Digital Diary: Fictional Character Writing Project

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Digital Diary: Fictional Character Writing Project

Grade 7English1 days

The 'Digital Diary: Fictional Character Writing Project' for 7th-grade English students invites learners to use digital tools to create engaging diary entries from the perspective of a fictional character. The project emphasizes narrative techniques, character development, and the integration of multimedia, guiding students through planning, drafting, and publishing their digital diaries while considering ethical implications. Through interactive portfolio activities, students learn to express a character's voice, develop narrative structure, and reflect on audience feedback, thereby enhancing both their writing skills and digital literacy.

Digital ToolsFictional CharacterDiary WritingNarrative TechniquesCharacter DevelopmentEthical Considerations

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use digital tools to create a fictional character's diary that tells a story in a fun and interesting way?

Essential Questions

Supporting questions that break down major concepts.

What important details make a diary entry both informative and fun to read?
How can digital tools make writing a diary more exciting?
How do we show a character's personality and voice in their diary entries?
How does thinking about who will read the diary change the way we write it?
What should we consider to be fair and respectful when sharing a digital story?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to write informative and engaging diary entries for a fictional character using narrative techniques.
Students will utilize digital tools to create and enhance diary entries, effectively publishing and sharing them.
Students will demonstrate understanding of how audience perception influences narrative writing and sharing.
Students will explore ethical considerations in writing and sharing digital content, ensuring their fictional narratives respect these boundaries.
Students will express a fictional character's voice and personality through detailed writing and coherent character development.

Common Core Standards

CCSS.ELA-LITERACY.W.7.2

Primary

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Reason: This standard directly supports the project's goal of having students write and share a digital diary that is informative by focusing on the examination and conveyance of ideas and information, aligning perfectly with the writing aspect of the inquiry framework.

CCSS.ELA-LITERACY.W.7.6

Primary

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Reason: This standard covers the use of digital tools to share writing, which is an integral part of the project's digital diary creation and sharing process.

CCSS.ELA-LITERACY.W.7.3

Primary

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Reason: This standard aligns with the project's focus on creating a fictional character's diary, emphasizing narrative techniques and structure.

CCSS.ELA-LITERACY.W.7.4

Primary

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: This standard supports the goal of considering audience perception and ensuring the character’s unique voice and personality are demonstrated effectively.

CCSS.ELA-LITERACY.SL.7.2

Secondary

Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.Reason: This standard offers additional support when considering how digital tools can enhance the diary-writing experience by analyzing how different formats and media can clarify narrative content.

CCSS.ELA-LITERACY.SL.7.1

Supporting

Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.Reason: Although this standard is more about oral communication, it can support discussion around ethical considerations and audience perception as students plan their diary projects.

Entry Events

Events that will be used to introduce the project to students

Interactive Museum of Diaries

Transform the classroom into an interactive museum where each exhibit represents a diary entry from a different character and era. Students are tasked with exploring these exhibits and adding their own 'diary artifacts' over time, pushing them to think critically about voice, style, and historical context in their writing.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Character Persona Development with Inspiration from 'The Outsiders'

Students will create a detailed profile of their fictional character, focusing on attributes that will influence the diary entries. This activity draws inspiration from chapter 8 of 'The Outsiders' to enhance students' understanding of character development and voice.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a historical era or setting for your character's diary, drawing inspiration from the societal context in chapter 8 of 'The Outsiders'.

2. Outline your character's age, background, personality, and key experiences, similar to how S.E. Hinton develops characters in 'The Outsiders'.

3. Write a short paragraph about your character's voice and perspective in diary entries, reflecting insights from chapter 8 of 'The Outsiders'.

4. Review chapter 8 of 'The Outsiders' for additional insights into character motivation and psychological depth.

Final Product

What students will submit as the final product of the activityA detailed character profile inspired by chapter 8 of 'The Outsiders', including background, personality traits, and diary voice perspective.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.W.7.3 (Develop imagined experiences) and W.7.4 (Character’s unique voice and personality).

Activity 2

Diary Entry Planning

Students will plan the structure and content of a single diary entry using narrative techniques.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select a significant event or experience for your character to write about in their diary.

2. Use a graphic organizer to plan the sequence of events and narrative techniques.

3. List descriptive details that will bring the diary entry to life.

Final Product

What students will submit as the final product of the activityA comprehensive outline of a diary entry that includes event sequences and descriptive details.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.W.7.3 (Structured event sequences and use of narrative techniques).

Activity 3

Digital Diary Creation

Students will compose and digitally format their diary entries, focusing on the use of technology for publishing and sharing.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Draft your diary entry using your outline as a guide.

2. Select a digital tool to create and format your diary entry with multimedia elements.

3. Incorporate visuals or audio that align with the character's voice and experience.

4. Publish your digital diary entry on a class platform or shared folder.

Final Product

What students will submit as the final product of the activityA polished digital diary entry with multimedia elements published on a digital platform.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.W.7.6 (Use technology to produce and publish writing) and SL.7.2 (Enhance diary content with diverse media).

Activity 4

Audience and Feedback Reflection

Students will evaluate how their diary entries are perceived by their classmates and reflect on feedback received.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Share your digital diary entry with your classmates for review.

2. Collect feedback on the clarity, voice, and engagement of your diary entry.

3. Reflect on the feedback and consider revisions to improve audience impact.

Final Product

What students will submit as the final product of the activityA reflection report detailing student insights on audience perception and potential revisions.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.SL.7.1 (Engage in collaborative discussions) and W.7.4 (Consider audience perception in writing).

Activity 5

Ethical Sharing and Peer Review Workshop

Students will explore ethical considerations in sharing digital content and conduct a peer review session focused on respectful and supportive feedback.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Discuss the ethical implications of sharing fictional diaries online and respect for character representation.

2. Participate in a peer review session, providing constructive and respectful feedback.

3. Revise your diary entry based on peer feedback and ethical considerations.

Final Product

What students will submit as the final product of the activityRevised diary entry and a peer review feedback form demonstrating understanding of ethical writing and sharing.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.SL.7.2 (Analyze diverse media) and W.7.2 (Convey ideas and information sensitively).

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Digital Diary Experience Assessment Rubric

Category 1

Character Development

Assess the depth and consistency of character profiles and personas, including background, personality, and voice.

Criterion 1

Character Background and Personality

Evaluate the comprehensiveness and depth of the character's background and personality traits.

Exemplary

4 Points

Character profile displays complete, detailed background and rich personality traits that clearly inform diary entries.

Proficient

3 Points

Character profile is well-developed with clear background details and defined personality traits.

Developing

2 Points

Character profile shows some background details and emerging personality traits but lacks consistency.

Beginning

1 Points

Character profile has minimal background and undefined personality traits, showing initial understanding.

Criterion 2

Character Voice and Perspective

Evaluate how well the character's unique voice and perspective are captured in diary entries.

Exemplary

4 Points

Diary entries consistently exhibit a distinct and authentic character voice and perspective, engaging the reader thoroughly.

Proficient

3 Points

Diary entries show a clear character voice and perspective with minor inconsistencies.

Developing

2 Points

Diary entries attempt to create a character voice and perspective but are inconsistently applied.

Beginning

1 Points

Diary entries lack a clear character voice and perspective, with minimal attempts to establish these elements.

Category 2

Narrative Techniques and Structure

Assess the application of narrative techniques and the organization of events within diary entries.

Criterion 1

Narrative Technique Use

Evaluate the use of narrative techniques to develop experiences within the diary.

Exemplary

4 Points

Diary entries use narrative techniques innovatively to create vivid and engaging experiences.

Proficient

3 Points

Diary entries effectively apply narrative techniques to convey experiences.

Developing

2 Points

Diary entries use narrative techniques inconsistently, sometimes lacking clarity.

Beginning

1 Points

Diary entries rarely use narrative techniques, showing limited understanding.

Criterion 2

Event Sequence and Organization

Evaluate the clarity and logic of event sequencing and overall organization of diary entries.

Exemplary

4 Points

Events in diary entries are logically sequenced, well-organized, and enhance the narrative.

Proficient

3 Points

Diary entries have a clear sequence of events with minor organizational issues.

Developing

2 Points

Event sequence in diary entries is at times unclear, with some organizational gaps.

Beginning

1 Points

Diary entries lack clear sequence and organization, resulting in confusing narratives.

Category 3

Digital Tools and Media Integration

Assess the integration and effectiveness of digital tools and multimedia elements in diary entries.

Criterion 1

Technology and Multimedia Use

Evaluate the selection and integration of digital tools and multimedia to enhance the diary.

Exemplary

4 Points

Digital tools and multimedia are expertly integrated, significantly enhancing the diary's engagement and clarity.

Proficient

3 Points

Digital tools and multimedia are appropriately used, adding value to the diary.

Developing

2 Points

Digital tools and multimedia are used, but their integration may lack effectiveness.

Beginning

1 Points

Digital tools and multimedia are minimally used or ineffective in enhancing the diary.

Category 4

Audience Perception and Ethical Considerations

Assess understanding and application of audience engagement strategies and ethical considerations in diary sharing.

Criterion 1

Audience Engagement and Feedback

Evaluate how well the diary is tailored to engage the audience and utilize feedback.

Exemplary

4 Points

Diary entries are highly engaging, with extensive use of feedback leading to thoughtful revisions.

Proficient

3 Points

Diary entries are engaging, with feedback used effectively for revision.

Developing

2 Points

Diary entries show some engagement and limited use of feedback for improvement.

Beginning

1 Points

Diary entries lack engagement and minimal feedback is reflected in revisions.

Criterion 2

Ethical Considerations in Sharing

Evaluate the understanding and application of ethical considerations in digital content sharing.

Exemplary

4 Points

Exhibits a strong understanding and consistent application of ethical considerations in diary sharing.

Proficient

3 Points

Demonstrates good understanding and application of ethical considerations in most situations.

Developing

2 Points

Shows some understanding of ethical considerations but inconsistently applied.

Beginning

1 Points

Little understanding or application of ethical considerations is evident.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What was the most enjoyable part of creating your digital diary entry and why?

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Question 2

How did using technology enhance or change your approach to writing diary entries?

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Question 3

On a scale of 1 to 5, how confident do you feel about using digital tools to write and share stories?

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Question 4

Which narrative techniques did you find most effective in conveying your character's voice and events, and why?

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Question 5

How has feedback from peers and understanding your audience changed your perspective on writing for sharing?

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Question 6

What ethical considerations did you learn about when sharing digital diary content, and how did it influence your final work?

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