Grades: 9-12
Author: Vija L. Lee, Jackson, Mississippi
OVERVIEW
After viewing Margaret Walker’s personal journals, students will learn that she kept a diary from the age of twelve in 1927 until her death in 1998. By examining some of her journal entries, one can witness the art and benefit of reflective writing. Students will be asked to read and discuss Walker’s reflections and begin their own journey through the art of journaling.
MATERIALS NEEDED
Computers
Notebooks or folders prepared to keep on-going journals
OBJECTIVES
Students are frequently unmotivated or unable to develop a passion for writing. This is primarily due to most students’ regard for writing as being difficultt or only necessary in the academic world. In helping students realize how Margaret Walker’s journal writings benefited her, especially through self-reflection, they can see how expressing their own thoughts, feelings, beliefs, and daily activities through journaling can help them stay organized and meditate on their own journeys.
Through this process, students will:
SESSION 1
SESSION 2
Have you ever said something for someone else to hear and wish you could rephrase it or not have said it at all? Tell about an experience when this has occurred.
Journal 32, page 8 (October 1948)
"The spirit of prosperity and success has already entered my affairs and my visible supply is increased."
"The spirit of prosperity and success has entered into my affairs and my whole visible supply is abundantly increased."
Margaret Walker took the time to revise the second statement after originally writing the first. What can you infer about her as a writer?
SESSIONS 3 AND 4
Journal 32, page 4 (September 1948)
If my work could sell me as my tongue and personality I would be all right.
Journal 47, page 17 (March 1954)
I am growing very discouraged about my writing. Maybe I do not have it in me any longer if I ever did. I am almost ashamed to show my writing for fear it will not be any good. But I must.
ASSESSMENT
The teacher should decide how to create incentives and opportunities for the students to write. Although teachers may wish to develop a grading rubric for this lesson, they should be wary of giving poor grades that might deter students from writing on their own.