Diary Entries Finalized

Overview

Year Group: Year 2
Class Size: 29 students
Duration: 45 minutes
Unit: Diary Writing Adventures (Lesson 5 of 5)
Lesson Title: Finalizing and Sharing Diary Entries
Country: England
Curriculum Reference:
This lesson aligns with the National Curriculum for England – English Key Stage 1, specifically focusing on writing composition and editing skills detailed in:

Writing – composition: Pupils should be taught to write narratives about personal experiences and those of others (real and fictional). (NC Ref: English Programmes of Study, Key Stage 1)
Transcription and vocabulary, grammar & punctuation: Pupils should write simple sentences, some of which are varied in their structure and include descriptive language, with correct use of punctuation.
Spelling: Apply taught spelling rules and common exception words.
Vocabulary, Grammar and Punctuation (VGP): Use of adjectives and descriptive language with correct sentence punctuation.

Learning Objectives (WALT)

WALT complete and edit our diary entries using peer feedback.
WALT use descriptive language and key diary features like dates and first-person narration.
WALT listen carefully and share our work confidently with the class.

Success Criteria

I can complete my diary entry with full sentences.
I can make improvements to my writing after listening to my peers’ suggestions.
I can identify and use key diary features such as dates and “I” statements.
I can include descriptive language to make my diary entry interesting.
I can share my diary entry clearly and confidently to an audience.

Resources

Completed draft diary entries from previous lessons
Peer review checklist handout (simplified and child-friendly)
Purple polishing pens for editing
Lined paper or journals for final versions
Visual aids/posters on diary features and descriptive language prompts
Timer for managing activities
Optional: recording device for oral sharing (if school resources allow)

Lesson Structure

1. Starter Activity (5 minutes)

Activity: Quick recap whole-class discussion

Ask students: “What makes a diary entry different from other writing?”
Show visual poster summarising diary features: dated entries, first-person voice, past tense, feelings, and descriptive language.
Refer back to last lesson’s work and remind them they are going to polish and share their diary entries today.

2. Peer Review and Feedback (15 minutes)

Activity: Paired peer review session

Pupils swap their draft diary entries with a partner.
Provide a simple peer review checklist (e.g., “Does the diary entry have a date?”, “Can you find three adjectives?”, “Is it written in ‘I’?”).
Partners read carefully and offer verbal feedback; they circle or underline parts to help each other improve.
Teacher circulates, guiding pairs to provide kind, constructive, and specific comments.

Differentiation:

For less confident readers, pair with trusted peers and provide sentence starters for feedback (e.g., “I like the part when you...” or “You could add more describing words like...”).
For advanced learners, encourage them to spot and suggest improvements in sentence variety and vocabulary (e.g., suggest synonyms or stronger adjectives).

3. Editing and Polishing (10 minutes)

Activity: Final edits and improvement

Students use purple pens to make changes based on peer feedback.
Encourage children to check spelling of common exception words taught in Year 2.
Remind to add diary-specific features if missing (date, greeting, closing thoughts).
Circulate to support and challenge children as needed.

4. Sharing Session (10 minutes)

Activity: Read-aloud and celebrate writing

Invite 6-8 students (rotating groups across lessons if possible) to share their edited diary entries aloud.
Focus on encouraging clear, loud reading and expression.
Provide positive praise and brief feedback highlighting use of descriptive language and diary features.

Extension for Advanced Learners:

Encourage these pupils to explain why they chose certain descriptive words or how they decided what to include in their diary.
Optionally, record their reading for self-assessment or sharing with parents.

5. Plenary (5 minutes)

Activity: Reflect and self-assess

Class discussion: “What helped you improve your writing today?”
Each pupil shares one thing they are proud of in their diary entry.
Complete a simple traffic light self-assessment (green = I am confident with my diary entry, amber = I am still unsure about some parts, red = I need help).

Assessment Opportunities

Observe peer feedback discussions for understanding of diary features and descriptive language.
Evaluate the final written diary entries against success criteria.
Listen during sharing for clear oral communication and use of expression.
Use plenary self-assessment to gauge pupil confidence.

Differentiation Strategies

Support: Use sentence starters, reading buddies, and verbal feedback prompts for children with lower writing confidence or SEND needs.
Challenge: Encourage advanced pupils to add complex sentences, richer vocabulary and explore feelings and senses in greater depth.
Provide scaffolding posters and visual prompts throughout the room for all learners.
Allow extra time or breaks for pupils who benefit from it.

Extension Activities

Write a second diary entry imagining a different day or event, using improved diary skills.
Illustrate the diary entry with a picture adding descriptive labels.
Create a “Diary of a Character” role play corner where pupils read aloud as their diary character to others.
Compose a diary entry using new vocabulary words learned during the unit.

Teacher Reflection (Post-Lesson)

Note which pupils confidently edited and improved their work and who needed extra support.
Reflect on engagement during peer review and sharing sessions.
Plan follow-up support or enrichment for next writing units based on assessment.

This detailed, curriculum-aligned lesson plan ensures children consolidate and celebrate their diary writing skills, providing space for creativity, reflection, and peer learning with clear success criteria and adaptive support for all learners.

Teaching Instructions