Above is an example of a character diary that one of my student’s wrote. The diary was an ongoing assignment/assessment that required students to choose a character, Romeo or Juliet, write diary entries from the character’s perspective about how s/he felt during specific scenes. I chose the diary assignment because I wanted my students to connect with teenage characters in the play. I provided students with the rubric and a model that I wrote. The rubric graded students in 3 areas: voice of the character; understanding the scene; and requirements. In the example, my student is describing the moment Romeo first sees Juliet at the party. Her entry is a very strong because she successfully places herself in Romeo’s shoes and uses really rich, descriptive language. In addition to giving students the opportunity to demonstrate their understanding creatively, the character diary also prepared students for the summative assessment, the CD project.