Writing Action Scenes

WALT

We Are Learning To write the “action” part of a story using clear sentences, exciting action verbs, and possessive apostrophes.

National Curriculum Links

• English – Writing
  • Year 2
    • Transcription: Spell many common exception words correctly.
    • Composition: Write narratives about personal experiences and those of others (real or fictional).
    • Vocabulary, Grammar & Punctuation:
      • Use expanded noun phrases for description and specification.
      • Use present and past tense correctly and consistently including progressive form.
      • Use subordination (using when, if, because) and coordination (or, and, but).
      • Use apostrophes for contracted forms and to mark singular possession (e.g., the cat’s whiskers).

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Success Criteria

• I can write clear sentences about the magpie’s actions in the story.
• I can use interesting action verbs to show what the magpie does.
• I can include at least one obstacle the magpie faces.
• I can use possessive apostrophes correctly (e.g., the cat’s claws).
• I can use the linking words because, when, or if in my sentences.
• I can make my writing sound exciting and easy to picture.

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Lesson Overview (60 minutes)

Time	Activity	Details & Adaptations
0–5 min	Starter: Activate Prior Knowledge	- Slow Write: Sentence starter “The magpie is flying fast because…” - Think-Pair-Share: Where does the magpie look? (sky, hills, trees, caves) - Visual grid for sentence building with verbs and because.
5–15 min	Input: Understanding the Action Part	- Show images of a storm and a magpie flying. - Discuss obstacles (cat’s claws, wind’s power). - Introduce possessive apostrophes with examples. - Dyslexia-friendly word cards for verbs and apostrophe rules.
15–25 min	Modelling	- Teacher models writing action sentences (see example). - Highlight verbs, linking words, and apostrophes on a shared visual display. - Use sentence-building widgets for verbal and SEND pupils (e.g., symbols and pictures for “flew”, “dodged”).
25–50 min	Main Activity: Write the Magpie’s “Search” Scene	- Children write their own action scene about the magpie in a storm. - Sentence tool support by ability level: - Year 1: Use but - Year 2: Use because or when - Challenge: Use if - Provide verb banks with images. - SEND adaptation: sentence strips with one or two words (e.g., “magpie flaps”, “fox’s teeth”) and matching pictures. - Higher attainers: encouraged to extend sentences and use multiple obstacles and varied verbs.
50–55 min	Quick Self-Assessment	- Checklist prompt: - Have I used because/when/if? - Have I included an obstacle? - Have I used a possessive apostrophe? - Does my writing sound exciting? Children mark their work or use thumbs up/down (with adult support for SEND).
55–60 min	Plenary: Sharing and Reflecting	- Volunteers share one sentence. - Class listens for linking words and apostrophes. - Reflect on what was the most difficult obstacle for the magpie and why. - Use visual cues (e.g., thumbs up for understanding).

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Detailed Teaching Notes and Resources

Activating Prior Knowledge

• Use visual sentence builder grids with words and symbols for:
  • Verbs: flying, searching, looking, darting
  • Linking word: because
• Prompt discussion: “Why is the magpie flying fast?”
• Then, children can physically point or select words to complete sentences.

Input: Explaining Action Writing and Apostrophes

• Show a simple animated slide or picture sequence of the magpie flying through a storm.
• Discuss what actions happen step by step.
• Introduce possessive apostrophes: use images (e.g., cat with claws labelled) to explain ownership.
• Use dyslexia-friendly fonts (e.g., OpenDyslexic or Sassoon Primary) on all printed materials.

Modelling Writing

• Write sentences on the smartboard or paper, colour-coding:
  • Verbs (red),
  • Possessive apostrophes (blue),
  • Linking words (green).
• Example sentence:
  “The magpie flew over the tall hills because he needed to find the cave. He dodged the fox’s sharp teeth and dived into the shadows.”
• Emphasise rhythm and flow, encourage expressive reading.

Main Writing Activity Differentiation

Level	Scaffold	Resources
SEND (Preverbal)	Use sentence strips or cards with key words and pictures (e.g., “magpie”, “wind’s power”, “flew fast”). Adult or TA supports combining 1–2 words.	Picture cards, sentence strips, symbol-based sentence builders
Year 1	Write simple sentences using but for linking. e.g., “The magpie flies fast but the wind blows hard.”	Word banks, sentence frames, verb cards with pictures
Year 2	Write sentences using because or when. Encourage use of possessive apostrophes. e.g., “He dodged the fox’s claws because they were sharp.”	Verb banks, apostrophe practice sheets
Challenge	Use if to create conditional sentences. e.g., “If the magpie didn’t find the cave, he would keep flying.” Invite use of more than one obstacle and interesting verb choices.	Extended vocabulary lists, example sentences

Extension Activities

• Ask higher attainers to create a short comic strip illustrating the magpie’s search scene with captions using action verbs and possessive apostrophes.
• Or challenge them to write two paragraphs describing different obstacles with different linking word patterns.

Dyslexia-Friendly Reading and Writing Tips

• Use clear, large print (minimum font size 14).
• Present instructions in bullets with visual icons.
• Provide lined paper with raised or coloured lines for handwriting support.
• Offer options to dictate sentences to a scribe or use speech-to-text where available.

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Assessment

• Formative: Observe sentence building, use of verbs, apostrophes, and linking words in children’s writing.
• Peer and self-assessment using the quick checklist.
• Plenary reflection informs understanding of obstacle comprehension and sentence structure.

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Visual/Written Resource Examples to Prepare

• Sentence builder grids with words & pictures for verbs, linking words, apostrophes.
• Verb and obstacle picture cards (magpie flying, fox’s claws, wind’s power).
• Possessive apostrophe poster with clear, simple rules & examples.
• Sentence frame templates:
  • “The magpie ___ over the ___ because ___.”
  • “When the ___ howled, the magpie ___.”
• Dyslexia-friendly worksheets on apostrophe use, with colour-coded highlights.

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This lesson plan provides a rich, supportive environment for all learners — incorporating multimodal tools that suit diverse needs, encouraging creativity, and firmly rooting activities in the National Curriculum for England for Year 2 English writing. The structured yet adaptable approach will empower teachers to shine while engaging every pupil!