{"id":532,"date":"2013-08-19T21:03:30","date_gmt":"2013-08-19T21:03:30","guid":{"rendered":"https:\/\/www.jsums.edu\/margaretwalkercenter\/?page_id=532"},"modified":"2013-09-23T15:00:29","modified_gmt":"2013-09-23T15:00:29","slug":"exploring-identity-through-personal-journaling","status":"publish","type":"page","link":"https:\/\/www.jsums.edu\/margaretwalkercenter\/collections\/digital-archives-project\/for-teachers\/lesson-plans\/exploring-identity-through-personal-journaling\/","title":{"rendered":"Exploring Identity through Personal Journaling"},"content":{"rendered":"

\n\t\"MWalker-FINAL-Horiz-Rectangle-Hi-RES\"<\/a>\n<\/p>\n

\n\tGrades: 9-12\n<\/p>\n

\n\tAuthor: Maurine Philpot, Hattiesburg, Mississippi\n<\/p>\n

\n\tOVERVIEW<\/strong>\n<\/p>\n

\n\tJournal 2<\/a> (June 1932) <\/a>is a portion of a 5” x 8” notepad, missing the front and back covers. Written when Margaret Walker was sixteen years old, the journal entries reflect her spiritual yearnings and journeys. She is desperately seeking understanding from her parents and siblings as well as a more intimate relationship with her Christian faith. She outlines her spiritual creed and relates her growing sexual\/sensual awareness. The Journal ends one month before her 17th birthday in 1932.\n<\/p>\n

\n\tMATERIALS NEEDED<\/strong>\n<\/p>\n

\n\tComputers\n<\/p>\n

\n\tNotebooks or folders prepared to keep on-going journals\n<\/p>\n

\n\tOBJECTIVES<\/strong>\n<\/p>\n

\n\tThis lesson will help open students’ minds (and hearts) to the exploration of self through personal journaling and self-reflection, inspired by Margaret Walker’s style found in the Digital Archives Project.\n<\/p>\n

\n\tSESSION 1<\/strong>\n<\/p>\n

    \n
  1. \n\t\tFor vocabulary development that can enhance reading comprehension, teachers should give students some key words, such as:\n\t<\/li>\n<\/ol>\n

    \n\tchastisement     influence         earnest\n<\/p>\n

    \n\tpermeate           ambitious       immersed\n<\/p>\n

    \n\tdevout               ardent            endurance\n<\/p>\n

    \n\tobligation          unrestrained    tumult\n<\/p>\n

    \n\tperplexing         adapt             consecrate\n<\/p>\n

      \n
    1. \n\t\tRead Journal 2 (June 1932)<\/a> aloud, focusing on select vocabulary words. Be careful to allow students to identify other unfamiliar words, aside from those on the list above.\n\t<\/li>\n
    2. \n\t\tDefine words in the context of Walker’s intention, using a common word-mapping exercise.\n\t<\/li>\n
    3. \n\t\tIsolate the sentences that contain each word from the word list above.\n\t<\/li>\n
    4. \n\t\tMap each word for clearer comprehension:\n\t<\/li>\n<\/ol>\n