Reflective Journal Writing

Overview

This 15-minute session guides Year 4 students with Social, Emotional, and Mental Health (SEMH) needs to write a reflective journal entry. They will imagine themselves as the new kid in school, linking to the text The New Kid in Class. The lesson aligns with the National Curriculum (England), focusing on developing writing skills through structured reflection and imagination.

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National Curriculum Links

English - Writing (Year 4)

• Writing - composition:
  • Pupils should plan their writing by discussing ideas and recording them (NC Ref: English Programme of Study - Writing, Y4).
  • Pupils should consider how authors develop characters and settings (NC Ref: Reading - comprehension, Y4).
• Spoken Language:
  • Articulate and justify answers, and participate in discussions (English Programme of Study - Spoken Language, Y4).

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Learning Objectives

By the end of this session, pupils will:

1. Understand what a reflective journal is and its purpose.
2. Plan and write a short reflective journal entry imagining they are the new child in school.
3. Use simple descriptive language to express thoughts and feelings.
4. Engage in spoken reflection to support reluctant writers.

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Resources

• Excerpt or summary of The New Kid in Class
• Whiteboard and markers
• Note cards with sentence starters (e.g. “Today, I felt...”, “What I found difficult was...”, “I hope to...”)
• Personal reflection templates (simple, scaffolded)
• Writing materials (lined paper, pencils)
• ‘Feelings’ visual aids (emotion cards or emojis)

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Lesson Structure (15 minutes)

1. Introduction and Engagement (3 minutes)

• Briefly recap The New Kid in Class story, emphasizing the protagonist’s feelings about being new.
• Engage pupils by asking: “If you were the new kid, how might you feel on your first day?” Use feelings cards to illustrate common emotions (nervous, excited, lonely).
• Explain: “Today, we’re going to write a reflective journal. This is like talking about your own thoughts and feelings about your day.”

2. Modelling and Planning (4 minutes)

• Display a simple example reflective journal entry on the board, written from the perspective of the new child. Highlight key parts: feelings, challenges, hopes.
• Using guided questioning, create a shared planning web on the board with pupils’ ideas:
  • Feelings: nervous, curious, lonely
  • Challenges: making friends, finding classrooms
  • Hopes: making one friend, enjoying lessons
• Distribute note cards with sentence starters and reflection templates for ease of use.

3. Writing Time (5 minutes)

• Pupils write their reflective journal entries based on the plan.
• Encourage short, simple sentences and use of sentence starters if stuck.
• For pupils with strong aversion to writing, allow spoken responses to be scribed by the teacher or a peer.

4. Sharing and Reflecting (3 minutes)

• Invite volunteers (or selected pupils) to share their writing or spoken reflections with the group.
• Praise effort and express that reflecting helps us understand our feelings and experiences better.

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Differentiation & SEMH Considerations

• Provide sentence starters and templates to reduce writing pressure.
• Allow verbal reflections where needed, gradually building confidence.
• Use positive reinforcement to celebrate small achievements.
• Emotion cards support understanding and expression of feelings.
• Small group setting encourages peer support and reduces anxiety.

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Assessment & Next Steps

• Formative assessment: Teachers observe verbal and written contributions, noting pupils’ ability to express feelings and ideas.
• Mark progress against early writing composition skills (to plan, draft, and express ideas through writing).
• Use reflections to identify pupils needing further support with emotional literacy or writing.
• Plan follow-up lessons to expand reflective writing skills incrementally (e.g. diary writing, letter writing).

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Teacher Tips to Impress

• Integrate role-play: briefly act out being ‘the new kid’ to stimulate authentic feelings before writing.
• Use positive language to normalise nervousness about writing, especially in SEMH pupils.
• Encourage peer support, allowing pupils to pair up and discuss before writing.
• Incorporate multisensory aids (emotion cards, voice recordings) to cater for different learning preferences.

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This concise but targeted lesson prioritises engagement, emotional connection, and writing confidence within the framework of the National Curriculum, tailored for SEMH learners.