Connected Writing Sprint

Overview

In this 90-minute Languages ESOL/EAL session, students create a short connected text about a recent event and their opinion. They will practise producing straightforward sentences, joining ideas with simple linking words, and checking meaning for clarity—building toward writing expectations for Novice 2 productive skills.

Learning intentions

• WALT write a straightforward connected text about an experience or event.
• WALT describe what happened, when it happened, and who was involved using simple phrases.
• WALT express a simple opinion and give one reason.
• WALT use a writing plan and revise for understandable meaning.

Success criteria

• I can write 6–8 connected sentences about an event in time order (first/then/after that).
• I can include a time phrase (yesterday/last weekend/on Monday) and at least one detail (place or person).
• I can add my opinion using a simple sentence (e.g., “I think it was…”, “My opinion is…”).
• I can reread my work and fix spelling or word order so it makes sense to a reader.

Curriculum links

• Learning Languages: During Novice 2 – Writing (Productive skills) produce straightforward connected texts to describe experiences and events across time.
• Learning Languages: During Novice 2 – Writing (Productive skills) produce straightforward connected texts about matters of immediate personal relevance, expressing opinions and giving reasons in a simple way.
• Key competency: Thinking—plan, draft, and revise to communicate clearly.
• Key competency: Communication—use language to express ideas in writing for an audience.

Lesson structure (90 minutes)

1. 0–10 min · Warm-up listening + speaking. Teacher shows a simple prompt on the board (“Last weekend I …”) and reads a short example aloud twice. Students turn and talk to share their own event in the same frame, using a sentence stem.

2. 10–25 min · Model text + language focus. Teacher displays a model connected paragraph (6–7 sentences) with visible linking words (first/then/after that) and an opinion + reason (e.g., “I think it was fun because …”). Students highlight: (a) time words, (b) linking words, (c) opinion and reason. Teacher checks understanding through quick questions.

3. 25–40 min · Vocabulary + sentence-building practice. Students use a matching grid to build sentence parts: time phrase + action + place/person detail. They then add either an opinion sentence or a reason sentence from a word bank. Teacher circulates, offering support with word order and grammar patterns at ESOL/EAL level (e.g., keeping sentences simple and understandable).

4. 40–55 min · Plan your writing (scaffolded). Students complete a “3-box plan”:

• Box 1: When + what happened first
• Box 2: What happened next (with one detail)
• Box 3: Opinion + reason Teacher provides sentence starters and a checklist. Students do not write full sentences yet—only plan content.

5. 55–75 min · Drafting (connected text). Students write their connected text using their plan. Teacher reminds them to use at least two linking words and to keep sentences connected (not a list). For speed and confidence, students write first drafts without stopping for perfect spelling.

6. 75–85 min · Revising for clarity. Students use a peer check sheet:

• Can a reader find the time phrase?
• Are events in time order?
• Is there an opinion and a reason?
• Is it understandable (circle one part to improve)? Teacher sets a clear revision focus (one improvement only) to avoid getting stuck.

7. 85–90 min · Exit ticket (quick assessment). Students hand in: (a) final text or best draft, and (b) answer one reflection question: “One thing I did well was … One thing I will improve next time is …”.

Resources

• Teacher model paragraph on board/print
• Sentence stem cards (e.g., “Last weekend I…”, “First… then… after that…”)
• Word banks: actions, places/people, opinion phrases, because/reason starters
• “3-box plan” graphic organiser (paper or digital)
• Matching grid for sentence building
• Peer check sheet
• Reread checklist
• Pencils, highlighters, or coloured pens
• Timer and visual agenda on the board

Assessment

• Formative: Teacher observes during pair sharing and sentence-building, noting common errors in time order and opinion/reason structure.
• Formative: Checklist completion during peer revision (time words, linking words, opinion + reason).
• Summative (for this lesson): Collected connected text against success criteria; teacher gives brief written feedback on one strength and one next step.
• Exit ticket reflection to gauge confidence and next learning focus.

Differentiation

• Support: Provide sentence starters, an additional simplified word bank, and a partially completed example for students needing more structure.
• Support: Allow students to write key nouns as pictures/labels first, then add words; encourage them to prioritise meaning over spelling.
• Challenge: For students ready to extend, add a second reason sentence or include a stronger connector (e.g., “because” plus “so”).
• EAL/SEN considerations: Offer a small-group “rehearsal” with teacher before drafting—students say their plan aloud, then copy and edit. Use consistent phrasing to reduce cognitive load.

Extension (optional)

Not included.