Writing a Spooky Story
Writing a Spooky Story
Learning objective
By the end of the lesson, you will be able to:
Use descriptive adjectives and Halloween vocabulary.
Organize a short spooky story (beginning, middle, end).
Write a short story (80–100 words) with clear structure and creative details.
Lesduur is: 50 minOnderdelen in deze les
Writing a Spooky Story
Learning objective
By the end of the lesson, you will be able to:
Use descriptive adjectives and Halloween vocabulary.
Organize a short spooky story (beginning, middle, end).
Write a short story (80–100 words) with clear structure and creative details.
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“Spooky Brainstorm”
What do you see here?
1. Warm-Up (10 min) — “Spooky Brainstorm”
Aim: Activate Halloween vocabulary & set the mood.
Procedure:
Play spooky background music quietly.
Show Halloween images (ghost, pumpkin, dark forest, etc.).
Ask:
“What can you see?”
“Spooky Brainstorm”
What do you see here?
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“Spooky Brainstorm”
What do you see here?
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What do you think of when you hear Halloween?”
Elicit and write words on the board (ghost, dark, scream, midnight, scary, etc.).
Quickly categorize them: places, people, sounds, feelings.
Today's lesson
Results of Kijk Luister Test
Coen and Marcos: Irregular verbs/ written test inhaal moment?????
Halloween - Spooky Story
HOMEWORK: LEARN THE VOCABULARY FROM UNIT 2 USING QUIZLET FLASH CARDS
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RESULTS OF CITO KIJK LUISTER TEST
CLASS AVERAGE; 8.6 - Well done: Tuesday= possible 16 corect answers
Wednesday= possible 19 correct answers. (35)
Toppers
9.7 (one wrong) Bo and Quin
9.4 Coen, Minthe, Iris
No onvoldoendes
Jurgen and Vince still need to take the test.
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“Spooky Words Toolbox”
Use if you need help/ideas
Column text
Adjectives: spooky, dark, strange, mysterious, creepy
Nouns: ghost, forest, candle, shadow, noise
Verbs: scream, disappear, whisper, run, hide
Fill-in-the-blanks -
Write in your notebook - make as funny or scary as possible
It was a ____ night. adjective
I heard a strange ____. noun. The door ______ slowly. verb
I saw a ______ behind the tree. noun
I was very _____! Something _______ behind me… verb
Then everything went _____. adjective
2. Vocabulary Focus (10 min) — “Spooky Words Toolbox”
Aim: Review and extend vocabulary for story writing.
Procedure:
Give a mini-handout or write examples on the board:
Adjectives: spooky, dark, strange, mysterious, creepy
Nouns: ghost, forest, candle, shadow, noise
Verbs: scream, disappear, whisper, run, hide
Do a short fill-in-the-blank activity:
“It was a ____ night.”
“I heard a strange ____.”
Speaking mini-task: In pairs, make 2 spooky Sentences using the new words. Write them in a notebook.
🕯️ 1. Adjectives (to describe things)
spooky – dark – scary – strange – creepy – cold – quiet – mysterious – dangerous – empty
👻 2. Nouns (people, places, things)
ghost – witch – monster – shadow – forest – castle – candle – scream – noise – wind – full moon
🕸️ 3. Verbs (actions)
hear – see – run – hide – scream – whisper – disappear – open – close – follow – chase
Speaking mini-task: In pairs, students make 2 spooky sentences using new words.
“The Strange Noise”
It was a dark night. I was home alone when I heard a strange noise. I went to the kitchen. The window was open and the wind was blowing. Suddenly, I saw a shadow. I was very scared. Then, my cat jumped from the table! It was only my cat… or was it?
Understanding:
Where does the story happen?
What happens first / next / at the end?
What words make it spooky?
3. Model Text (10 min) — “The Strange Noise”
Aim: Notice story structure and useful language.
Procedure:
Read a short model story aloud (approx. 90 words):
It was a dark night. I was home alone when I heard a strange noise. I went to the kitchen. The window was open and the wind was blowing. Suddenly, I saw a shadow. I was very scared. Then, my cat jumped from the table! It was only my cat… or was it?
Ask comprehension & noticing questions:
Where does the story happen?
What happens first / next / at the end?
What words make it spooky?
“Story Planner”
brainstorm ideas in pairs.
Title: ___________________
Where? (place)
When? (night, Halloween, stormy evening)
Who? (characters)
What happens? (problem or spooky event)
Ending: (surprise, funny, scary)
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4. Guided Writing (5 min) — “Story Planner”
Aim: Plan their own story using a scaffold.
Students brainstorm ideas in pairs.
Encourage creativity — funny spooky endings are welcome!
"My Spooky Story”
Aim: Write and share original stories.
Procedure: Write individually (80–100 words).
Remember: Use spooky vocabulary
*Narrative tenses: past simple, was/were
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5. Writing Time (10 min) — “My Spooky Story”
Aim: Write and share original stories.
Procedure:
Students write individually (80–100 words).
Encourage use of spooky vocabulary and connectors.
Circulate and support with language or spelling.
6. Sharing & Feedback (10 min) — “Spooky Story Circle”
In small groups, read your stories aloud to each other.
Listen and vote:
Who had the most spooky story?
6. Sharing & Feedback (10 min) — “Spooky Story Circle”
Aim: Celebrate writing & build confidence.
Procedure:
In small groups or pairs, students read stories aloud.
Peers listen and vote:
🎭 “Most spooky!”
😂 “Funniest ending!”
🧙 “Best description!”
Give light feedback on structure and vocabulary use.
Homework
Illustrate your story
Optional Extension / Homework
Type or illustrate their story and make a Halloween class storybook.
Record themselves reading it with spooky sound effects.
🕯️ Key Language Focus
Connectors: first, then, suddenly, finally
Descriptive language: dark, scary, strange, creepy
Narrative tenses: past simple, was/were
Use this film clip depending on the level of the class and time constraints
