The journal is a non-structured form of writing where students are free to write their thoughts, feelings, goals and observations, as well as reactions to assignments. This activity helps students learn to express themselves and focus on their thoughts. Periodically, the teacher should check the journals, but these should not be graded.
The teacher should determine the level of the class by handing out worksheets dealing with sentence structure. Based on the results, the teacher should review the concepts if needed if needed or teach new concepts if the students display a grasp on what they have already been taught. Mechanics should be emphasized throughout the semester. This would include, for example, common grammatical errors, such as agreement of subjects and verbs, run-on sentences and misplaced modifiers. Also, the teacher should distribute spelling and vocabulary lists and assign students to look up the meanings of unfamiliar words. These should be kept in their notebooks and tested periodically.
Middle schoolers should be taught the significance of a topic sentence. The teacher should write a sentence on the chalkboard. For example, "Mrs. Jones is a funny teacher." Assign students to develop this sentence into a complete paragraph. Other suggestions include, "My English and math skills are improving" or "Making new friends." Students can then work with partners and go over the paragraphs. Suggest that students revise the paragraph before handing it to the teacher for further comments.
Middle schoolers are ready to develop a single paragraph into a five paragraph essay. Review or teach the structure of this type of essay. The first paragraph is the introduction and serves to get the reader's attention. Using the same topic, "Mrs. Jones is a Funny Teacher," the student should be instructed to add a quote about funny teachers, a shocking statement or a brief anecdote. The second, third and fourth paragraphs consist of showing how the teacher is funny. For example, one paragraph can consist of funny things the teacher says whereas another might focus on things she does. The fourth paragraph can relate jokes she tells. The fifth paragraph restates the main idea and ties all points together. Read these aloud in class and discuss.
Assign students a more sophisticated essay, such as a compare and/or contrast essay. For this essay, the student takes two items and writes about how they are alike, how they are different or both. Facts, details, examples or anecdotes are needed to support the main idea. A suggested topic would be to compare and contrast two famous baseball players or two rock musicians.
Read the class several examples of creative writing from literature. The class can then write an original story, poem or one act play on whatever topic interests them. Share these with the class.
Assign students an essay in which they talk about how to make or do something. Possible topics are "How to bake a cake" or "How to draw a cartoon." For these topics, students can actually demonstrate the procedure to the class after writing about it.
An argumentative writing assignment develops the mind and organizes thoughts. Be sure the topics are relevant to middle schoolers. A suggestion might be "Home economics is important for boys as well as girls." Assign a revision of the paper before having students hand it in. After having written the paper, students may debate the topic with a partner who takes an opposing viewpoint.