Reflective Writing Growth

Overview

In this lesson, students complete a reflective journal entry about what they have learned across the unit “Engaging Texts and Expressions”. They plan, draft, and self-edit, then publish a final paragraph that clearly explains growth in both writing and presentation.

Learning intentions

Students will:

• plan a short journal entry using key moments from the unit
• draft and organise ideas using a clear structure
• choose language and text features to communicate tone and meaning
• revise for accuracy and clarity, then share their final entry

Success criteria

Students can:

• write a journal entry with a beginning, middle (evidence/examples), and ending (reflection)
• include at least two specific examples from their work
• use precise vocabulary to show learning and feelings
• revise grammar, spelling, and punctuation to improve clarity

Curriculum links

• Literacy: plan, create, edit and publish written texts by organising and expanding ideas and selecting language and visual features for purpose and audience
• Literature: analyse how language features and literary devices create meaning and effect, using tone words and purposeful sentence choices
• Literacy: use comprehension strategies to monitor meaning as they write, and to connect ideas across the unit
• Language: strengthen cohesion within paragraphs using examples, quotations (where relevant), and substantiation of claims

Lesson structure (30 minutes)

1. 0–4 min · Warm start: “What changed?” Teacher prompts with one question: “What is one thing you can do now that you couldn’t do at the start of the unit?” Students respond with 2–3 quick dot points.

2. 4–10 min · Model and plan Teacher shows a simple journal structure on the board:

• Beginning: topic + purpose (what the reflection is about)
• Middle: 2 examples (what you did, what you noticed, what improved)
• End: overall learning + next step (what you’ll try next) Teacher highlights how tone can be shown through word choices (e.g., “confident”, “challenging”, “improved”, “surprised”). Students complete a planning organizer:
• Example 1: task/strategy + improvement
• Example 2: task/strategy + improvement
• Next step: one specific goal

3. 10–18 min · Draft journal entry Teacher reminds students to keep the writing purposeful and audience-aware: a journal is personal, but must still communicate ideas clearly. Students draft one journal entry (aim: 120–180 words). Teacher circulates briefly, checking that the student includes two specific examples and a clear concluding reflection.

4. 18–23 min · Edit for cohesion and clarity Teacher conducts a quick “paragraph check” routine:

• Does each middle sentence explain a point (not just a list)?
• Have you included examples to substantiate your claim about learning?
• Does the ending connect back to the learning purpose? Students revise their entry by strengthening links between ideas, adding one sentence starter if needed (e.g., “One time I…”, “This helped me because…”, “As a result…”).

5. 23–27 min · Proofread for accuracy (meaning first) Teacher provides a short checklist:

• Grammar: correct tense and sentence completeness
• Spelling: check key words and any uncertain words
• Punctuation: commas and full stops used to make meaning clear Students do a final proofread and make at least three visible improvements.

6. 27–30 min · Publish and reflect out loud Teacher asks the student to read their journal entry once silently, then once aloud. The student submits the final copy and shares one sentence: “Today I learned that…” Teacher confirms the success criteria and notes a next lesson focus for improvement.

Resources

• Student journal draft sheet (planning organizer + writing space)
• Pen or laptop
• Checklist: cohesion (examples/substantiation), clarity (links), accuracy (grammar/spelling/punctuation)
• Whiteboard/marker or interactive display
• Timer for pacing

Assessment

• Formative: teacher checks the plan for two specific examples and a clear concluding reflection
• Formative: observe the student during drafting for sentence structure and purposeful tone word choices
• Summative (quick): final journal entry meets the success criteria (structure, examples, revised accuracy)

Differentiation

• Support: provide sentence starters for beginning/middle/end and a word bank for tone (e.g., “confident”, “worried”, “improved”, “careful”, “clearer”)
• Support: allow the student to work from their own dot points without forcing perfect length—quality of examples and reflection is the priority
• Extension: if time allows, ask for one additional reflection sentence explaining why a strategy worked (cause-effect)
• EAL/SEN support: offer a reduced checklist (focus on one grammar and one punctuation target) and allow oral rehearsal before writing

Exit ticket (embedded in last minute)

• Student writes (or says) one sentence: “My next writing/presentation goal is…”