Writing a Diary Entry Lesson Plan

Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

Teach your students how to write a diary entry with this lesson plan. Students will watch a video lesson that gives proper format, ideas and examples, then they will create their own diary for personal use.

Learning Objectives

After this lesson, students will be able to:

  • explain the purpose of keeping a diary
  • describe the format of a diary entry
  • create a diary

Length

1 - 1.5 hours

Curriculum Standards

  • CCSS.ELA-Literacy.W.6.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  • CCSS.ELA-Literacy.W.6.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

  • CCSS.ELA-Literacy.L.6.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Materials

Key Vocabulary

  • Convention

Warm-Up and Preparation

  • Divide students into small groups and give each a diary entry.
  • Ask groups to read together, asking:
    • What is this entry about?
    • Who may have written the entry?
    • Why did this person write this?
    • When was this written?
  • As groups talk, walk around to guide and offer suggestions.
  • When finished, bring students back together as a whole group and have each share their entry and conversation. Discuss:
    • What type of writing is this?
  • Allow students to share prior knowledge of diary writing and set samples aside.

Direct Instruction

  • Start the video lesson How to Write a Diary Entry: Format, Examples & Ideas, pausing at 2:09. Discuss:
    • What is special about diary writing?
    • Why do people write in diaries?
    • What is a convention?
  • Resume the lesson and pause at 3:19 and 4:30, asking students to review their diary samples to identify the format used and ideas the author write about.
  • As students work, make a chart titled 'Diary Entries' and create sub-sections labeled 'Format' and 'Ideas.'
  • When groups are finished with their analysis, have them take turns writing their data on the chart. What format did their author use? What ideas did they write about?
  • Review the chart together, then resume the lesson and pause at 5:48.
  • Have each student randomly choose a prepared slip of paper.
  • Instruct students to write a diary entry as if they are this person. What may they be thinking about? What kind of things may this person choose to write about?
  • As students work, walk around to support. Pull those who need assistance into a guided writing group.
  • When finished, have students share their entries in small groups. Check in to make sure students understand how to create a diary entry.
  • Play the remainder of the lesson and have students take the quiz.

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