Diary Writing Introduction

Overview

In this 45-minute session, Year 1 pupils will embark on their first exploration of diary writing, inspired by the text Diary of the Queen's Knickers. The lesson focuses on understanding the purpose and features of diary entries, encouraging personal expression and imagination in line with the National Curriculum for English (England). It sets a solid foundation for pupils to create their own diary entries in the following lesson.

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National Curriculum Links (Key Stage 1 - Year 1)

English:

• Reading: Develop pleasure in reading, motivation to read, vocabulary and understanding.
• Writing: Pupils should be taught to:
  • Write sentences by saying out loud what they are going to write about; compose a sentence orally before writing it.
  • Sequence sentences to form short narratives.
  • Re-read what they have written to check it makes sense.
  • Use capital letters, full stops, and finger spaces.
• Spoken Language: Participate in discussions, listening carefully to others.
• Composition: Write simple descriptions, recounts and narratives about personal experiences.

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Understand the purpose of a diary as a personal record of thoughts and feelings.
2. Identify key features of a diary entry: date, personal thoughts, feelings, and informal tone.
3. Begin to think imaginatively about what the Queen’s knickers might experience, generating ideas for diary writing.
4. Demonstrate confidence in oral storytelling and discussion.

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Resources

• Copies of Diary of the Queen’s Knickers (selected pages or extracts)
• Whiteboard and markers
• Large diary template displayed on the board or printed as a worksheet
• Sticky notes or mini whiteboards for brainstorming
• Chart paper and coloured pens for group work
• Role-play props (optional: crown, fabric knickers, etc.)

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Lesson Structure

1. Engagement & Introduction (10 minutes)

• Starter Activity: Invite pupils to share what a diary might be used for. Record ideas on the board (e.g., “To write about your day”, “To say how you’re feeling”).
• Read Aloud: Read aloud a short, engaging extract from Diary of the Queen’s Knickers that demonstrates a diary entry (choose a passage rich with feelings and personal thoughts).
• Pause to ask pupils: What kind of writing is this? How do we know?
• Highlight and model identifying the date, personal feelings, and “I” statements in the text.

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2. Exploration & Discussion (10 minutes)

• Class Discussion:
  • What makes a diary entry different from other stories or letters?
  • Why do you think the Queen’s knickers might want to write a diary?
• Use visual prompts to reinforce the features:
  • The diary starts with a date.
  • It talks about feelings and personal experiences.
  • It uses words like “I”, “my”, “feel”.
• Pupils identify these features in the text extract.

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3. Guided Brainstorming (10 minutes)

• Group Activity: In small groups (5-6 pupils), pupils brainstorm what kinds of things the Queen’s knickers might experience if they kept a diary.
• Use sticky notes or mini whiteboards to jot down ideas about adventures, feelings, or funny situations the knickers might be involved in.
• Teacher monitors and scaffolds ideas to encourage imaginative, age-appropriate responses.
• Groups share two favourite ideas with the class, which are noted on a large chart for future reference.

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4. Modelling & Application (10 minutes)

• Teacher models writing a simple diary entry on the board based on one of the brainstormed ideas.
• Include: a date, the knickers’ feelings, and what happened briefly. E.g.,
  “Monday 10th June
  Today was exciting! I felt very funny when the Queen danced in the rain. I hope she doesn’t lose me!”
• Highlight the key features as you write aloud (date, personal thoughts, feelings).
• Invite volunteers to suggest words or sentences they might add next.

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5. Plenary & Assessment (5 minutes)

• Recap: What are the three important parts of a diary entry?
• Quick verbal quiz or thumbs up/down to check understanding of diary features.
• Exit Task: Each pupil shares one feeling or event their imaginary pair of knickers might write about.
• Teacher observes and notes pupils’ oral contributions as a formative assessment of their grasp of diary features and engagement.

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Differentiation

• Support: Provide sentence starters or a partially completed diary template for pupils who need writing support.
• Challenge: Encourage more able pupils to include descriptive words about feelings or inventive diary “events”.
• Use paired talk to help less confident speakers rehearse their ideas before sharing.

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Cross-Curricular Links

• PSHE: Recognising and describing emotions through diary writing
• Drama: Role-playing the Queen’s knickers to deepen imaginative engagement

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Reflection and Next Steps

• This lesson prepares pupils by building oral competence and understanding of diary writing form.
• The following lesson will focus on pupils writing their own diary entries inspired by the brainstormed ideas, applying skills of sentence sequencing, punctuation, and personal expression.

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This lesson plan demonstrates adherence to the National Curriculum requirements for writing composition and spoken language, tailored to the abilities and interests of Year 1 pupils.