Nearly all facets of WICOR are evident in lessons that utilize double-entry (or dialectical) journals. (WICOR, the foundation of AVID, stands for writing, inquiry, collaboration, organization, and reading.) This week, eight grade students in Mrs. Michelle Seay’s ELA classes have been tracking their thinking about the Holocaust novel The Book Thief by Markus Zusak through double-entry journals. Throughout their study of the book, students are exploring this essential question: How can learning about the past impact the future? As students read chunks of text, they jot down their thinking in two columns in their journals. In the left column, they note major events from the book. In the right, they reflect on these moments from the text, noting their thoughts, comments, questions, predictions, or memorable quotes. Through this process, students synthesize meaning, deepening it as they delve deeper and deeper into the text. After processing their reading independently, students use their double-entry journals to collaborate in class discussions about the book’s primary events, paired with their own thoughtful reflections and thematic connections.