KS2 Writing

Throughout my Writing I must…

write for a range of purposes and audiences (including writing a short story):

• creating atmosphere, and integrating dialogue to convey character and advance the action
• selecting vocabulary and grammatical structures that reflect the level of formality required
mostly correctly
• using a range of cohesive devices, including adverbials, within and across sentences and
paragraphs
• using passive and modal verbs mostly appropriately
• using a wide range of clause structures, sometimes varying their position within the sentence
• using adverbs, preposition phrases and expanded noun phrases effectively to add
detail, qualification and precision
• using inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly,
and making some correct use of semi-colons, dashes, colons and hyphens
• spelling most words correctly
• maintaining legibility, fluency and speed in handwriting through choosing whether or not to
join specific letters.
 A Short story

http://www.literacyshed.com/the-fantasy-
shed.html
 After watching the clip, answer the
following questions about the main
character.
• Who?
• What?
• Where?
• When?
• Why?
 Format of a short story
1) Describing the character.
2) Flashback.
3) Describing the scene.
4) Build-up – why is he flying into the storm?
5) Problem – entering the storm.
6) Resolution – what happens after the storm?
7) Letter writing to finish off
 Character description
Sentence 1 - Adjectives
•Use adventurous adjectives to describe the physical details of a character.
This is also a good time to add a semi-colon.

•His eyes shone brightly as he stared off into the distance. Many would have
feared the raging storm; he did not.
 Nouns

•Clothes, particularly need to match the

personality of the character.
Can you add a simile or some personification to
describe his clothes?

His long, billowing coat...

His pale, lightweight scarf…
Sentence 3 - Negative description

Detailing what is not there is an

effective way of making a reader aware
of what a character may lack.
This is a good opportunity to vary your
sentence structure.

His face was covered, covered so the

world could not see that….
He was alone, alone because…
 Sentence 4 -
Movement

The way a character moves gives much away

about their personality or feelings.
This is a very good place to add in a adverb or
adverbial phrase (don’t forget the comma).

Silently, he turned and strode across the

deck…
Without a second thought, he…
 Sentence 5 –
Simile/metaphor/personification
Uses comparison to add description.
This is another chance to use adventurous
vocabulary. A thesaurus can help with this.

The ship swam through the nebulous sky…

The whale like ship swam through the shadowy clouds…
The ship was a dark bumble bee, buzzing through the formless sky…
 Sentence 6 - Unusual feature
A limp or scar can tell a story behind a character.
At this point, we can set up a flashback and
include an ellipsis. The shift in time will allow us
to include lots of other features.

Across his hand lay a jagged scar, a memory

from the past. He remembered how it had
happened as if it were yesterday…
 Read and check
Remember that this is your work. You need to
edit it and ensure that is makes sense.

Use the checklist to edit, add to and improve

your opening.
 How did you do? 
Use adventurous adjectives to describe the character.
Use a range of punctuation.
Include a metaphor and a simile
Use a dictionary to check your spellings
Challenge

Use literary features to create effect, (e.g. alliteration, onomatopoeia,

figurative language)

Make sure that you read your work to a partner. What do they suggest to improve your
writing?

You can always re-draft the paragraph with the corrections.

 Flashback
We can start a new paragraph in a range of ways:
• Dialogue (speech)
• Action
• Description

This paragraph will tell the story behind the scar or unusual feature at the end
of our opening and can lead onto why he is entering the storm. This shows that
your paragraphs fit together cohesively.

Starting with dialogue shows that we can move the story on quickly.

We know one of our characters is the person from the ship.

Who could the other character be?
 Writing speech
“Don’t run too far, stay where I can see you!”
David’s mother exclaimed loudly, while chasing
after him at top speed.
“I won’t,” He shouted, “but you really have to try
and keep up!”
“Slow down now!”
Suddenly, David fell over a branch on the floor and
howled in pain.
“Help! Mum, where are you? I can’t see anything.”
 Clause structures
Try and include a range of clauses in the
flashback.

After he had picked himself up, he looked around

for his mum.
Which is the main clause? Which is the subordinate
clause?
He ran to his mum and she folded him into her
arms.
Using a connective means we can create complex
sentences.
 Connectives
although as soon as because
but if since so until
when

We can use connectives at the start of a

sentence as well as in the middle.

Can you add any to your writing?

 Openers
Suddenly,
Soon after,
All of a sudden,
At last,
Can you add any of
Out of the blue, these to your
writing? Don’t
Meanwhile, forget the comma.
Considering the options,
Even though,
Full of excitement,
 Returning to the present
• After you have completed the flashback, it is
time to return to the story.
We need to make sure that we use a new
paragraph and that it fits together.

He blinked, rubbed his eyes, and

looked down. Although the
memory initially as clear as day, it
seemed to be growing dimmer with
every passing second. He looked
down at the box on his desk...
Describing the scene
 Use adverbs, preposition phrases and expanded noun phrases
effectively to add detail and precision.

Silently, a small, snarling dragon started to unfurl his wings…

Above the ship, the gathering storm raged like a swarm of angry
hornets…

Standing beside the steering wheel, the man slowly turned and…

As he threw his possessions into the furnace…

Imagine yourself in the storm

Imagine how you would

feel and write it
through the eyes of the
character.
 Introduce the problem and leave a
clue to help solve the problem.
This is the point in the story where you need to
introduce why the mystery man is flying into the
storm. It could be…
• To fulfil a mission;
• To bring the dragon to the storm;
• To escape something;
• To defeat an enemy;
• Any of your great ideas.
 Think about the furnace scene
This is a great place to include adverbs,
preposition phrases and expanded noun
phrases.

Don’t forget to use a range of punctuation.

. , ' " " ; ? !

Walking towards the furnace, he glanced at the

table and, not knowing what to start with,
picked up a vibrant green bottle.
 Leaving a clue
What could he use later in the story to help him
solve the problem?

He looked the box over and decided not to burn it…

He released the dragon to the elements…
He strapped himself in and waited…

Make sure you refer to it later.

 Adding a colon
This is a way of adding detail to your description.

He couldn’t take his eyes off the storm ahead: it

was taking on a life of its own.

The dragon spread his wings and flew away: he

knew that he was free.
 What could happen in the story to
cause a problem or dilemma?
Think about the storm and the journey into it.
This could be your main problem.

Is the main character worried about the ship falling

apart?
Do we find out why he is flying into the storm?
You can use modal verbs here.
He knew he should turn back…
He could turn back at any point but…
 Over to you – remember the clue
Write the ending to the narrative remembering to
mention the clue we places in earlier.
• What happens as he goes through the storm.
• What is on the other side?

Use semi colons to join independent clauses that

are equally important.
The ship chased the storm to the centre; it had to
get through.
What part of the story could the letter
be from? Could it be a ships log?
• Just before he had set off, he had written a
letter…

• As the ship had flown towards the storm, he

had scrawled down these words…

• As the portal closed, a letter, unseen and

unread, floated through the clouds. He’d
written it weeks earlier…
 Writing a part of a letter
• To finish off, we are going to write a letter to his/her
family.

As he looked down at the letter he had written, he

wondered if anyone would ever see it. He read it to
himself one last time…
Or
As the ship passed through the emerald-green portal, a
scrap of singed paper danced through the wind. It’s
barley legible scrawl read…
Or
As the portal closed, a letter, unseen and unread, floated
through the clouds. He’d written it weeks earlier…
 How to start your letter
To my dear…

To whoever may find this letter…

To anyone out there…

 The content of the letter
Remember that these are the last words that your main
character has written.

They could be his last will and testament.

I wish to let it be known that I leave the
following possessions to the people listed
in this letter.

Firstly, to my darling children I leave

my…so that they may remember the times
that we…
 Content of the letter cont.
It could be to anyone who finds it, explaining why
they did what they did.

I am not sure anyone will read this

but I had to let someone know.

If I succeeded then this letter might

be found. Just know that I am sorry
for causing this and that my hope is
that I have made things right…
 Content of the letter cont.
It could just be a letter talking about his/her emotions.

I am so lonely up here, lonely and

scared. I’m not sure what will become of
me.

I wish I had more time and yet I want to

be over too. It’s as if the storm is
watching me, as if the eye of the storm
can see me, can peer into my very soul…
 Setting it out
You done need to worry
about the address as it may
not be to anyone in
particular.

Dear…
To anyone left alive…
To anyone reading this…

First paragraph – introduce the letter

Next few paragraphs – explain what the letter is for. Try and include lots of detail and
figurative language.

Concluding paragraph – Sum up your points and link it to the introduction. The next couple
of slides will help.
 The content of the letter
Remember that these are the last words that
your main character has written.

They could be his last will and testament.

I hope that these wishes are

adhered to and that these items
find their way to their rightful
owners.
 Content of the letter cont.
It could be to anyone who finds it, explaining
why they did what they did.

My hope is that this letter lets

people know what I have done. I
hope people realise that I am
sorry; sorry for all the hurt I have
caused.
 Content of the letter cont.
It could just be a letter talking about his/her
emotions.

If this letter is ever found, let it be

a warning to all. Don’t go down
the path I did, feel the way I felt
and touch the lonliness I have
touched.
 CONNECTIVES
although as soon as because but if Full stops, question and exclamation
marks
in addition since so until when A full stop shows that you have finished a
sentence. Every sentence must end with a
full stop, question or exclamation mark.
OPENERS This sentence ends with a full stop.
you have you've Question marks
A question mark is used to show when
Suddenly, we have we've someone has asked a question.
Soon after, Are we going on holiday next week?
Exclamation marks
All of a sudden, it is it's
An exclamation mark is used to show
As a result, when something is surprising or forceful.
do not don't
As quick as a flash, Ouch! That really hurt!
At last, could not couldn't
Out of the blue,
Meanwhile, is not isn't
Considering
Put “ ” around what words the
the options, speaker says.
Even though,
A new speech sentence starts with a
Full of excitement, Apostrophes capital letter (even if it is the middle
Possession of another sentence).

Use an apostrophe to show possession (one Separate what was said from speaker
thing belongs to another). with a comma unless there is already
It was the dog's bone. a ? or an !

Add 's to dog to show the bone belonged to it.