Writing the first half of Juliet's diary entry
I can write the first half of Juliet’s imagined diary entry after meeting Romeo, using a range of linguistic features and cohesive devices.
Writing the first half of Juliet's diary entry
I can write the first half of Juliet’s imagined diary entry after meeting Romeo, using a range of linguistic features and cohesive devices.
Lesson details
Key learning points
- A diary entry combines details about events with details about emotions.
- We can use certain linguistic features to create an appropriate tone for a diary.
- Hyperbole, internal thoughts, rhetorical questions and exclamation sentences make diary writing more personal.
- We connect ideas together in writing with cohesive devices like fronted adverbials and different sentence types.
- We may change tense between past and present during a diary entry.
Common misconception
Pupils may struggle to connect ideas using a range of cohesive devices.
Lessons about all the relevant cohesive devices can be found in our KS2 Grammar curriculum; you could select slides to pre-teach particular concepts if needed.
Keywords
Emotions - strong feelings experienced by a character in response to their experiences
Events - things that happen to a person or a character
Linguistic features - language structures that are specific to a type of text
Cohesive devices - language structures that develop text cohesion
Licence
This content is © Oak National Academy Limited (2024), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).
Video
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Starter quiz
6 Questions
I knew I had to speak to him.
I realised I was falling in love.
I couldn't believe my bad luck!
I was scared that my family would catch him.
Exit quiz
6 Questions
I am sitting in bed surrounded by handkerchiefs as I write this.
I feel totally desolate.
He approached boldly from across the room.
I was completely enchanted.