Writing Diary Entries

Overview

In this 45-minute session, Year 1 pupils will build upon their previous work on Diary of the Queen's Knickers by planning and writing their own diary entries from the perspective of the Queen’s knickers. The lesson is designed to develop writing skills in line with the National Curriculum for England: English programmes of study (Year 1), particularly focusing on narrative structure, using descriptive language, and beginning to write for different purposes.

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National Curriculum Links

English - Writing (Year 1):

• Pupils should be taught to:
  • Write sentences by:
    • Saying out loud what they are going to write about
    • Composing a sentence orally before writing it
    • Sequencing sentences to form short narratives
  • Leave spaces between words
  • Begin to punctuate sentences using a capital letter and a full stop
  • Use vocabulary and forms of speech that are increasingly varied and interesting
  • Participate in discussions about what is read to them, expressing their ideas and feelings

English - Reading (Year 1) - comprehension focus:

• Listening to, discussing and expressing views about a range of texts, including imaginative stories

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Learning Objectives

By the end of the lesson, all pupils will:

• Plan and write a diary entry with a clear beginning, middle, and end from the point of view of the Queen’s knickers.
• Use descriptive words to make their writing more interesting and imaginative.
• Begin to use capital letters and full stops correctly.
• Share their work with a partner and provide simple feedback.

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Resources Needed

• Whiteboard and markers (for modelling)
• Example diary entry (prepared by teacher)
• Writing journals or lined paper
• Pencils and erasers
• Word bank sheets with descriptive words (adjectives, feelings, action verbs)
• Brainstorming chart from previous lesson
• Stickers or stamps for positive feedback

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Lesson Structure

1. Starter Activity (5 minutes)

• Recap prior learning briefly: Ask pupils to share one idea they remember from the first lesson about the Queen’s knickers.
• Display a simple example of a diary entry from the Queen’s knickers’ perspective on the board (3-4 sentences). Read it aloud and discuss the clear beginning, middle, and end.
• Highlight descriptive language used using a coloured pen.

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2. Teaching Input (10 minutes)

• Explain that today the children will write their own diary entries pretending to be the Queen’s knickers.
• Model planning on the board: Create a short plan with three sections:
  • Beginning – How the day started for the knickers
  • Middle – What interesting or funny thing happened
  • End – How the knickers felt or what they hope for next
• Demonstrate thinking aloud, using descriptive words from the word bank (e.g. “soft,” “funny,” “sleepy”).
• Remind children to use capital letters at the start of sentences and full stops at the end.

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3. Independent Writing (20 minutes)

• Pupils use their brainstorms from the previous lesson to guide their writing.
• Provide lined paper/diaries and word banks.
• Circulate to support with spelling, sentence formation, and punctuation.
• Encourage descriptive language and full sentence structure.
• Use praise and encouragement; offer gentle guidance to those struggling.

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4. Peer Sharing and Feedback (7 minutes)

• Pupils pair up and read their diary entries aloud to one another.
• Teach simple feedback phrases:
  • “I liked when you wrote…”
  • “You made me imagine…”
  • Suggest one nice word to add next time
• If time allows, volunteers can share their work with the whole class.

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5. Plenary (3 minutes)

• Invite children to reflect on:
  • What was your favourite part to write?
  • How did you make your diary entry interesting?
• Congratulate everyone for their effort and creativity with positive stickers or stamps.

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Assessment & Differentiation

• Formative Assessment: Teacher notes during writing and partner feedback to identify children’s use of sentence structure, punctuation, and descriptive language.
• Differentiation:
  • Support pupils needing help with sentence starters or spelling by providing sentence frames.
  • Challenge more able writers to add extra detail or compound sentences (using 'and' or 'because').
  • Visual aids and word banks for EAL or less confident writers.

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Extension Ideas (if time allows)

• Illustrate their diary entry with a picture of the Queen’s knickers.
• Dictate diary entries for children with fine motor difficulties, then write and discuss together.

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Teacher Notes

• Encourage creativity while keeping the writing purpose-focused.
• Model enthusiasm for imaginative writing to engage pupils.
• Remind pupils that diary entries express thoughts and feelings, which helps build empathy and literacy skills.

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This detailed plan not only aligns with the National Curriculum but also actively engages Year 1 pupils in imaginative writing, fostering early narrative skills through a fun, familiar story context.