english creative writing year 7

Free Printable Creative Writing Worksheets for 7th Year

Creative Writing worksheets for Year 7 Reading & Writing teachers! Discover a vast collection of free printable resources to inspire your students and enhance their learning experience.

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Explore printable Creative Writing worksheets for 7th Year

Creative Writing worksheets for Year 7 are an essential tool for teachers who want to help their students develop their reading and writing skills. These worksheets focus on various aspects of writing, such as fiction writing, and are designed to engage and challenge students in a way that is both enjoyable and educational. By incorporating these worksheets into their lesson plans, teachers can provide their students with a solid foundation in reading and writing, which will serve them well as they progress through their academic careers. Furthermore, these worksheets can be easily adapted to suit the needs of individual students, ensuring that every learner has the opportunity to reach their full potential in the realm of writing.

Quizizz is an excellent resource for teachers looking to supplement their Creative Writing worksheets for Year 7 with engaging and interactive activities. This platform offers a wide range of quizzes and games that can help students improve their reading and writing skills, as well as their overall understanding of fiction writing. Teachers can choose from a vast library of pre-made quizzes or create their own to suit the specific needs of their students. By incorporating Quizizz into their lesson plans, teachers can provide a more dynamic and interactive learning experience for their students, which can ultimately lead to greater success in the development of their reading and writing abilities.

Writing skills - creative and narrative writing

Part of English Writing skills

Imaginative or creative writing absorbs readers in an entertaining way. To succeed with this kind of writing you will need to write in a way that is individual, original and compelling to read.

Responding to Prompts

Imagine you’re in an exam and you are asked to write a creative piece called ‘The Party’. What does this title make you think of?Before you decide what you’d write, it’s useful to remember that you do whatever you want with the prompt as long as it’s somehow connected to a party.

• It doesn’t have to be something that really happened
• It doesn’t have to be based on exactly what the title says or is
• It can be as abstract or as mundane as you want it to be.

So this means that for the title ‘The Party’, you could write a lovely descriptive piece about your dream birthday party, or a personal account of a party you attended that was very good – or very bad. You could write a story about a political party, or a doll’s tea party, or a party held by fans to watch the final episode of a TV show everyone is very excited about, or a party that didn’t actually happen because no one turned up. The most important thing is that you choose a story you can write well, showing off your skill in using language effectively and keeping your reader entertained.

Original ideas

There is no formula for having a great idea – but to begin your writing, you do need, at least, some kind of idea. Then you need to find ways to turn your idea into something a reader would enjoy reading. This is the creative part, taking something ordinary and turning it into something extraordinary.

For example, think about writing a description of a coastline. You might start to think straight away about a crowded beach - children playing, deck chairs, sun shining, happy sounds; but, if you stop for a moment, you’ll recall that that's been done before. It's okay, but it's hardly original.

The 'plot hook' in this example is 'What could possibly go wrong?'.

Establish the time and place, as well as the general situation. This can also be used to help develop a suitable mood or atmosphere. It can sometimes help to use a familiar place that your reader can relate to in some way. At this stage, you need to 'set up' the story and begin to introduce the main character(s).

Fiction trigger (or inciting incident)

Use your narrator to tell of an incident or event that the reader feels will spark a chain of events. This helps make the reader feel that the story has really started. From this point, life cannot be quite the same for your main character (that is your protagonist). There is a problem that has to be faced and overcome.

The fiction trigger can be an event that really starts the story. It will develop from the 'plot hook'. If the story is about a day out at the zoo, then maybe an animal has escaped. If it is about a robbery, it might be the event that makes a character consider carrying out a robbery; and if it is about an accident, it will be the event that causes it to happen.

Keeping up the momentum (plot development or rising action)This section builds the tension – keeps the reader absorbed and guessing where it will all lead.

This is where you will move the story forward and will use lots of techniques to keep the reader guessing, 'What will happen next?!'

The problem reaches a head, with suspense creating lots of tension for the reader– showing the reader the possible result of what has come before.

This is not the end of your story – not quite. It will be the key event but your protagonist will, somehow, overcome it and all will be well.

Conclusion (the resolution)

This must leave your reader with a sense of satisfaction, or it could be a twist in the tale leaving questions that linger in the mind.

This is the ending of your story – where all loose ends are tied up to the satisfaction of the reader. A good story will cause the reader to go, 'Hmm – I liked that' or even 'Wow'

By following this story structure, and planning under each of the above headings, you should be able to come up with a tense plot for your own story, one that will engage and absorb your reader.

Writing techniques

Throughout your own story, you will also need to use writing techniques that will work to keep your reader engaged and absorbed. An important skill is to put clear images of the setting and characters in your reader’s mind, as well as to create a sense of atmosphere that suits each part of the story.

• Narration - the voice that tells the story, either first person (I/me) or third person (he/him/she/her). This needs to have the effect of interesting your reader in the story with a warm and inviting but authoritative voice.
• Description - describing words such as adjectives close adjective A word which describes a noun or pronoun. , adverbs close adverb An adverb gives more information about the verb, an adjective or another adverb. , similes close simile A literary technique where a comparison is made between two things using ‘as’ or ‘like’. and metaphors close metaphor Makes a direct comparison by presenting one thing as if it were something else with the characteristic. For example describing a brave person as a lion. that add detail. This is told by the narrator. It helps engage readers by creating vivid pictures and feelings in their 'mind’s eye'.
• Dialogue - the direct speech of characters, shown inside quotation marks. We all judge characters by what they talk about and by the way they speak. This makes dialogue a key technique for creating interest and realism.
• Alliteration - repetition of the same beginning sounds in nearby words.This can create a useful emphasis, maybe to highlight a sound or movement, or to intensify feeling or even to bind words together.
• Connotation - a word’s meaning can be literal, as in 'It looked like a cat', or it can create connotations as in 'As soon as the food reached the table, the boy pounced on it like a cat.' A connotation is a meaning created by a special use of a word in a particular way or context. It works by adding some kind of emotion or a feeling to a word’s usual meaning. All literature depends upon using language that creates connotations. They engage the reader because they evoke reactions and feelings.
• Pathetic fallacy - personification is a kind of metaphor and when nature is described in this way, it is called a use of pathetic fallacy. This can help suggest a suitable atmosphere or imply what the mood of the characters is at a certain point, eg in a ghost story, the storm clouds could be said to 'glower down angrily upon the group of youngsters'. A pathetic fallacy can add atmosphere to a scene. It can even give clues to the reader as to what is to come, acting as a kind of foreshadowing close foreshadow Hint at something that will happen later and have greater significance .
• Personification - this is a technique of presenting objects as if they have feelings, eg 'the rain seemed to be dancing merrily on the excited tin roof.' This creates a sense of emotion and mood for the reader.
• Repetition - the action of repeating a word or idea. This can add emphasis or create an interesting pattern of sound or ideas.
• Onomatopoeia - use of words which echo their meaning in sound, for example, 'whoosh' 'bang'. Using this can add emotion or feeling that helps give the reader a vivid sense of the effect being described.
• Simile - a kind of description. A simile compares two things so that the thing described is understood more vividly, eg 'The water was as smooth as glass.' (Hint - 'like' or 'as' are key words to spot as these create the simile). A simile can create a vivid image in the reader’s mind, helping to engage and absorb them.
• Symbolism - we grow up learning lots of symbols and these can be used in stories to convey a lot of meaning as well as feeling in a single idea or word, eg a red rose can symbolise romantic love; a heavy buckled belt can hint at the power held by the character; an apple can even symbolize temptation if it is used in a way that the reader links to the apple that tempted Eve in the biblical Garden of Eden.
• Impact - symbols help writers pack a lot of meaning into just a single word. They work to engage the reader, too, for the reader automatically gets involved in working out the meaning.

Examples of narration

First person narrator.

I held on to the tuft of grass and slowly looked down - I was too shocked to speak. One moment I had been strolling along the cliff with Vicki, the next I was hanging over the edge. And where was Vicki?

The only thing you shouldn't do is swap the narrative point of view during the story - don’t start with 'I' and then switch to 'he', as it is likely to confuse your reader.

Third person narrator

Steve held on to the tuft of grass and slowly looked down - he was too shocked to speak. One moment he had been strolling along the cliff with Vicki, the next he was hanging over the edge. And where was Vicki?

Ending a short story

The ending of a story doesn't necessarily have to be happy but it has to make sense in a way that ties up what has happened.

There are different types of story endings, for example:

• The cliff-hanger - this isn’t an ending as such, it’s a way of tempting the reader to read the next chapter or instalment. Charles Dickens wrote his chapters like this as they were originally published in magazines in serial form. For example, does the spy manage to stop the bomb in time?
• The twist-in-the-tale - the reader will feel fairly sure about the ending, but in the final part everything changes and we are surprised. For example, we learn that it isn’t a bomb after all, it’s a birthday present!
• The enigma ending - the story stops, but the reader is left a little unsure what will come to happen, yet is intrigued by the possibilities - and still feels satisfied. For example, the bomb is defused and everyone is safe, but then an army commander reports the theft of another bomb… only this time twice as powerful.

There are many possibilities; but there are two endings you should try to avoid:

• The trick ending - a bomb will inevitably explode and as it does, the narrator wakes up - it was all a dream. This is too clichéd and unsatisfying for modern readers.
• The disconnected ending - the secret agent suddenly stops worrying about the bomb, retires, and goes off to play golf. Readers don't like this because the ending has nothing to do with the story – very unsatisfying.

Whatever kind of story you write, work out a satisfying ending and include it in your plan.

Writing that is creative and imaginative needs to be entertaining. You need to experiment a little and not be frightened to try something new.

What might you write about if the following tasks came up in an exam? Take a few minutes to think about different ways you could interpret the task, and maybe sketch a quick plan for your best idea.

• The Best Day of My Life
• The Mysterious Door
• Never Again
• Stormy Weather
• How to be a Hero
• Sunday at the Beach
• My Life as an Expert
• Greetings from the Future
• What I REALLY Learned at School

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Year 7 English worksheets – Jungle descriptive writing lesson plan and resources

PDF worksheets and PowerPoint

Use these Year 7 English worksheets, teacher notes and PowerPoint to help pupils get to grips with descriptive writing .

Descriptive writing is an important and enjoyable aspect of English. These free downloadable worksheets are perfect for KS3 English lessons and cover two sessions of content.

Use the descriptive text, themed around the jungle, as a prompt for descriptive writing. The accompanying resources will help students develop their own creative writing and give them the opportunity to practise:

• comprehension
• analysing writers’ methods

The resources will also expose pupils to a wide range of descriptive writing techniques. They’ll learn how to use texts as prompts for writing.

Contents of Year 7 English worksheets pack

• ‘The Jungle’ text with vocabulary definitions
• PowerPoint teaching slides
• Comprehension worksheets (questions and answers)
• Descriptive writing match-up activity sheet
• Planning sheet for writing task

In the first session pupils will read the jungle-themed descriptive writing text, before trying a descriptive writing match-up activity. This involves matching techniques and descriptions before finding examples from the text.

Next pupils can fill out the comprehension questions worksheet, using answers from the text to justify their answers.

Pupils will then annotate a section of the text, identifying writing techniques and the effects these create.

Now it’s time to think about whether or not the writer has created a vivid and exciting description of the jungle, before writing their own What How Why paragraph about it. A model answer and scaffolding is provided in the download to help.

In the final session students will recap the descriptive writing techniques you talked about last session before planning their own descriptive writing piece. They can use the included planning sheet to help them do this.

National curriculum objectives

• Develop an appreciation and love of reading, and read increasingly challenging material
• Read high-quality works from English literature, both pre-1914 and contemporary, including prose, poetry and drama
• Choose and read books independently for challenge, interest and enjoyment
• Learn new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
• Check understanding to make sure that what they have read makes sense
• Know how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
• Study setting, plot and characterisation, and the effects of these
• Write accurately, fluently, effectively and at length for pleasure and information through stories, scripts, poetry and other imaginative writing

Bhamika Bhudia ( @MissMika_Eng ) is a head of English at a mixed comprehensive secondary school in London . You can also download Year 8 English worksheets from Bhamika. We also have more descriptive writing lesson ideas .

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Creative writing in Year 7

There is a great resource on Teachit ( I believe), written by Fran Nantongwe called “Quest for the cure”.  I got a copy a while ago through a colleague at a NATE conference and love using it in Year 7.

The idea is that the class develop a novel through pieces of creative writing – all transactional and with a particular focus – persuasive, descriptive etc.

It is brilliant and Fran is a star for developing so much.  I attach my PowerPoint for teaching the module, a few of the resources I use to help the students to write and 2 booklets of work from this Year’s Year 7s.

7b zebulon doc

7NV ZEBULON COMPOSITE

Peel Zebulon intro

mayor’s speech Persuade

Zebulon Project Character Profile

Y7 Diary Writing

The Public Execution – Kite runner extract

persuasion_Atticus Finch (screenplay)

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Blue - The Reef Creative Writing

Lesson 3 of 10 in this unit

• Creative writing
• Learning through film
• Environmental
• Biodiversity
• Conservation

Lesson summary

This lesson incorporates clips from Blue The Film as learning inspiration. In this finding out lesson, students will use visible thinking routines to respond to a clip from Blue The Film that explores the state of the reef, coral bleaching and the impact of pollution, overfishing, and ocean acidification. They will enhance their understanding of creative writing and meaning communicated through creative writing techniques. Using visual images and information about the state of the reef as stimulus, students will develop their creative writing and editing skills. They will select language and creative writing techniques to create their own descriptive passages about coral reefs.

Learning intentions:

Students will....

• learn about how language can be used powerfully through creative modality and the concept of ‘show, don’t tell’.
• learn about the state of the reef and how language can be used to communicate this condition and potential.

Success criteria:

Students can....

• articulate facts about coral reefs and the issues contributing to their current status on Australian coastlines.
• demonstrate the use of creative writing techniques in short descriptive passages about coral reefs, applying the principle of ‘show, don’t tell’ to their writing.
• demonstrate editing skills in identifying grammatical errors and providing constructive feedback to their peers.

Lesson guides and printables

Lesson details

Curriculum mapping.

Australian curriculum (8.4) content descriptions:

Year 7 English :

• Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns ( ACELA1536 ).
• Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas ( ACELY1725 ).
• Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact ( ACELY1726 ).

Syllabus outcomes:   EN4-2A ,  EN4-3B ,  EN4-4B

General capabilities:   Literacy, Critical and Creative Thinking

Cross-curriculum priority:   Sustainability

Relevant parts of Year 7 English achievement standards:  Students demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. They understand how the selection of a variety of language features can influence an audience. They create structured and coherent texts for a range of purposes and audiences. Students demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation. Unit of work:   Blue The Film: Our Oceans and Our Future

Time required:  90 mins.

Resources required

• Student Worksheet – one per student
• Device capable of presenting a clip to the class
• Coral Bleaching Stimulus Images
• Coral Reefs Factsheet
• Creative Writing Tips Factsheet
• Editing Checklist

This lesson is designed to build students’ competencies in the following skills:

• Communication
• Critical thinking
• Global citizenship
• Social skills

Additional info

Level of teacher scaffolding:  Low – lead students in discussion.

Blue is a feature documentary film charting the drastic decline in the health of our oceans. With more than half of all marine life lost and the expansion of the industrialization of the seas, the film sets out the challenges we are facing and the opportunities for positive change. Blue changes the way we think about our liquid world and inspires the audience to action. Find out how to screen or download the film  here . Along with the film is an ambitious global campaign to create advocacy and behaviour change through the #oceanguardian movement. To become an ocean guardian, see the  website .

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More from this unit.

• Lesson 1 of 10

Blue - Connecting to the Ocean

• Lesson 2 of 10

Blue - Experiencing the Ocean

• Lesson 4 of 10

Blue - Ocean Health Creative Writing

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creative writing for year 7

Subject: English

Age range: 11-14

Resource type: Lesson (complete)

Last updated

25 February 2012

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