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Creating suspense and tension KS2

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Miss Prickett

on 22 April 2015

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Transcript of Creating suspense and tension KS2

Imaginary Worlds
Come with me to explore a mysterious isolated house - if you dare!

photo credit Nasa / Goddard Space Flight Center / Reto Stöckli
Talk to your partner
What is suspense?
Suspense is a technique that a
writer uses to make the reader feel

- scared
- anxious
- excited
- desperate to know what happens next!

It's fun to feel scared when you know that
it's all a story ...
How to create suspense...

1. Use short sentences to build up the tension
2. Use ellipsis (…) to create the "What happens next?" moment!
3. Use simile and metaphor to describe.
4. Use the rule of 3 for powerful description.
5. Onomatopoeia to describe (haunting) sounds.
6. Rhetorical questions.
Timidly, he crept through the dusty room. The floorboards groaned like a menacing beast. His heart pounded. His hands shook. Sweat poured. Someone, something was lurking, piercing eyes closely following his every move. Waiting...waiting and watching...
like a menacing beast
Short sentences
What happens next? The ellipsis creates excitement.
Waiting ... waiting and watching...
His heart pounded. His hands shook. Sweat poured.
You are going to create a suspenseful piece of writing using everything you have learned to describe your experience inside the mysterious house.
Short sentences to create tension. "Hearts pounded. Heads ached. Time ticked."
Use ellipsis to create a page-turning "What happens next?"
Similes and metaphors
Onomatopoeia: What strange sound was that?
Powerful verbs
Rule of 3
Rhetorical questions
Use your senses to describe.
The Rule of 3
His heart pounded. His hands shook. Sweat poured.
Quick task:
Imagine you are have entered the mysterious house. In the darkness of the shadows, you hear a muffled noise. There is something hiding.

On WB's mind map any verbs you can think of to describe: how you moved; how the creature looked at you; how the creature moved.
Can you describe the picture using powerful:
Adjectives and adverbs
A range of powerful language

Share your ideas with your talk partner.
Now use your words to describe this mysterious setting.

In at least 1 sentence.
In at least 2 sentences.
In at least 3 sentences.
Have a look at your friend's work and tell them:

What is effective?
What could they do to improve?

Give them a star and a wish!
As I nervously stepped onto the dusty track, the decaying windows rattled vigorously in the howling wind. Towering trees lashed and crashed wildly against each other, like drumsticks in the hands of a giant. It was terrifying! Although I was petrified, I slowly reached out and pushed against the rotting wood of the decaying door…
Can you use powerful adjectives to describe the setting?

Can you use powerful adjectives and adverbs to describe the setting?

Can you use a range of powerful language to describe the setting?

I can include powerful adjectives and the correct punctuation.

I can use adverbs to show how.
I can use complex sentences in my writing.

I can use a range of punctuation.
I can vary the structure of my sentences (longer sentences for description and short sentences for impact).

Use your checklist throughout your writing!

Lesson Objectives
Can you use powerful adjectives to improve sentences?

Can you use powerful adjectives and
adverbs to improve sentences?

Can you hint at how you are feeling?

Can you ‘zoom in’ to provide extra detail?

Steps to Success
I can think of powerful adjectives and verbs.

I can think of adverbs to show how.

I can hint at how I am feeling,
e.g. afraid = heart pounding, eyes widening in fear, beads of sweat dripping from my face.

I can add extra detail by zooming in on one moment.

Peer assessment
Read your partner’s paragraph and think about whether they have achieved their Steps to Success.

Give them a

and a

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