Overheard
Pairs improvise a short conversation between two characters who want different things. A listener writes down the best lines.
Writing · Level 3 · Years 5 and 6 · Unit 1 of 6 · Narrative
Narrative with dialogue
Children write a scene where speech moves the action on and shows character, with accurate speech punctuation.
8sessions
60minutes each
Years 5 and 6ages 10 to 12
A2 to B1CEFR
By the end
Children write a narrative scene of 200 to 300 words that includes at least six lines of correctly punctuated speech, setting description and a clear turn in the plot.
How the unit runs
8 sessions, 8 parts
Every writing unit follows the same eight parts: read, talk, learn the sentence skill, plan, write together, write alone, check, publish. This unit fits them into 8 sessions of about 60 minutes.
| Session | Parts | What happens |
|---|---|---|
| Session 1 | Part 1: Read and enjoy | Read and enjoy "The door in the wall". Find 3 features to notice. |
| Session 2 | Part 2: Talk it | Oral rehearsal games: Overheard, Say it like, Speech or action?. |
| Session 3 | Part 3: Sentence skill | Teach the sentence skill: Speech punctuation. |
| Session 4 | Part 4: Plan | Plan on the frame: my dialogue scene plan. |
| Session 5 | Part 5: Shared write | The teacher models the writing, thinking aloud. |
| Session 6 | Part 6: Independent write | Children write independently, with support and stretch. |
| Session 7 | Part 7: Check | Check against the success criteria and the editing checklist. |
| Session 8 | Part 8: Publish | Publish for a real reader on the printable template. |
Curriculum link. Years 5 and 6 composition: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action. Appendix 2: inverted commas and other punctuation to indicate direct speech (Year 4, consolidated). Sources: see the end of this page.
Part 1 of 8
Read and enjoy a model text
Read it aloud first, or press the button. Talk about what the writer has done before anyone writes. This text was written for Litlings and is free to copy for your class.
The corridor smelled of dust and old paper. Priya pressed her ear against the narrow door and listened.
“Can you hear anything?” whispered Sam, tugging her sleeve.
“Shh!” Priya hissed. “Something is scratching inside.”
Sam gulped. “Maybe we should go back,” he said. “Mr Okafor will be looking for us.”
“After all this time, you want to leave?” Priya asked, her eyes shining. She turned the rusty handle, and the door groaned open.
A small grey kitten blinked up at them. “It was only a kitten,” laughed Sam, and the tension drained out of the corridor.
What to notice
- “Shh!” Priya hissed.Speech marks, an end mark inside, then who said it, with a capital letter for the name only.
- New line for each new speakerEach change of speaker starts a new line, which helps the reader follow.
- Speech shows characterSam is cautious, Priya is bold. Their words show it without saying it.
Part 2 of 8
Talk it: oral rehearsal
Talk comes before writing. Children say the sentences, then the paragraph, before the pencil moves.
Say it like
Say one line (I want to go home) in different ways: scared, bored, angry. Choose reporting verbs to match: whispered, snapped, wailed.
Speech or action?
Read a scene aloud. After each line, ask: does this tell us about the character or move the plot? Both is best.
Part 3 of 8
Sentence skill: Speech punctuation
Inverted commas go around the words actually spoken. Punctuation stays inside them. Start a new line for a new speaker.
Teach it in four steps
- Open speech marks, start the spoken words with a capital letter, and end with a mark inside the speech marks.
- Add who said it and how, with a comma before a speech tag.
- Start a new line each time a new person speaks.
- Add an action or a detail to show the setting between lines of speech.
Examples
| Start | Becomes or shows |
|---|---|
| Come here said Mum | “Come here,” said Mum. |
| Stop shouted Kofi | “Stop!” shouted Kofi. |
| Mum said tea is ready | Mum said, “Tea is ready.” |
Practise: Speech punctuation Also: Similes, metaphors and personification
Part 4 of 8
Plan: My dialogue scene plan
Plan who is speaking, where and what changes. Children say each part aloud to a partner first, then jot notes. Type here, or print the frame to use on paper. It prints on one A4 page.
My dialogue scene plan
NameDate
Plan who is speaking, where and what changes.
Two charactersNames and one trait each.
Setting and atmosphereThree senses: see, hear, smell.
What does each want?Their goals clash.
Key lines of speechWrite four to six lines, with how each is said.
The turnWhat changes at the end of the scene?
Part 6 of 8
Independent write
The task
Write a narrative scene with a setting, two characters and at least six lines of dialogue. Use a speech verb that fits and a new line for each new speaker.
Sentence starters
- The ___ smelled of ___.
- “___,” whispered ___.
- “___!” ___ cried.
- ___ said, “___.”
- Suddenly, ___.
Word bank
- whispered
- muttered
- gasped
- snapped
- pleaded
- hesitated
- eerie
- damp
- faint
- rusty
Support
Give a speech punctuation mat with annotated examples. Colour-code each part of a line of speech.
Stretch
Add a speech line broken by an action: “I think,” said Sam, glancing back, “we should go.”
English as an additional or foreign language. Colour-code the model dialogue by speaker. Provide a speech verb bank with synonyms for said and read aloud together.
Part 7 of 8
Check: success criteria and editing
Children read their writing aloud, tick what they have done and fix what they have not. Ticks are saved on this device only.
Success criteria
Editing checklist
Part 8 of 8
Publish for a real reader
Perform the scenes in pairs for the class using different voices. Publish the best in a class anthology.
Printable template: Picture and writing page
One A4 page, blank for handwriting. Print from the browser or download the PDF.
My page
NameDate
Draw your picture, then write underneath.
Title
Picture
My writing
Keep going
In this course
Elsewhere on the site
Sources
- National curriculum in England: English programmes of study (DfE)
- English Appendix 2: vocabulary, grammar and punctuation (DfE)
- Improving Literacy in Key Stage 2 (EEF)
Curriculum statements are paraphrased from the documents above. Model texts and activities are original to Litlings.