked through all aspects of the writing process. Students worked collaboratively as they peer-conferenced, revised and edited to produce the final product. Both student and teacher evaluation of the diaries was based on ideas, process, style and mechanics.
Students each selected one diary entry to present to the class. Oral introductions were prepared for the presentations. Students were expected to be creative in their choice of presentation mode. Student and teacher evaluation were based on presentation, content,effort, and audience response.

An Interesting Twist
Whether it be a final project or materials selected for personal portfolios, students write and hand in a cover letter with their work. This letter serves as a reflection of the process the student has worked through and answers questions about what the student would like the teacher to notice, how the work drafts have developed, which editing skills are evident, and how the student has grown as a writer. Depending on the project the teacher might require that different questions be answered. For example, for the Diary Project students were expected to specifically explain how their diary served as a response to literature.