teaching resource

Imaginative Writing Topics for Easter

  • Updated

    Updated:  31 Aug 2023

Inspire creativity with these 3 imaginative writing topics—fun Easter story prompts your students will love.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  3 - 6

Curriculum

  • VC2E3LY12

    Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>

  • VC2E4LY11

    Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure <ul> <li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li> <li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li> </ul>

  • VC2E5LY11

    Re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features <ul> <li>re-reading and editing their own and others’ work (which may involve using digital tools) for precision, using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation</li> </ul>

  • VC2E6LY10

    Re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices <ul> <li>discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting</li> <li>re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required</li> </ul>

  • VC2E3LY11

    Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>

  • VC2E4LY10

    Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate <ul> <li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li> <li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li> <li>using topic-specific, precise and varied vocabulary</li> <li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li> <li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li> </ul>

  • VC2E5LY10

    Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate <ul> <li>using research from print and digital resources to gather and organise information for writing</li> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li> <li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li> <li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li> <li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li> <li>writing letters in print and by email, demonstrating understanding of audience</li> </ul>

  • VC2E6LY09

    Create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate <ul> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail (including graphics, sound and visuals) to enhance audience engagement and understanding</li> <li>creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience</li> <li>using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience</li> <li>selecting and combining digital tools to create texts</li> </ul>

  • Imaginative Writing Topics for Easter teaching resource
teaching resource

Imaginative Writing Topics for Easter

  • Updated

    Updated:  31 Aug 2023

Inspire creativity with these 3 imaginative writing topics—fun Easter story prompts your students will love.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  3 - 6

Inspire creativity with these 3 imaginative writing topics—fun Easter story prompts your students will love.

Easter-Inspired Imaginative Writing Topics for the Classroom 🐰

Egg-cellent writing is only an activity away!

Help your students explore their imaginative writing skills with these Easter-inspired imaginative writing topics.

This curriculum-aligned Easter activity is a fantastic way to keep your students’ brains kicking (or hopping!) during the lead-up to the holidays.

Choose from one of three imaginative writing topics:

🥕The Day the Carrots Turned Blue

🐰 How to Catch an Easter Bunny

🥚 Who Framed the Easter Bunny?

Then, let your students go wild! Each page contains an imaginative writing topic, as well as writing lines for students. There’s even a blank extra page for those who need it.

Bringing Writing that Inspires into Your Classroom

Spark creativity and engage your students from the moment they pick up their pencils by bringing writing that inspires into the classroom. This Easter-themed resource can be used in a variety of flexible and fun ways to suit your classroom needs. Whether you’re looking for a meaningful writing centre activity, a quick warm-up task, or a quiet independent writing session before the holidays, these imaginative writing topics fit seamlessly into your plans.

Set up a writing station where students can choose their favourite prompt, or assign a different topic to small groups to encourage discussion and idea sharing before writing. You can even turn it into a class storytelling challenge by having students illustrate and read their pieces aloud to their peers.

No matter how you use it, our imaginative writing topics will have your students thinking outside the box, building their writing stamina, and developing their imaginative voice—all while having a little holiday fun.

Easily Download our Imaginative Writing Topics & Print

Use the dropdown icon on the Download button to choose between the colour or black and white PDF or editable Google Slides version of our imaginative writing topics.

To save paper, we suggest printing this 2-page worksheet double-sided.

Additionally, project the worksheet onto a screen and guide a model write together as a class—a shared writing activity where you think aloud and demonstrate how to craft a strong response step by step.

Don’t stop there! We’ve got more activities to shorten your lesson planning time:

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Curriculum

  • VC2E3LY12

    Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>

  • VC2E4LY11

    Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure <ul> <li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li> <li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li> </ul>

  • VC2E5LY11

    Re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features <ul> <li>re-reading and editing their own and others’ work (which may involve using digital tools) for precision, using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation</li> </ul>

  • VC2E6LY10

    Re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices <ul> <li>discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting</li> <li>re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required</li> </ul>

  • VC2E3LY11

    Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>

  • VC2E4LY10

    Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate <ul> <li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li> <li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li> <li>using topic-specific, precise and varied vocabulary</li> <li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li> <li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li> </ul>

  • VC2E5LY10

    Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate <ul> <li>using research from print and digital resources to gather and organise information for writing</li> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li> <li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li> <li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li> <li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li> <li>writing letters in print and by email, demonstrating understanding of audience</li> </ul>

  • VC2E6LY09

    Create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate <ul> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail (including graphics, sound and visuals) to enhance audience engagement and understanding</li> <li>creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience</li> <li>using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience</li> <li>selecting and combining digital tools to create texts</li> </ul>

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