Grade 10 literature in english Fiction and Non-Fiction – Non-Fiction: Personal Journal Notes
Non‑Fiction: Personal Journal
Topic: Fiction and Non‑Fiction — Subject: Literature in English (Kenya) — Target age: 15
- Describe the structure and content of a personal journal for critical analysis.
- Analyse the structure and content of a personal journal for literary appreciation.
- Appreciate the relevance of life writing for lifelong learning.
Because this is Literature in English for learners aged 15, focus on the grammatical features that are typical of personal journals. Learn how these features build meaning and voice.
- Person and point of view: journals use first person (I, we, my, our) to show personal perspective. I felt nervous.
- Tense and aspect: past simple to record events; past continuous for background; present simple/perfect for reflection or lessons; future/modal forms for plans. I arrived (past), I was waiting (past continuous), I have learned (present perfect), I will try (future).
- Modality and reflection: modal verbs (could, should, might) express uncertainty, possibility or judgement: I should review my notes.
- Direct and reported speech: journals may include quotes and conversations. Practice changing direct speech to reported speech and vice versa: "Be careful," Mum said → Mum told me to be careful.
- Cohesion and chronological markers: words/phrases like first, then, later, meanwhile, after that, however, therefore help sequence events and link ideas.
- Sentence variety & punctuation: combine simple, compound and complex sentences for rhythm. Use commas, dashes, ellipses and paragraphs to show pauses/changes in thought.
- Register & word classes: mostly informal/personal register; focus on vivid verbs, accurate adjectives/adverbs and correct pronoun reference.
Date: 10 March 2026
Orientation (who/where/when)
I woke early and walked to the market near school.
I woke early and walked to the market near school.
Notes: first person & past simple to record events
Record of events
On the way I met Asha; she said, "You look worried." She reminded me to take the national exams seriously.
On the way I met Asha; she said, "You look worried." She reminded me to take the national exams seriously.
Notes: direct speech, then can be converted to reported speech for analysis
Reflection
I have been anxious about the mock exams, but talking to Asha made me feel calmer. Maybe I should change my study plan.
I have been anxious about the mock exams, but talking to Asha made me feel calmer. Maybe I should change my study plan.
Notes: present perfect to show ongoing relevance; modal 'should' for plan/advice
Plan/closing
I will review two past papers this evening and ask my teacher for feedback.
I will review two past papers this evening and ask my teacher for feedback.
Notes: future tense for intended actions
- Identification: Give learners 3 short diary extracts (Kenyan school/market/family contexts). Ask them to underline all first‑person pronouns and label the tenses used.
- Conversion: Convert direct speech in a diary extract into reported speech; change one past‑tense entry into present‑perfect reflection.
- Write & revise: Students write a 150–200 word journal entry about "A day I learned something new at school" (use first person). Then swap with a partner and use a grammar checklist to correct tense consistency, subject‑verb agreement and punctuation.
- Compare & analyse: Read a short published diary excerpt (teacher selects, preferably Kenyan writer or accessible extract). Identify how tense, pronouns and sentence types create voice and intimacy.
- Reflection practice: Use modal verbs to write 4 short reflective sentences (could/should/might/will) about future learning plans.
- Formative: Tick checklist — correct person use, tense consistency, accurate punctuation, correct reported speech.
- Summative: A 300-word journal entry assessed for structure and grammatical accuracy (mark allocation: tense/use of person 35%, cohesion 20%, punctuation & sentence variety 20%, reflection & use of modals 25%).
- All pronouns clearly refer to a noun (no ambiguity).
- Tenses are consistent; shifts (if any) are intentional and clear.
- Reported speech is correctly formed (shift in tense where required).
- Subject‑verb agreement is correct.
- Punctuation around quotes and dates is correct.
- Use local, familiar settings (market, boda‑boda ride, boarding school dormitory, Mashujaa Day celebration) as prompts to make entries authentic.
- Encourage learners to keep a weekly journal; review one entry per week focusing on one grammar target (e.g., tense one week, reported speech another).
- Pairwork: learners interview each other and then write as if they are the other person — practice changing direct speech to reported speech and maintaining first‑person voice.
- School English textbooks and sample diary extracts.
- KICD guidance and past KCSE reading extracts for comparison.
- Encourage reading of Kenyan life writing (short memoir excerpts) to see grammar used naturally in life‑writing.
- KICD guidance and past KCSE reading extracts for comparison.
- Encourage reading of Kenyan life writing (short memoir excerpts) to see grammar used naturally in life‑writing.
Small visual cue:
Keep practising short, honest entries — grammar accuracy improves clarity and deepens the writer's voice.