WALT (We Are Learning To)

Use sensory details and suspense vocabulary to create gripping atmosphere in a forest narrative.

National Curriculum Links

• English - Writing: Composition
  • Pupils should be taught to plan their writing by discussing writing similar to that which they are planning to write, learning from its structure, vocabulary and grammar.
  • Pupils should be taught to draft and write by composing and rehearsing sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures.
  • Use appropriate nouns or pronouns for clarity and cohesion and to avoid repetition.
• English - Vocabulary, grammar & punctuation
  • Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
  • Use time and cause conjunctions to structure writing and create suspense.
• English - Spoken language
  • Participate in discussions and role play to develop imaginative ideas and vocabulary.

(DfE, National Curriculum in England: English Programme of Study, Key Stage 2, Year 3)

Success Criteria

• I can describe what a character can see, hear, smell, or feel using sensory language.
• I can choose and apply vocabulary that builds suspense in my writing.
• I can write sentences that create tension and atmosphere for the reader.

Resources

• Image of a dense, dark forest displayed on board (dyslexia-friendly colours e.g., ivory background, dark green text).
• Audio clip of forest sounds: wind, owl hoots, twig snapping, rustling leaves.
• Word banks on visual grids displayed on board and handouts (grouped by senses & suspense words).
• Whiteboards/notebooks with highlighters and coloured pens.
• Model paragraph printed on dyslexia-friendly paper (font: Open Dyslexic, size 14pt).
• Sentence starter widgets (visual grids) to support sentence construction.
• Pictorial vocabulary cards for SEND learners with icons representing senses and emotions.

Lesson Structure (50 minutes)

1. Spelling Focus: Prefix anti- (10 mins)

WALT: Recognise and spell words with the prefix anti- meaning ‘against’ or ‘opposite of’.

• Brief explicit teaching of prefix anti- meaning ‘against or opposite’.
• Show examples: antiseptic, anticlockwise, antifreeze, antisocial. Highlight prefix.
• Quick matching game: students match anti- words with their meanings (visual cards).
• Construct silly sentences aloud using anti- words. E.g., “The antisocial fox hid quietly behind the trees.”
• Challenge: Invite students to think of another anti- word independently; record on board for group support.
• Differentiation: SEND pupils use visual prefix prompts and one-word matching; higher-attainers write three creative sentences with anti- words.

2. Hook / Immersion: Forest Atmosphere (5 mins)

WALT: Listen and gather vocabulary that describes a spooky forest setting.

• Play subtle forest soundscape (wind, owl, snapping twig) at low volume.
• Show dark forest image on board (contrasted colours).
• Ask orally:
  • “What can you hear?”
  • “What might be hiding?”
  • “How would you feel walking alone here?”
• Capture responses in a visual word bank on board grouped by senses (hear, see, feel, smell). Include ambitious words: rustling, creeping, damp, shadowy, eerie, whispering.
• Use symbols/pictures next to vocabulary for SEND pupils to aid understanding.

3. Explicit Teaching: Sensory Details (10 mins)

WALT: Identify and use sensory details to create suspense in writing.

• Show “Weak Example”: “The forest was scary.”
• Show “Improved Example”: “The icy wind whistled through the twisting trees while damp leaves crunched beneath Ella’s feet.”
• Discuss:
  • What senses do we hear and feel in the improved example?
  • Why does this example create suspense?
• Develop a class sensory bank together—fill a grid on the board:

• Use images/icons alongside text for accessibility.
• Support SEND with sentence building grids aligned to senses.

4. Modelled Writing (5 mins)

WALT: Demonstrate using sensory details and suspense vocabulary in writing.

• Teacher models writing aloud while typing/writing on board or smartboard:

  A cold mist curled around Noah’s legs as he stepped deeper into the forest. Somewhere nearby, a branch cracked sharply in the darkness.

• Think aloud points:

  • Choosing verbs that suggest sound and movement (“curled,” “cracked”)
  • Using adjectives/adverbs to create atmosphere (“cold,” “sharply”)
  • Leaving a sense of mystery or danger (“somewhere nearby”)

• Highlight and annotate sensory language in the paragraph.

5. Short Burst Writing Task: Suspense Scene (12 mins)

WALT: Write suspense sentences using sensory details to describe a forest setting.

• Task: Write 3–5 sentences about a character entering a forest and hearing something unexpected.

• Requirements:

  • Include at least 3 senses (e.g., hear, see, feel, smell).
  • Use vocabulary from suspense word bank.

• Provide visual sentence starters on boards and handouts:

  • Suddenly…
  • In the distance…
  • Beneath his feet…
  • A strange smell…

• SEND support: Use pictorial sentence widgets with symbols for ‘suddenly’, ‘sound’, ‘smell’, etc., and support with adult or peer buddy.

• Greater depth learners: Challenge to write a cliffhanger ending using precise verbs and ambitious adjectives (e.g., lurked, gleamed, shattered).

6. Share and Review (5 mins)

WALT: Give and receive feedback on using sensory details and suspense vocabulary.

• Pupils pair up and read their writing aloud to a partner.
• Use a simple peer checklist:
  • Did your partner use descriptions for senses?
  • Did their writing sound suspenseful?
  • Which vocabulary words did they use well?
• Teacher selects 2–3 examples to share with the class and celebrates effective sensory language and suspense.
• Highlight use of inventive vocabulary and sentence variety.

Differentiation

Dyslexia-Friendly Reading Adaptations

• Use OpenDyslexic or Comic Sans font, minimum size 14pt, high contrast but non-glare backgrounds.
• Avoid dense blocks of text. Use bullet points, spacing, and clear headings.
• Supplement with images/icons to support vocabulary comprehensions.
• Allow coloured overlays or reading rulers as preferred.

Assessment Opportunities

• Observe independent writing for use of at least three sensory details.
• Check vocabulary accuracy and application of suspense words.
• Evaluate sentence structure variety and tension-building techniques.
• Monitor participation in peer review for oral comprehension and constructive feedback.

Expected Outcomes

By the end of the lesson, most children will produce a short suspenseful paragraph set in a forest, successfully using sensory details and vocabulary to create an atmospheric, tension-filled narrative scene.

This lesson plan balances explicit teaching with immersive sensory experience, scaffolded writing support, and inclusive visual resources—empowering a diverse Year 3 class to explore creative suspense writing aligned tightly with the National Curriculum for England.