This study aims to develop a model for teaching elementary English writing using video media. It also investigates how different levels of students' English writing abilities and attitudes toward writing were affected when this model was applied in an English classroom. The participants include one English teacher and her thirty fifthgrade students. The students' English and cognitive levels as well as the National Curriculum were considered as the instructional model and a writing rubric were developed. Nine weeks of lessons were conducted, in which the students were taught English writing using films, animated movies, and TV advertisements with subtitles. The data include students’ pre- and post-writing test scores, the writings they completed in each class, interviews with students, a student background information survey, pre- and post-surveys about students’ attitudes toward writing, and the teacher’s observation logs. Using a mixed research design, the data were analyzed both quantitatively and qualitatively. The findings indicate that the writing lessons using the video media had a positive impact on the students’ English writing abilities and attitudes toward writing, specifically, those of the intermediate- and low-level students. Important implications regarding teaching English writing to elementary school students in EFL contexts using video media are discussed.