St Stephen’s Junior School



St Stephen’s Junior School

Literacy Unit Plan

Date 07/01/08

Year/Class YEAR 5 NARRATIVE UNIT 2 – TRADITIONAL STORIES, FABLES, MYTHS AND LEGENDS

|Final Unit Outcome Write a new version of a legend |

|Week |Day |Shared Reading & Writing |Word & Sentence Work |Independent & Guided Work |Plenary |

|Objectives |Monday |To identify and classify the features of | | | |

| | |myths, legends and traditional tales |W3 to know the common letter string |W3 to know the common letter string ough and | |

| |Week 1 | |ough and that words are pronounced |that words are pronounced differently |Recap main learning points from lesson. |

| | |What are the features of fables? |differently | | |

| | | | | |What are the features of fables? |

| | |Text: Hare and Tortoise | | | |

| | |Fox and the Grapes | |Group on STARSPELL |What do you understand by a |

| | |Lion and the Mouse |Children to place different ough words | |moral/everyday expression? |

| | | |in a table according to their sound | | |

| | |What are the characteristics of this type | |Children to fill in the missing ough words. | |

| | |of story? | | | |

| | |What is the moral of this tale? | | | |

| | |Discuss features of fables: | |Brodie spellings Set 19 | |

| | |short but complete story | |Sheets A, B, C | |

| | |clever and or amusing | | | |

| | |plot can be understood | |Extension – make up sentences of their own | |

| | |main characters are animals | |using words from table. | |

| | |capital letter to start animal’s name | | | |

| | |include a moral underneath | | | |

| | | | | | |

| | |Remind children that fables started as part| | | |

| | |of oral storytelling, hence why it is short| | | |

| | |so it can be remembered. | | | |

| | | | | | |

| | |Do the children know any other fables by | | | |

| | |Aesop? | | | |

| | | | | | |

| | | | | | |

| |Tuesday |To identify and classify the features of | |To know some everyday expressions | |

| | |myths, legends and traditional tales |To know some everyday expressions | | |

| | | | | |Listen to oral fables from website or |

| | |Text: The Frogs and the Well |Discuss everyday expressions and |Children to complete match the idiom sheet in |watch short version of fable from DVD. |

| | |The wolf in Sheep’s clothing |discuss morals in the fables read so |Literacy books writing out the idiom and then | |

| | | |far. |the meaning. |Compare with written fables. |

| | |Discuss features of myths and the morals in| | | |

| | |these two fables. |Slow and steady wins the race |Complete sheet “Match the Idiom” in Literacy | |

| | | |etc |books | |

| | |Discuss any unfamiliar words which children| |Complete sheet “Cracking Proverbs” | |

| | |do not understand. | | | |

| | | | | | |

| | | | | | |

|Key Vocab |Wednesday |Text: Boy who Cried Wolf (X2) | | | |

| | | | |Using pictures children to write own version of|Listen to children read their fables |

| | |Read different versions of same fables. | |“The Boy who Cried Wolf” |aloud. |

| | | | | | |

| | |List the similarities and differences | |Adding speech bubbles/direct speech where |Comment on good things and 1 to improve |

| | |between the different versions. | |necessary. |on. |

| | | | | | |

| | | | |SEN – arrange pictures and fill in the missing | |

| | | | |words. | |

|Resources |Thursday |Text: Tortoise and the Baboon |To look at the characteristics of |To look at the characteristics of animals in | |

| | |The Fox and the Crane |animals in fables |fables |Listen to oral fable from internet. |

| | | | | | |

| | |Discuss the morals of these 2 fables. |Talk about characteristics of | | |

| | | |people/animals: |Children to complete sheet on animal |Listen to children read their |

| | | | |characteristics |descriptions out. |

| | | |fox- sly | | |

| | | |monkey – trickster |Then write a short description of 2 opposite | |

| | | |owl – wise |animals | |

| | | |snake – sly | | |

| | | |sheep – stupid |SEN – sheet with words missing | |

| | | |lion – proud etc | | |

| | | |hare – boastful | | |

| | | |tortoise – modest | | |

| | | |peacock – proud | | |

| | | | | | |

| | | |List more words to describe the animals| | |

| | | |read in various fables – actions & | | |

| | | |behaviour | | |

|Cross-curricular |Friday | | | | |

|Links | |To identify features of fables |To plan own version of fable |To plan and write own version of fable | |

| | | | | |Allow children to read out some of their|

|Art – Aboriginal | |Text: The Dove and the Ant |Model how to use planning frame and | |fables. |

|stones/animals | |The Fox and the Stork |work through each section with children|Provide children with a writing frame to plan | |

| | |(Collins Pupils’ Book p34) |as whole class. |their fable. |Using marking ladder/success criteria |

|Music – Didergeridoo | | | | |children to self-assess or use peer |

|clapsticks | | |Select two animals and think about |SEN – sequence a familiar fable and fill in the|marking to assess their work. |

| | |Read through fables and identify features |their characters (opposite) |missing words. | |

|Creative Writing – | |using checklist from yesterday. Discuss the|Decide on trick(s) animal will play on | | |

|Poem to inspire | |moral of the fable. |each other |LA – Use RS2 Plan Monkey and Rabbit and write | |

|paintings of | | |What is the moral? |fable using this plan. | |

|Aborigines dancing | |Explain what a proverb is. Discuss suitable| | | |

|under a starry sky | |proverbs to use as the moral of a fable. |Model writing opening of fable. |Teacher to work with target children. | |

| | |(see Collins book p36) | | | |

| | | | | | |

| | | | | | |

| |Monday |Text: The Volcano Monster |To know and spell words with the |To know and spell words with the suffixes cian,| |

| | | |suffixes cian, tion and sion |tion and sion | |

| |Week 2 |Read through text with children and with | | |Play starguess or test spellings on |

| | |children analyse features of myths (using |Spelling Bank p51 (On IWB) |Spelling Sheets Brodie p |individual whiteboards. |

| | |annotated sheet) | | | |

| | | |Use dictionaries to find the meaning of|Group on STARSPELL | |

| | |Evil act by god – typical myth beginning |unfamiliar words. | | |

| | |Zeus – god recognisable as a myth | |SEN - | |

| | |Shaking with rage – earthquake | | | |

| | |Fearsome creatures | | | |

| | |magical events | | | |

| | |real volcano mixed with imaginary events | | | |

| | |explains phenomenon of a volcano | | | |

| | |reference to heroes | | | |

| | |explanation for rumbling of Mount Etna | | | |

| |Tuesday |To identify features of myths | | | |

| | | |Check comprehension and understanding |To sequence events of a story | |

| | |Text: In the Beginning (Literacy World) |of text: | | |

| | | | | | |

| | |Ask children to think of myth they have |What was the world like in the |Provide children with photocopiable page 44 |Gather the children together and discuss|

| | |read and heard. Take feedback and make a |beginning? |‘Bones of the story Pandora’s box’ and page 45 |what the stories’ sequence of events |

| | |list of features of myths. | |‘Bones of the story Garden of Eden’. |were. |

| | | |Where did the gods live? |Explain that these are two creation stories | |

| | |about gods and goddesses | |that have been chopped up into sections. |Discuss the children’s ideas of what a |

| | |set in ancient times |Who was king of the gods? |Ask children in pairs to sequence each of the |myth is. |

| | |features danger/revenge | |stories in the order that they think makes | |

| | |magical powers/elements |What Epimetheus make? |sense so that they have a clear chronology of |Ask the children to identify whether any|

| | |powerful imagery | |events in the two stories. |of the characteristics are in the |

| | |characters are heroes |What did Prometheus make? | |stories they sequenced. |

| | |myth explains a strange/important happening| | | |

| | |features strange/frightening creatures, |Who made Pandora and whose bride was | |Clarify with children different |

| | | |she? | |definitions of myths, legends and |

| | |Explain that myths were often told | | |fables: |

| | |thousands of years ago to help people make |Discuss why things happened: | |1 A traditional story based on real |

| | |sense of the world around them. | | |events but changed over time. |

| | | |Why was Zeus angry about Prometheus’ | |2 A traditional story with heroes and |

| | |Read text and pick out all the different |gift? | |gods that explain how things occurred. |

| | |features. | | | |

| | | |Why did Zeus make his gift? | | |

| | | | | | |

| | | |Why did Pandora open the box? | | |

| | | | | | |

| | | |Why did everything in the garden wilt? | | |

| | | | | | |

| | | |Why did the sun come out at the end? | | |

| |Wednesday | | | | |

| | |To compare the structure of similar stories|To re-order sentences in different ways| |Revise & recap on learning so far |

| | | | |To re-order sentences in different ways | |

| | |Text: Amana and Her Children (South |Model on the board re-ordering a | | |

| | |American Myth) |sentence so the meaning is still the | | |

| | |Text: Earth – The Bagadjimbiri Brothers – |same. |Children to practise re-ordering sentences in | |

| | |Australian Myth | |different ways. | |

| | |(Creative Elements – Belair) |Model another sentence where the | | |

| | | |meaning has changed. |SEN – simple sentences | |

| | |Read through both creation stories about | | | |

| | |how the world began. | |Higher – complex sentences | |

| | | | | | |

| | | | | | |

| |Thursday |Text: How Night came into the World | | |Revise & recap on learning so far |

| | | |This is another creation story like In |To answer questions in full sentences using the| |

| | |Explain that it is a translation of a myth |the Beginning ask for similiarities |text for reference | |

| | |probably still told byte people of the |between the two myths: | | |

| | |Amazon. Check understanding: | | | |

| | | |both are about the beginning of things |Children to answer a set of questions in full | |

| | |What was the world like at the very |in both no creatures exist at the |sentences on the text. | |

| | |beginning? |beginning | | |

| | |Where was the first night found? |palm-nut is like Pandora’s box | | |

| | |What happened when the palm-nut was opened?|voices inside palm nut and Pandora’s |SEN – reorder & sequence the text. | |

| | |Why did the Great Snake’s daughter create |Box | | |

| | |the birds? | | | |

| | |Why were the boys turned into monkeys? | | | |

| | | |Differences: | | |

| | | | | | |

| | | |no night at the beginning | | |

| | | |a boy, not a woman, is too curious | | |

| | | |real animals come out of the palm-nut | | |

| | | |nothing like Hope comes out of the Palm| | |

| | | |nut at the end | | |

| |Friday |To plan and write a myth based on a known |To plan and write a myth based on a |To plan and write a myth based on a known model|Children to mark their work using |

| | |model |known model | |marking ladder against success criteria |

| | | | | | |

| | |Text: How Night Came (SHORT VERSION) |Model using the planner to make a short|Children can use blank planner RS4 to create | |

| | | |plan and write opening to the myth. |their own myth or use the ideas from Storm | |

| | |Tell children they are going to write their| |Bringer if struggling for ideas. | |

| | |own myth explaining how something started. |USE RS3 STORM BRINGER PLANNER | | |

| | |how clouds/moon/stars/seasons started. | |SEN – complete a cloze procedure passage | |

| | | | |filling in the words to a simplified myth. | |

| |Monday |To know the difference between a myth and a|W4 to explore spelling patterns of |W4 to explore spelling patterns of consonants | |

| | |legend |consonants and formulate rules |and formulate rules | |

| |Week 3 | | | |Revise features of legends or test words|

| | |Text: St George and the Dragon |e.g doubling when adding ing | |learned in independent on whiteboards. |

| | | | |Children to complete worksheet on adding suffix| |

| | |Explain to the children that they are going|adding suffix ful to a words |“ful” to words, then inserting them into a | |

| | |to read a new story and compare it to the | |sentence | |

| | |myths in the previous sessions. | | | |

| | | | |extension – ly to the word | |

| | |Draw up a list of similarities and | | | |

| | |differences. | |SEN – group on Starspell | |

| |Tuesday |To know the features of legends | | | |

| | | | |To sequence a myth and retell in own words |To recap knowledge and understanding |

| | |Text: Odysseus and Cyclops |Revise story structure: | | |

| | | | |Children have to place pictures in correct |Revise features of legends and list any |

| | |Explain that Odysseus is the hero of a |beginning, middle, problem, resolution |order and write sentences underneath to retell |legends that the children know. |

| | |Greek legend. |and ending. |the story. | |

| | |Read through text and discuss features of | | | |

| | |legends: |Legends often have strong ideas running|SEN – to fill in the missing words. | |

| | | |through them e.g cunning v stupidity | | |

| | |story about people |etc | | |

| | |little mention of gods/goddesses | | | |

| | |possible basis of truth |What is the theme running through this | | |

| | |heroic characters |legend? | | |

| | |emphasis on bravery and daring deeds | | | |

| | |battles/fights likely | | | |

| | |distinction made between honour and | | | |

| | |dishonour | | | |

| | |good defeats evil | | | |

| | |features a traditional ending | | | |

| |Wednesday |To identify the features of myths, legends | |To map out the structure of a myth | |

| | |and fables |Read a different version of Perseus and| |This version of Perseus has the basic |

| | | |Medusa and compare the 2 versions. |LA - In pairs or individually children to read |ingredients, but not many details to |

| | |Text: Perseus and the Gorgon’s Head | |each box and place on correct place on story |bring the story alive so that we can |

| | | |Discuss similarities and differences. |mountain. |picture it vivdly in our heads. |

| | |Read through the text and discuss features.| | | |

| | |Is it a myth or legend? | |HA – complete blank story mountain |Think of ways to make the story more |

| | |Use checklist to work out. | | |interesting. |

| | | | | | |

| | | | | |Setting – What would it be like? Hot or |

| | | | | |cold? |

| | | | | | |

| | | | | |Powerful verbs |

| | | | | |Interesting adjectives |

| | | | | |Adverbs |

| | | | | |Some similes/metaphors |

| |Thursday |To know what direct and reported speech is |To know what direct and reported speech|To be able to change direct speech into | |

| | | |is |reported and vice versa | |

| | |Text: Pandora’s Box Extract 2 (Scholastic) | | |Return to Pandora’s Box Extract 2 and |

| | | |Practise using various sentences | |show what effect turning the direct |

| | |Revise the use of direct and reported |turning direct speech into reported and| |speech to reported speech has on the |

| | |speech. |vice versa. |Provide children with a number of different |narrative. |

| | |Use examples from Pandora’s box Extract 1 | |examples of direct speech and ask them to turn | |

| | |to show children how to change to direct | |these into reported speech. | |

| | |speech to reported speech. For example | |They should identify each time which words they|Explain that it is better to have a |

| | |“Close your eyes!” he commanded (direct); | |have used to turn it to reported speech, for |balance between the two types of speech.|

| | |Zeus commanded Epimetheus and Prometheus to| |example she said that… | |

| | |close their eyes (reported). | | | |

| | |Discuss the difference between the two | |LA/SEN - practise orally or practise direct | |

| | |forms with the children – one being the | |speech only – simple sentences | |

| | |character’s voice, the other more the voice| | | |

| | |of a narrator. | | | |

| |Friday |To identify key parts of the story and the |Speaking and listening |To identify key parts of the story and the | |

| | |characters’ motivations | |characters’ motivations |Recap Pandora’s thoughts as a class. |

| | | |Explain to the children that they are | |Then briefly discuss what Epimetheus |

| | |To work in role and use different narrative|going to explore Pandora’s thoughts at |To work in role and use different narrative |might think when he sees the box open. |

| | |forms |two key moments in the story. One just |forms |Discuss how the relationship between |

| | | |before she opens the box and one at the| |Pandora and Epimetheus might have |

| | |Why did Pandora do it? |point when the box is open. | |changed. |

| | |Read Pandora’s box Extract 2 with the |Use the conscience alley method. Divide| | |

| | |children – the point where Pandora opens |the children in two lines; choose one | | |

| | |the box. |child to be Pandora; explain that one | | |

| | | |line is going to voice all the thoughts| | |

| | |Discuss how the writer shows that the box |that tell her she has to open the box, | | |

| | |is irresistible to Pandora, for example the|while the other is going to voice all | | |

| | |use of rhetorical questions, the |the thoughts that tell her not to. | | |

| | |description of the box’s behaviour and so |Encourage the children to think | | |

| | |on. |carefully about their contributions, | | |

| | | |referencing them from within the story.| | |

| | |Remind the children of the Story mountain | | | |

| | |from the CD-ROM and to identify which part | | | |

| | |of the story structure this extract is | | | |

| | |from. Then ask: What are Pandora’s choices?| | | |

| | |How do we know that her need to open the | | | |

| | |box is greater than her need to obey | | | |

| | |Epimetheus? | | | |

| |Monday |W4 To explore spelling patterns |W4 To explore spelling patterns |W4 To explore spelling patterns | |

| | |To know that c is usually soft when |To know that c is usually soft when |To know that c is usually soft when followed by| |

| |Week 4 |followed by I e.g circus |followed by I e.g circus |I e.g circus |Test spellings on whiteboards and check |

| | | | | |children understand the meaning. |

| | | | | | |

| | | |Spelling Bank p45-47 (ON IWB) |Brodie SET: | |

| | | | | | |

| | | | |Children to complete a table & fill in the | |

| | | | |correct word in the missing sentences. | |

| | | | | | |

| | | | |Group on Starspell | |

| |Tuesday |Collins p46: Theseus and the Minotaur |To know what an adjectival clause is |To be able to add an adjectival clause into a | |

| | | | |sentence |Using the text discuss different ways of|

| | |Read through the text and answer questions |Use Collins p48 for definition of | |starting sentences when writing: |

| | |orally to check understanding of text. |adjectival clause. |Children to complete a sheet on adjectival | |

| | | | |clauses. |connective |

| | | |Using sentences on the board practise | |Pronoun (name of character) |

| | | |inserting adjectival clauses. | |Adverb |

| | | | | |Ing |

| | | | | | |

| | | | | |Write a list of sentence starters on |

| | | | | |board to he later in the week with |

| | | | | |writing. |

| |Wednesday |To start sentences in various ways |To know what a complex sentence is |To know what a complex sentence is |To know what a complex sentence is |

| | | |To start sentences in various ways |To start sentences in various ways |To start sentences in various ways |

| | |Show children various sentences starting in| | | |

| | |different ways e.g: |Using individual whiteboards children | |Give children the sentence starters and |

| | | |have to start a sentence using one of | |they have to finish sentence using a |

| | |adverb – Cautiously… |the sentence starters- try to link to |Children to write up some sentences in their |joining word. |

| | |ing Walking… |myths and legends which will help them |Literacy books. | |

| | |Time Connective Soon after that… |with their writing. | | |

| | |ed Surprised | | | |

| | |simile Like a … | |SEN – simple sentences fill in the missing | |

| | |preposition At the end of… | |word. | |

| | | | | | |

| |Thursday |To identify good language features from | | | |

| | |texts read | | | |

| | |To learn about the use of imagery |Imagery – use of language to create a | |Devise a golden rules for good |

| | | |picture often visual |Ask the children to create their own list of |storytelling. |

| | |Text: The Magic Head | |good storytelling words and phrases from the | |

| | | |How can this be achieved: |text extracts from the CD-ROM or from other | |

| | |Explain to the children that all good | |texts that they are currently reading. | |

| | |writers have learned about effective words |vocabulary – powerful verbs |The children should then categorise the words | |

| | |and phrases from texts they have read. |interesting adjectives |and phrases that describe characters’ actions | |

| | |Use the extracts from Cornerstones pupils | |and feelings at certain points in the story. | |

| | |book p33 -36 of beginnings and settings in |simile – like or as |Ask them to look for connectives that join | |

| | |legends & characters. | |paragraphs and events together. | |

| | |Discuss with the children what made the |metaphor – comparing to something else.| | |

| | |words effective and what images or pictures| | | |

| | |they create in the reader’s mind. | | | |

| | | |Pick out these features in the text. | | |

| | |Revise the term simile and metaphor | | | |

| |Friday | | |To write an effective description | |

| | |Text: Describing Characters |Using table model how to complete the | |Read out an example of a child’s work |

| | | |table using the cyclops’ description. |Children to write a vivid description of the |and pick out 3 good things & 1 |

| | |Read through the descriptions of the | |Medusa or other made up fantastical beast. |imrpovement. |

| | |characters. |Discuss success criteria: | | |

| | |What makes an effective description? | | |Peer marking using success criteria. |

| | |Creating a vivid picture in the reader’s |powerful verbs |SEN – use picture to help and word bank. | |

| | |mind. |interesting adjectives | | |

| | | |different sentence starters | | |

| | |Talk about other monsters in stories. |use senses | | |

| | |Use pictures as a stimulus/video clips |similes/metaphors. | | |

| |Monday |To look at problems and resolutions in |To look at problems and resolutions in |To look at problems and resolutions in myths | |

| | |myths and legends |myths and legends |and legends | |

| |Week 5 | | | |Discuss what we have learned about |

| | |Text: Jason and the Golden Fleece (Letts | | |myths, legends etc and explain to |

| | |p34 |Model using table format noting down |Children to complete table writing down the |children that next week they will be |

| | | |problems and resolutions faced by |hero’s problems and how they overcome the |planning their own myth/legend. |

| | |What problems do heroes face in myths and |heroes in myths/legends. |problem. | |

| | |legends? | | | |

| | | | |Extension – make up own problem/resolution. | |

| | |How do they overcome these problems? (help | | | |

| | |from gods – special powers etc) | | | |

| | | | | | |

| | |Discuss problems/resolutions in stories | | | |

| | |already read. | | | |

| | | | | | |

| |Tuesday |To plan a myth | | | |

| | | | | | |

| | |Introduction | | | |

| | |Explain to the children that over the next | | | |

| | |two lessons they are going to plan and | | | |

| | |devise their own myths which include a | | | |

| | |quest theme and challenges for the hero. | | | |

| | |Discuss the key aspects of different | | | |

| | |ancient Greek super heroes, for example | | | |

| | |Jason, Pandora, Hercules, and Achilles and | | | |

| | |so on. | | | |

| | |Discuss their characteristics and | | | |

| | |strengths. | | | |

| |Wednesday |Introduction | | | |

| | |Use shared writing to model the start of | | | |

| | |the myth. Ensure that you provide the | | | |

| | |context for the myth you are modelling, for| | | |

| | |example which god has commanded that the | | | |

| | |prize be found. Refer back to photocopiable| | | |

| | |page 48 completed in the whole-class work | | | |

| | |yesterday and also to the list of good | | | |

| | |story-telling phrases collected on Phase 3,| | | |

| | |Day 3. | | | |

| |Thursday | |To redraft and edit own writing |To redraft and edit own writing |Invite the children to read out their |

| | |To redraft and edit own writing | | |revised paragraphs to their response |

| | | | |Ask the children to select their own paragraph |partners and discuss how the changes |

| | |Choose an example of a child’s writing to | |to work on. |have enhanced the writing. |

| | |discuss in class. | | | |

| | |Look at the order of the events. | |They should read this to a response partner who| |

| | | | |can identify what they would like to know more | |

| | |Identify with the children where more | |about in the story. | |

| | |description and events could have been | | | |

| | |added to maintain the reader’s interest. | |The children should then use these responses | |

| | | | |and teacher marking to redraft their paragraph.| |

| | |Re-draft the paragraph, showing the | | | |

| | |children how to start sentences in | | | |

| | |different ways, for example not always | | | |

| | |starting with Then he but using different | | | |

| | |connectives | | | |

| |Friday |To redraft and edit own writing |To redraft and edit own writing |To redraft and edit own writing | |

| | |To plan and write a myth |To plan and write a myth |To plan and write a myth | |

| | | | | | |

| | | | | | |

| | |Return the class to the modelled plan you | |Ask the children continue to write their own | |

| | |made for the story and remind the children | |version of their myth using the characters they| |

| | |that the third challenge is the climax of | |have planned and their list of useful words and| |

| | |the story as this is the one that enables | |phrases. Ensure that all children have written | |

| | |the hero to go through to collect the prize| |a completed myth by the end of this session. | |

| | |and return victorious. | | | |

| | | | | | |

| | |Discuss with the children how to end the | | | |

| | |story you have devised together. Use shared| |IF FINISHED USE MARKING LADDER TO ASSESS WORK | |

| | |writing to write the climax and ending of | | | |

| | |the story, applying the techniques taught | |OR PEER MARKING | |

| | |over the course of the Unit, for example | | | |

| | |use of good story-telling phrases, | | | |

| | |description, strong authorial voice. | | | |

| | | | | | |

| | |As you write, challenge the children to | | | |

| | |identify the key language features you are | | | |

| | |using, for example direct and reported | | | |

| | |speech, story-telling connectives and | | | |

| | |descriptive words and phrases. | | | |

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