National Curriculum Links

• Writing (Year 5):

  • Plan, draft, write, edit and evaluate their own writing (National Curriculum English Programme of Study: Writing - Composition)
  • Use a range of devices to build cohesion within and across paragraphs (e.g. conjunctions, adverbials)
  • Use dialogue to convey character and advance the action
  • Write effectively for a range of purposes and audiences, maintaining appropriate tense and person
  • Use a wide range of vocabulary, including synonyms and ambitious word choices
  • Develop positive attitudes to writing, understand and apply the grammar and punctuation taught so far

• Spoken Language:

  • Participate in discussions, performances and role-play to develop and clarify ideas
  • Use spoken language to develop understanding and build vocabulary

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Lesson Overview

This 60-minute lesson supports Year 5 pupils to write the middle section of their film story, focusing on the central problem the characters face. It integrates the Implicit Arts Method (I-AM), encouraging engagement through visual, procedural, and collaborative tasks aligned with neurodiverse-friendly pedagogy. The shared writing approach models "show, don’t tell," embedding writing techniques while allowing SEND pupils and all learners to access language-rich, scaffolded supports.

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Learning Objectives (WALT)

• WALT write the middle section of a story in the past tense, using our storyboard as a plan.
• WALT show the problem characters face through actions and feelings (show, don’t tell).
• WALT integrate dialogue to convey character and advance the story, including dialogue from last week’s writing.

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Success Criteria

To be successful, pupils will:

• Write in the past tense consistently.
• Outline the problem using a story mountain structure (rising action, challenge).
• Use show don’t tell techniques — describing actions, thoughts, feelings, not just stating facts.
• Include dialogue that reveals character or helps move the story forward, using some dialogue written previously if relevant.
• Use sentence starters and word banks as needed to support their writing.

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Resources

• Class storyboard with boxes 3 & 4 for middle section (projected or printed large version)
• Shared class large whiteboard/flipchart paper
• Sentence starters and word banks differentiated by ability
• Examples of show don’t tell sentences
• Writing journals or lined paper
• Dyslexia-friendly coloured overlays or texts for SEND learners
• Audio recording of dialogue samples (optional)
• Timer or visual time reminders for each activity
• Clipboards or tablets for flexible seating

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Lesson Structure

1. Engage & Review (10 minutes)

• Recap previous week's learning:
  • Briefly revisit the film story storyboard from last week, revisiting boxes 1 & 2 with a class volunteer retelling the opening in past tense.
  • Recall the characters and previous dialogue written.
• Set lesson purpose (WALT & success criteria) — written and orally communicated, linking to pupils’ storyboards.
• Highlight the importance of “show don’t tell” by contrasting an example on the board:
  • Telling: "John was scared."
  • Showing: "John’s hands trembled, and his breath quickened as the shadow loomed closer."
• Invite pupils to identify which sentence they prefer and why.

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2. Model Writing & Scaffold (15 minutes)

• Class collaborative writing on the board:

  • Together, draft boxes 3 & 4 (middle problem section) of the storyboard story. Focus on introducing the problem through showing actions and emotions, not just telling.
  • Highlight use of the past tense consistently and integrate dialogue from last week or new dialogue.
  • Use think-aloud: verbalise sentence construction, punctuation choices with dialogue (speech marks, new paragraph for new speaker).

• Differentiation for SEND and GD pupils:

  • Provide sentence starters on the board, for example:
    • "Suddenly, [character] felt..."
    • "They whispered, '…' when..."
    • "Their heart pounded as…"
  • Have word banks including synonyms for emotions (e.g., scared → panicked, uneasy, fearful) and action verbs (e.g., crept, stared, gasped).
  • Encourage GD pupils to include more sophisticated vocabulary, varied sentence starters, and complex dialogue sequences.

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3. Independent/Guided Writing (20 minutes)

• Pupils write their own versions for storyboard boxes 3 & 4:
  • Support SEND learners with printed sentence starters and word banks.
  • Encourage GD learners to experiment with varied sentence lengths, descriptive similes, and layered dialogue.
  • Teacher and TA circulate to provide live feedback, re-model sentences if pupils struggle.
  • Option to record dialogue aloud first to support verbal planning.
  • Use clapping or tapping rhythms to encourage pacing and fluency in writing dialogue parts.

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4. Sharing & Reflecting (10 minutes)

• Invite volunteers to read out extracts from their middle story section aloud, with a partner or small group first (peer sharing to reduce anxiety).
• Reflect on the use of show don’t tell techniques and dialogue.
• Pupils mark one thing they did well and one thing they want to improve next lesson (self-assessment).

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5. Plenary & Next Steps (5 minutes)

• Recap the WALT and success criteria to consolidate learning.
• Preview: Next lesson, pupils will write the resolution and ending (storyboard boxes 5 & 6).
• Optional quick quiz on past tense verbs or punctuation used in dialogue to reinforce grammar points.
• Remind pupils to keep their storyboards safe for next session.

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Differentiation Strategies

• SEND: Sentence starters, word banks, visual supports, dyslexia-friendly materials, opportunities to verbalise ideas first, flexible seating and movement breaks.
• GD learners: Challenge by incorporating layered dialogue, complex sentences, figurative language, and more detailed emotional description.
• EAL focus: Provide key thematic vocabulary and sentence scaffolds orally and visually; use paired talk prior to writing.

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Extension Activities for Advanced Learners

• Write a short scene focusing purely on dialogue that advances the problem, experimenting with tone and subtext.
• Add internal monologue or thoughts as an extra paragraph after the dialogue to deepen characterisation.
• Draw a quick visual animation frame representing the conflict moment to reinforce learning with hands-on arts integration (optional).

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Assessment & Evidence Collection

• Gather pupils' written middle section drafts to assess:
  • Past tense usage and consistency
  • Application of show don’t tell techniques
  • Use of dialogue with correct punctuation
  • Progressive development following storyboard structure
• Use oral sharing for formative assessment of spoken vocabulary and confidence expressing ideas aloud.

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Final Notes

This lesson foregrounds procedural, visual, and interactive learning, supporting all pupils including neurodiverse learners through Implicit Arts Method principles. It fosters creative confidence and ownership in story writing whilst tightly aligning with the National Curriculum for England’s writing and spoken language aims for Year 5.

By embedding arts and animation-friendly approaches—such as storyboarding, visual modelling, and rhythm-focused dialogue tasks—this lesson goes beyond traditional literacy, offering an inclusive, multisensory, and engaging turnaround of English teaching to inspire every learner.