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Last updated

7 June 2026

pptx, 68.67 MB
pptx, 68.67 MB
docx, 59.6 KB
docx, 59.6 KB

Upper KS2 Writing Unit – Using Dialogue to Develop Character & Move Action (Lesson-by-Lesson Resources) for the video from Literacy Shed “Rock, Paper, Scissors.”
A fully resourced Upper KS2 writing unit with a clear focus on using integrated dialogue to move the action forward and reveal character. Designed for Year 5/6, this engaging sequence supports pupils in crafting purposeful, high-quality narrative writing through structured teaching and rich modelling.
What’s included:

A comprehensive day-by-day PowerPoint with ready-to-teach lesson slides
Clear progression with teacher modelling, guided practice and independent writing opportunities in every lesson
High-quality writing models to expose pupils to effective dialogue in context
Explicit teaching of how to:

  • Use dialogue to advance the plot
  • Reveal character through speech
  • Punctuate dialogue accurately
  • Balance dialogue with action and description

Daily dictation sentence practice, incorporating the Year 5/6 statutory spelling list
Opportunities for revisiting and applying grammar skills within meaningful writing

Unit focus:
This unit develops pupils’ ability to:

  • Write believable, purposeful dialogue
  • Use speech to show rather than tell
  • Maintain narrative flow and cohesion
  • Apply spelling, punctuation and grammar accurately in context

Why teachers love this unit:

  • Fully planned and easy to deliver – saves hours of preparation
  • Clear, step-by-step structure supporting all learners
  • Strong emphasis on modelling leads to improved writing outcomes
  • Built-in spelling and dictation practice reinforces key expectations
  • Ideal for mixed-ability and mixed Year 5/6 classes

Outcome:
By the end of the unit, pupils will produce a cohesive narrative that uses dialogue effectively to drive action and convey character, demonstrating increased control of writing techniques and presentation.

Editable Planning Sequence included ready to adapt.

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