Year: - School Improvement Liverpool



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|Written tasks linked through books: |COMPOSITION AND EFFECT |TEXT STRUCTURE AND ORGANISATION |

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|Narrative tasks: | | |

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|Character profiling. | | |

|Conclude account of the battle between Beowulf and Grendel. | | |

|Continue conversation between Beowulf and Hrothgar. | | |

|Continue account of battle between Beowulf and Sea-hag. | | |

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|Non narrative tasks: | | |

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|Write an invitation to feast | | |

|Write a job advertisement | | |

|Wanted posters | | |

|Letter – Beowulf to home | | |

|Recount of the feast in mead-hall. | | |

|Explanation text – how to kill a monster. | | |

|To create a map from detail in text | | |

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|Speaking and Listening tasks: | | |

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|Produce live news report | | |

|Interviewing or being interviewed for job | | |

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|WRITING TASKS: | | |

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|Newspaper report on the fight between Beowulf and Grendel | | |

|How to kill a monster – explanation text. | | |

|To improve description of Grendel’s lair | | |

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|WRITING ASSESSMENT: | | |

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|Description of Grendel’s lair. | | |

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| |Use some words carefully to detail, describe and elaborate |Build up sequence of relevant events ( letter ) |

| |Agreement of word choices: verbs, adverbs, adjectives. |Paragraph |

| |Well-chosen adverbs used for detail |Reference and connections within writing ( letter ) |

| |Viewpoint is evident and consistent |Link paragraphs with appropriate connectives |

| |Narrative writing shows ability to follow particular genre |Link sentences with effective connectives |

| |Use of expanded noun phrases and adverbial phrases |Clear beginning, middle and end ( letter ) |

| |Adapt writing to suit purpose ( wanted posters ) |Endings conclude the writing effectively – the reader is satisfied by ending |

| |sections are elaborated for effect – extended climax etc |To include switching to present tense in dialogue. |

| |Point of view and viewpoint maintained/persuasive where relevant |Appropriate and engaging opening to job advertisement/ explanation text |

| |Most appropriate adjectives used for nouns |Writing flows as events are sequenced ( letter ) |

| |Sentences include well-chosen and matching adjectives, verbs, nouns |Paragraphs are used to organise writing |

| |Add sufficient detail to interest reader |Paragraphs are linked with connective words/phrases |

| |Adjectives, verbs and adverbs used to interest reader |Writing is structured and has satisfying ending |

| |Most appropriate adjectives used for nouns. |Logical sequence of events builds up to a satisfactory ending/ |

| |Use of positional language to add detail: between, beneath, amongst, opposite, |conclusion/climax. |

| |adjacent etc........ |Characters in stories interact in a way expected – fitting of their profile, |

| |Atmosphere and suspense manipulated to create effect |description and characteristics. |

| |Language is lively – well-chosen examples of figurative language |Coherent paragraphing |

| |Reader is given an engaging, purposeful opening and satisfactory conclusion |Vast range of appropriate connective phrases used |

| |Design and layout conventions used accurately and effectively to create effect. |Sentences and paragraphs are effectively and consistently linked with a vast |

| | |range of appropriate connectives phrases – time and subordinate phrases |

| | |–Notwithstanding, Despite this, On top of this...... |

| | |Pace is manipulated for effect – i.e. in stories the climax is extended but |

| | |written quickly or slowly depending on subject, |

| | |Use of subordinating phrases to separate clauses within complex sentences: |

| | |Interweave different elements within well-balanced text – action, dialogue and |

| | |description in narrative – facts, opinions, quotes, indirect speech and |

| | |audience address in non-narrative. |

| |SENTENCE STRUCTURE / SPELLINGS |PUNCTUATION |

| |Structure sentences in different ways |Use other types of punctuation- colon |

| |Use a variety of sentence openings |Vary font size/ style ( wanted posters ) |

| |Use of pronouns to avoid repetition |Words spoken are within speech marks. |

| |Using a range of sentence types |Commas are used at the end of speech and within speech marks |

| |Use of causal connectives /subordinators to start sentences |New speaker on a new line when writing dialogue. |

| |Evidence of complex sentences but subordinators may not be used accurately. |Attempted use of colon |

| |Use of causal connectives /subordinators to start sentences – Because, Despite, |Use of commas to separate clauses |

| |Consequently etc. |Speech ends with correct punctuation - ?! |

| |Connective phrases for time and consequence are used |All words spoken are within speech marks and commas usually used to end speech |

| |Use of time phrases to link sentences/paragraphs |where appropriate. |

| |Uses a wider range of sentence connectives to develop meaning and improve |Wide range of punctuation - : and ; |

| |flow/cohesion. Use of time connective phrases: As soon as, Having done that, No sooner|Commas used accurately to separate clauses |

| |had etc....... |Wide range of punctuation with very few missed opportunities –, dashes |

| |Irregular past tense verbs are spelt correctly |Speech is punctuated correctly with no errors – appropriate punctuation used to|

| |Complex sentences used confidently with a range of subordinates to link related |end speech. |

| |clauses. |Some attempt used at inverted commas and semi colons to replace commas. |

| |In narrative – good balance between action and dialogue to move story on. | |

| |Beginning to use a wider range of sophisticated sentences by writing two or more | |

| |clauses: embedded (drop in clauses), subordinate clauses etc....... | |

| |All types of sentences correctly used and positioned to create varied, well balanced, | |

| |writing | |

|Day |Pages |Learning Intentions |Comprehension Questions |Focus Group |Resources |

| | | |Learning Approach | | |

|2 |10-12 |To be able to write |SUGGESTED GRAMMAR TASK: |Shared write with | |

| | |sentences with word |I or me? |group |Thesaurus |

| | |consistency |Look at the powerpoint – I or me? | | |

| | | |Give the children some examples. | | |

| | |To find synonyms and place |Use the relevant section at | | |

| | |words in order of intensity.| | | |

| | | |ask the children to write some of their own using either me or I | | |

| | | |Q. Why was Grendel so angry? | | |

| | |To be able to correctly use |D. Discuss the contrast in word choices that describe the happiness of those inside with the mood of Grendel outside? (Children could | | |

| | |I or me. |divide whiteboard in two and write down the words that describe happiness against those that detail the misery of Grendel). | | |

| | | |Task: Word ladders – give the children a key adjective/ verb from the page for them to develop, i.e. enraged, wondrous, etc.... | | |

| | | |Using a thesaurus, the children write a list of similar words, placing them in order of intensity: | | |

| | | |Upset – angry – furious – enraged – crazed – apoplectic | | |

| | | |Repeat for other words given. | | |

| | | |From this list the children can then write sentences, using one of the words below and changing the actions of Grendel/ the Thanes, | | |

| | | |accordingly i.e. – if Grendel is described as crazed he needs to do something to demonstrate this. Children top focus on what may come | | |

| | | |next…… | | |

| | | |Teacher to model – ensuring word consistency and using a variety of sentence types and openers. | | |

|3 | 12 |Identify author techniques. |SUGGESTED GRAMMAR TASK: |Children to work |News clip. |

| | | |Tense changing. |independent of | |

| | |Produce live news report |Can the children use the correct tense/person to describe attack? |teacher. | |

| | |with partner. |Oral task – ask the children to report to the following: | | |

| | | |3rd person – past tense |Teacher to circulate| |

| | | |1st person – past tense |class. | |

| | | |1st person – present tense | | |

| | | |3rd person – present tense | | |

| | | |3rd person – future – The villagers are expecting ………. | | |

| | | |After each, discus the language changes. | | |

| | | |Read once again. | | |

| | | |Discuss Grendel’s actions with the class. Which word choices are used to convey the sheer horror of what has happened? Discuss the use | | |

| | | |of alliteration with the class and explain that Morpurgo uses this technique a lot throughout the book, selecting words to create | | |

| | | |alliteration opportunities. | | |

| | | |Discuss the impact of sentence variety with the class: look at the final sentence of three for description and then the simple sentence| | |

| | | |– what impact does this have? | | |

| | | |Explain to the children that their task is to report ‘live’ from this horrific scene. | | |

| | | |Show children a news correspondent clip. | | |

| | | |Discuss the report with the children: initially the report is in the past tense but then it switches to the present as the reporter | | |

| | | |comes under attack. Discuss that the report is missing an interview. | | |

| | | |Children to work in pairs – one reporting live from the mead-hall, the other, an eye-witness reflecting on what they saw. | | |

| | | |Children to practice report from the scene – initially reporter to report what has happened, then interview eye-witness, then finally | | |

| | | |to come under attack and report in the present tense. | | |

|4 |WRITING TASK: |All writing | |

| |Discuss the lair with the class – what clues are there as to what the lair must be like? Discuss habits, features and size of Grendel? Do we think he lives alone? What may be |independently. | |

| |at the lair? Size? Shape? Location? Smells? Sounds? Dry/Damp? Floor? Etc... | | |

| |Children to draw the lair as their plan and label. | | |

| |Children to describe the lair from which Grendel has come. | | |

|5 |No reading. |To be able to classify words|SUGGESTED GRAMMAR TASK: |Shared write with |Job |

| | |by type. |Word collecting sheet: |focus group. |advertisements |

| | | |Give the children the sheet: different types of words. | | |

| | |To identify the features of |Ask the children to sort the first sentence, placing the words into the correct column on the table. Discuss with the children, | | |

| | |a job advertisement. |covering any areas of difficulty. | | |

| | | |Independently, children to sort the words into the table. | | |

| | |To write their own job |WHOLE CLASS TASK: | | |

| | |advertisement for brave |Explain to the children that today’s task is to write an advert which seeks a brave hero to rescue the Danes from Grendel. What would | | |

| | |warrior. |you expect to read in a job advertisement? Allow children to discuss this. | | |

| | | |Show children some of the job advertisements – discuss the features within. Agree that the adverts appeal for the required qualities of| | |

| | | |the candidate as well as state the benefits of the post. | | |

| | | |Discuss with the class what qualities the Danes seek in their hero? Children to write down these qualities onto their whiteboards. | | |

| | | |Again – what can the Danes offer the successful candidate? Children to write these down as well? | | |

| | | |Discuss tone of the advert to the class – do we want it to be cold and to the point or snappy to attract interest? | | |

| | | |Model with the children the preferred style - i.e. snappy: Enjoy fighting monsters? In need of a challenge? Well then – we have just | | |

| | | |the job for you!! Etc... | | |

| | | |Discuss the fact that the advert may be economical with the truth – i.e. not to portray the sheer horror of the situation. | | |

| | | |Children to then write their own job advertisement for hero. | | |

|6 |No reading. |Children to write down |Explain to the children that their task today is to interview Beowulf – a prospective candidate for the job of beast slayer. What do |Children to work | |

| | |questions for job interview.|they need to do before the interview? Set the questions of course! Children to work in threes – a pair to set the questions for the |independently. | |

| | | |prospective beast-killer and the third child to act as Beowulf – predicting the questions asked of him, thinking through his answers | | |

| | | |and also thinking of questions he would like to ask (perhaps – within the year group, all the Beowulf’s could be in the same place so |Teacher to circulate| |

| | |Children to participate, in |as to not over-hear the questions asked – like a real interview!). Beowulf’s could be coached by the teacher to answer the manner |to locate the better| |

| | |small groups, in interview |be-fitting a hero! The interviewing pairs to decide who is asking which question. Teacher to explain that at the end of the interview |groups. | |

| | |for monster killer. |they must ask two questions: do you (Beowulf) have any questions of your own and will you, if offered the job, accept it? | | |

| | | |Children to return to classes and the pair to interview Beowulf. The questioners to write down notes on their answers. |Less able groups | |

| | | |Teacher to circulate the class – listening to as many interviews as possible. Most accomplished group(s) to demonstrate interview to |supported by | |

| | | |the class. |teaching assistants.| |

| | | |Ask the interviewers to choose which ‘Beowulf’’ they would have recruited and why! | | |

|7 | |. |SUGGESTED GRAMMAR TASK: |Shared write with | |

| | | |Give the children the adverbs missing sheet. |children who have | |

| | | |The children need to add suitable adverbs from those given (not top sets) to improve the writing. |the use of commas as| |

| | | |WHOLE CLASS WORK: |a target! (Well – | |

| | | |Discuss the children’s early interpretations of Beowulf – what sort of man is he? |some of them!) | |

| | | |Discuss the tone of the conversations between the guard and Beowulf. What words does Beowulf use to appease and convince the guard of | | |

| | | |his good intentions? Discuss alliteration once again at this point. | | |

| | | |Q What is the intention/ effect of the end phrase ‘or so they thought’? Discuss that throughout the story the author uses lots of | | |

| | | |phrases such as these to provide clues to the forthcoming outcome. | | |

| | | |Show children the sentence which begins – ‘So in war-dress of chainmail shirts........... | | |

| | | |Analyse the sentence on the board, ask the children how many parts there are to the sentence. Why does the sentence still work given | | |

| | | |the amount of parts? Discuss importance of punctuation and short clauses/phrases. Analyse the purpose of each part of the sentence, | | |

| | | |either together as a class or allowing them to work in pairs/independently. | | |

| | | |Model to the class, through shared writing, how to write a similar sentence, replicating the purpose of each part. | | |

| | | |Children to then write their own sentence type keeping to the same pattern as the one studied. | | |

|10 | |To write a letter (recount) |SUGGESTED GRAMMAR TASK: |Shared write with |Video |

| | |from Beowulf to his father. |Replacing all the underlined words with more powerful words. |specific target | |

| | | |Give children the extract – The Great Feast. Can children identify the word types for those underlined (adjectives and verbs). |group. | |

| | |To be able to link |Ask the children to rewrite the words, replacing those underlined with stronger choices. Can the children maintain consistent portrayal| | |

| | |paragraphs with the most |of characters? |Paragraphs would be | |

| | |effective connective. |Discuss. |an appropriate | |

| | | |Do you think that Beowulf’’s words will please the Thanes? |target focus as well| |

| | |To be able to replace words |Watch Beowulf cartoon PART 1 OF 6 – discuss with the children how the video differs from the text. Discus the visual representation |as connective | |

| | |with more powerful synonym. |within the cartoon. |openers. | |

| | | |Task – today the children’s task is to write home to his father, Edgetheow, brother to the king. | | |

| | | |Discuss with the class what the possible content of the letter would be – map out onto the board: | | |

| | | |Safe journey – welcomed by the king – people terrified – feast – Danish Thanes less welcoming – thoughts on the battle to come – best | | |

| | | |wishes passed on his King. | | |

| | | |Discuss with the class that Beowulf may confide thoughts with his father that he had kept hidden from the Danes – what could these be? | | |

| | | |Model write passage with the children, keeping to Beowulf’s character and following structure of plan. Focus specifically on | | |

| | | |connectives to link paragraphs – time, causal, emphasis | | |

| | | |Children to then write their own letter from Beowulf to his father. | | |

|11 | |To identify the powerful |SUGGESTED GRAMMAR TASK: |Independent work |Video clip |

| | |language used by the author |Choosing the correct pronouns. | | |

| | |in the description of the |Children to insert the correct pronoun choice into the passage. | | |

| | |battle. |Discuss the figurative language at the bottom of page. | | |

| | | |Q. Hrothgar spoke his last words – what is the effect on the reader of this line? | | |

| | | |D. Discuss the strength of Beowulf’’s belief in god. | | |

| | | |Q. What clues are there to the outcome of the battle? Children to highlight examples from text. | | |

| | | |Watch the 2nd part of the Video and discus with the class. | | |

| | | |Task: Begin analysis of the first paragraph. Use highlighter on IWB to highlight examples of some of the following: powerful verbs, | | |

| | | |alliteration, adverbs and powerful adjectives. | | |

| | | |Children to highlight further examples before writing them into their books below the four sub-headings listed above. | | |

| | | |Children could use grids to present their work? | | |

|12 | |To write an account of how |After reading, analyse, word for word. Discuss the techniques and word choices used by the author (alliteration, adjective before |Shared write. | |

| | |the battle concludes. |character, metaphors, doubling and trebling of verbs, hyphenated words, elaboration of subject, contrast). Explain to the children | | |

| | | |that they are to complete the description of the fight by writing in a similar style to the author. | | |

| | |To be able to use positional|Show children the image – Grendel minus one arm. Remind the children that their task is to write a concise account of how the battle | | |

| | |language to place. |ends, in the style of the author. Knowing how it ends (Grendel flees minus one arm) the children need to complete the account of the | | |

| | | |battle. | | |

| | | |Discuss the use of positional language with the children – get three children to come to the front and make one child stand out from | | |

| | | |the other (no jumper, bib etc....). Can the children move so that the nominated child is: above, below, opposite, amongst, within, | | |

| | | |between, beneath etc..... Recap meanings with the children. | | |

| | | |Whole class shared write – focusing on positional language, adverbs, sentence types, etc.... No need for marking. | | |

| | | |Children to write on A3 sheet – to the left of image of Grendel. | | |

|13 | |To be able to describe and |SUGGESTED GRAMMAR TASK: |Independent work. | |

| | |detail illustration with |Statement – Command – Question | | |

| | |effective and appropriate |Give children the worksheet: Statements, Commands and Questions. | | |

| | |use of figurative language. |Children to complete the first part – matching the sentence to the type. | |Statements, |

| | | |Discuss with the class. | |Command and |

| | |To recognise statements, |Children to then change from one type to another. | |Question sheet. |

| | |commands and questions. |If time (and if needed) children to write either a command or a question. | | |

| | | |When reading, identify any examples of statements and commands. | | |

| | | |Q. Thus pinioned’ What do you think this means? Why does the author use these words? | | |

| | | |D. Discuss the use of alliteration and similes in the final paragraph. | | |

| | | |Children to identify the similes and metaphors. Discuss the effectiveness of word choices/comparisons on the page. | | |

| | | |Task: Show children the image. Inform the children that their task is to label the illustration with similes (and some metaphors for | | |

| | | |more able) by focusing on notable features of either combatant. Children to write onto the prepared sheet. | | |

| | | |Teacher may need to model one or two to provide starting point. | | |

|14 | |To be able to identify |SUGGESTED PUNCTUATION ACTIVITY: |Shared writing with |Blank adverb |

| | |compound words. |Children to look through their grammar/ punctuation papers – they can discuss with their partners where they went wrong/right. Discuss |appropriate group. |grids |

| | | |any common errors ( briefly ) | | |

| | | |Discuss the impact of the final sentence |Punctuation/Grammar | |

| | |To able to match adverb to |Task: identify the compound words on the page – discuss the difference between compound words and hyphenated words (compound words for |papers | |

| | |verb |spelling this week?) | | |

| | | |Discuss with the children what was going on in the mead-hall. List verbs: drinking, singing, chatting, eating, presenting gifts, | | |

| | |To be able to write an |praising etc….. write into table | | |

| | |eye-witness account of the |Explain to the children that we need to add adverbs to give the reader more information and a better picture in the head. Explain, | | |

| | |celebratory feast |using the grid, what adverbs can do! | | |

| | | |Give the children a blank grid. Model to the children how to fill in grid. Either, ask them for suggestions or suggest adverb yourself | | |

| | | |and ask children to place it. | | |

| | | | | | |

| | | |Verb | | |

| | | |Volume adverb | | |

| | | |Mood adverb | | |

| | | |Speed adverb | | |

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| | | |Eating | | |

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| | | |Heartily | | |

| | | |Feverishly | | |

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| | | |Drinking | | |

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| | | |Excitedly | | |

| | | |Quickly | | |

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| | | |Singing | | |

| | | |Loudly | | |

| | | |Raucously | | |

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| | | |Praising | | |

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| | | |Lavishly | | |

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| | | |Dancing | | |

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| | | |Joyously | | |

| | | |Frantically | | |

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| | | |Explain to the children today’s task – to imagine that you have attended the feast (as a mere Thane) and that you are writing an | | |

| | | |account of what was observed. | | |

| | | |Ask the children to read through the text again – what wouldn’t the Thane know? | | |

| | | | | | |

| | | |Model to the children the structure of recount – opening (what a night that was!) – middle – what happened – end – reflections on the | | |

| | | |event. | | |

| | | | | | |

| | | |Model write a passage from middle of text – be sure to cover adverb use and connectives – linking sentences together. | | |

| | | | | | |

| | | |Model write ending – emphasise importance of strong ending | | |

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| | | |Children to write their own recount of the feast. | | |

|15 | |To be able to identify comma|What clues are there as to what is about to happen? |Focus group with the| |

| | |placement in sentences. |Look at page 41 – go through the page with the class. Discuss the sentence types. Look at the commas and where they are placed – why |teacher – children | |

| | | |are the commas placed where they are. Discuss clauses and how commas are used to separate them. |who need to work on | |

| | |To be able to write |Recap the difference between a clause and a phrase ( no verb in a phrase ) |using commas to | |

| | |extended, three part |Give children the amended version of page (with the commas taken out) and ask the children to add in the commas (paired work would be |separate clauses. | |

| | |sentences (or more) using |good for this). | | |

| | |commas to separate clauses. |Give children the original copy of page – ask the children to compare their comma placement with the original page – how close were |Detailing how | |

| | | |they? They could score themselves out of 11 (11 commas on the page). |Hrothgar reacted to | |

| | | |Now read |the news. | |

| | | |Q.Why did Grendel’s mother take down the arm? | | |

| | | |Now explain to the children that they are going to write extended, compound/ complex sentences using commas, describing the reaction of| | |

| | | |Beowulf. | | |

| | | |Model how to construct – take in 3 verbs from the class to describe three things that Beowulf may do: hunted, shouted, snatched | | |

| | | |(should be loosely connected). | | |

| | | |Then place the three verbs in order: shouted -- snatched -- hunted | | |

| | | |Then model write sentence, ensuring extended clauses are used and commas separate them: | | |

| | | |Beowulf shouted his defiance when he heard the awful news; he snatched his mighty sword and its trusty companion – the shield, and | | |

| | | |hunted for his fellow Geats to join him in pursuing the foulsome fiend. | | |

| | | |Children are to write their own description of how Beowulf reacted – using three verbs of their choosing or by taking three verbs for | | |

| | | |the verb bank on the wall. | | |

| 16 | | |SUGGESTED PUNCTUATION TASK: |Focus group – same | |

| | | |Give children punctuation sheet - ask the children to add inverted commas |task as with |Punctuation sheet|

| | | |Q.What happened to Ashhere? |independent group. | |

| | | |Q. What does the author mean by ‘Opened his word-hoard’? |Try to focus on | |

| | | |Explain to the class that ‘word-hoard’ is a kenning – a norse term where words were created to explain the purpose of something – |children with both | |

| | | |usually compound words, figurative and hyphenated. Look at the kennings powerpoint – slides 1 -6. |speech punctuation | |

| | | |D. What do we think Beowulf’s reaction will be? |and subordinator use| |

| | | |Explain to the children that the focus of today’s lesson is twofold – punctuation of speech and use of subordinators |as the focus group. | |

| | | |Explain to the children that they are to continue the conversation between Beowulf and Hrothgar and that they must use subordinators | | |

| | | |(because, as, since, although, despite, however). Discuss the meaning and use of each word. | | |

| | | |Model text to the children, focusing on the use of the subordinator (linking two clauses instead of comma or semi-colon) as well as | | |

| | | |punctuation of speech. With more able, focus also on differing placement of speaker: Discuss also, use of subordinator as a connective.| | |

| | | | | | |

| | | |Brave Beowulf, gripping his sword tightly, exclaimed, “You have shown me great generosity SINCE I have arrived here in your kingdom. | | |

| | | |BECAUSE of this, I am happy to take up your challenge, HOWEVER, I may not succeed this time”. | | |

| | | |Using the subordinators on the board, the children are to continue the conversation between Beowulf and Hrothgar. | | |

|17 | |To be able to draw map from |SUGGESTED PUNCTUATION EXERCISE. |All independent | |

| | |text description. |Give children sentences sheet – can they add in the commas and full stops? |today |A3 paper ( |

| | | |Q. Why does the author write ‘Then Beowulf, Edgethow’s noble son replied? | |tea-stained ) |

| | |To recognise irregular past |Q. Why had the sea-hag left Ashhere’s head? | | |

| | |tense verbs |TEACHER’S TO ASK CHILDREN, ON OCCASION, TO WRITE ANSWERS ONTO WHITEBOARD. TEACHER COULD DECIDE UPON MARK WEIGHTING (1-3 MARKS) AND | | |

| | | |INFORM CHILDREN. TEACHER COULD ALSO MODEL MAX. MARK ANSWERS. | |Sentences sheet |

| | |To be able to correctly |Read page 46 again. Discuss the tense of each passage – what words tell us which tense is being used? Discuss irregular past tense | | |

| | |demarcate sentences with |verbs – how has the verb been changed when written in the past tense (ride-rode; reply – replied ;) etc…… | | |

| | |capital letters, full stops |Discuss the task with the class – onto A3 paper the children are to draw a map of Hereot from the text references. They can then add | | |

| | |and commas. |the relevant text to the appropriate picture. Model to the children one such example. | | |

| | | |Children to draw the map of Hereot. (Possible display work – tea stained paper?) | | |

| | |To imitate sentence type. |SUGGESTED GRAMMAR TASK: |Shared writing | |

|18 | | |Prepositions. |opportunity with the|Preposition |

| | |To describe battle with |Children to identify the prepositions within sentence. |children who have |sentence sheet |

| | |emphasis on connective use |Children to then insert preposition into sentences. |connectives as a | |

| | | |Analyse the page with the children and annotate. Discuss word choices, alliteration, openers, author’s voice, reader addressed etc….. |target | |

| | | |Discuss the sentence opener: Grisly, grim and gruesome, can the children write their own triple alliterated sentence opener and dash? | | |

| | | |Children to use one of these key words to start and then add to: | | |

| | | |Fierce……….. Angry…………. Slithering…………….. Hideous………. | | |

| | | |i.e. Slithering, slimy, sliding – the foulsome beast writhed it’s way nearer. | | |

| | | |Children to write their own onto whiteboards. | | |

| | | |Explain to the children that their main task today is to describe the battle between Beowulf and the Sea-hag. Discuss that this task | | |

| | | |lends itself to using causal connectives to link sentences/ paragraphs. List or have prepared desirable words, i.e. despite, however, | | |

| | | |although, as a result, consequently. Explain that to use these words – Beowulf must struggle to overcome the beast. | | |

| | | |They didn’t have long to wait. Sensing his moment, Beowulf plunged his sword into the thick neck of the beast, twisting it deeper with | | |

| | | |a mighty thrust. Despite this inconvenience, the sea-serpent continued to writhe and wriggle, trying to force her attacker to | | |

| | | |relinquish his vice-like grip. | | |

| | | |Children are to describe the battle between the two. | | |

|19 | |Plan the content of their |SUGGESTED PUNCTUATION ACTIVITY: |Independent work | |

| | |own explanation text |Apostrophes: contraction/omission or possession? | | |

| | | |Children to sort the words with apostrophes into the table below and then convert two words into contracted form. | | |

| | | |Beowulf has named his sword – what does this tell you? | | |

| | | |D. What do Beowulf’s words tell us about him? | | |

| | | |find the lines that imply the outcome | | |

| | | |WHOLE CLASS TASK: | | |

| | | |Explain to the children that tomorrow they will be writing an explanation text/instruction text, how to kill a monster. | | |

| | | |Examine the explanation text – how to find pirates treasure. Discuss the key features with the children. Determine the differences | | |

| | | |between the two genres: instruction or explanation. | | |

| | | |Discuss task – Beowulf’s guide to killing monsters. | | |

| | | |How has he killed the two beasts so far – discuss common methods/strategies in killing monsters. | | |

| | | |Into their notebooks, children to plan the contents of their explanation text – Beowulf’s Guide to monster slaying. Teacher to model | | |

| | | |possible layouts for plan – children to use one or one of their own to plan their explanation. If time, children could revise 1st plan.| | |

|20 | |Remind the children of task – writing their own explanation task – Beowulf’s guide to Monster Killing. | | |

| | |Ask the children to write down a sentence that they think would make it clear that it has been taken from an explanation text (could | | |

| | |be about anything). Refine, if necessary if children write technical explanations or instructions. | | |

| | |Using these sentences, teacher to recap how to write explanation text. | | |

| | |Focus on the purpose of both the introduction and the ending. Model through dialogue rather than through shared writing to save time. | | |

| | |Children to write their own explanation texts – How to kill a monster – The Beowulf way etc... | | |

|21 | |To write and perform a |Before reading, watch Part 3 of the Beowulf animation. Explore comprehension opportunities and discuss the filming techniques used to |All children working|Beowulf video |

| | |song to celebrate |gradually reveal the monster. |in groups separate |part 3. |

| | |Beowulf’s latest |Return to reading. |to teacher. Teacher | |

| | |victory! |Q. Why did Beowulf sever Grendel’s head? |to only intervene if|Norse songs |

| | | |Q. Why did everyone believe Beowulf to be dead? |needs must |through website. |

| | | |Look at the sentence at the bottom of the page – So Beowulf…….discuss the length of the sentence | | |

| | | |Explain to the children that their task today is to write (and perform) a simple song that celebrates Beowulf’s latest victory. The | |Musical |

| | | |song is to be written by the Danes and performed at his welcoming feast. | |instruments |

| | | |Listen to a selection of songs from the website | | |

| | | |Children should take notes as they listen. | | |

| | | |Recommended songs: Blot Songs, Chants and Hymns – Here me Aesir, By water and land, Wodan chant (Odin) – listen to the midi files. | | |

| | | |Show children some of the words chosen – discuss the simple repetition and basic words choices. Discuss common themes within them. | | |

| | | |Briefly model with the children how to write the song – avoiding rhyme and keeping lines short (free verse poem In effect?!) Children | | |

| | | |to assist the teacher in planning the song. | | |

| | | |Once written discuss with children the tune to accompany the song – practice and refine as necessary. | | |

| | | |Children arranged into groups (3-4) and collaboratively write and practice performance of song. Musical instruments to be used as | | |

| | | |necessary (no music lessons so all percussion instruments should be available). | | |

|22 | |To be able to identify |SUGGESTED GRAMMAR ACTIVITY: |Shared writing with |Clips from the |

| | |phrase or clause. |Phrases or clauses? Could give the children print out of phrases from website? |targeted children |Vikings |

| | | |Work through the worksheet. | | |

| | |To be able to identify |Can the children identify which is the phrase and which is the clause? | |Website with info|

| | |type of clause. |Q. What does the king mean by ‘don’t let a thirst for blood consume you’? | |about Viking |

| | | |Q. What is the tone of the King’s Speech in the hall? | |pastimes |

| | |To be able to separate |Q. Discuss with the class that there is evidence of the author’s opinion on page 60 – can the children identify the parts that show | | |

| | |clauses/phrases with |this? | |Examples of |

| | |commas |Q. Why did the feast end? | |advertising |

| | | |Q. What does the King mean by ‘In you, strength and wisdom are evenly matched’? | |posters. |

| | | |Q. Why did Beowulf give the coastguard the gold-hilted sword? | | |

| | | |D. Are we surprised that he did this? | | |

| | | |Q. How did Hygelac find out about Beowulf’s return? | | |

| | | |WHOLE CLASS TASK: | | |

| | | |Explain to the class that Danes are holding a welcoming banquet in Beowulf’s honour. What sort of attractions might there be at a | | |

| | | |Viking festival? Children to discuss. Look at clips/websites that may give the children better understanding. | | |

| | | |Model with the children how to write persuasive sentences, encouraging people to come. Could look at some examples of persuasive | | |

| | | |adverts to help them with genre. | | |

| | | |Model using phrases and subordinate/main clauses and noun phrases. | | |

| | | |On the lush fields outside Hygelac’s grand palace, enjoy a glass of the finest mead whilst you watch on in amazement at the recreation| | |

| | | |of Bewoulf’s vanquishing of Grendel. | | |

| | | |Children to write their own persuasive sentences following the models provided by the teacher. | | |

|23 | |To be able to choose the|SUGGESTED GRAMMAR ACTIVITY: |Children to be |7 learning powers|

| | |most effective plan for |Words with double meaning: |working in pairs |sheet |

| | |their task |Write one of the heteronyms on the board from the list provided (use a word that the children could use in different ways such as wind| | |

| | | |or record). Ask the children to write a sentence using the word. Encourage sentences of a high standard. Discuss sentences – have any| |A4 paper |

| | |To choose a statement to|of the children used the word in a different way. Explain that these words with same spelling, different pronunciation and different | | |

| | |pursue |meanings are called Heteronyms. | |A3 paper |

| | | |Provide children with other heteronyms – can they define the words in two ways? Can they write two different sentences? | | |

| | |To be able to work with |WHOLE TEXT READING: | |Copies of Beowulf|

| | |a partner |Q. Why does the author use the word ‘hewed’? | | |

| | | |D. Do you think that Beowulf was right to give these gifts to the king? | |Video clips from |

| | |To understand that words|D. Discuss the use of: before list – recap the use. | |R-Drive |

| | |can be spelt the same |D. What does the author mean and intend by the final sentence? | | |

| | |but sound different and |WHOLE CLASS ACTIVITY: | |Heteronyms |

| | |have different meanings.|Explain activity to the class: they are to devise their own enquiry about Beowulf and his learning powers. They have to write a | |worksheet |

| | | |statement about his learning powers and then devise their own plan. They will be writing it after planning it. | | |

| | | |If the children are struggling you could give them an example: The Learning Power that Beowulf uses the most is Resilience. | | |

| | | |Other examples could include: | | |

| | | |It is up to the teacher as to how much scope is given to the children. Would suggest paired task so that learning relationships can be| | |

| | | |fostered? | | |

| | | |Allow children time to discuss their statement. | | |

| | | |Show children the planning sheet on the T-Drive. | | |

| | | |Would this planning sheet work for your chosen statement? Children to discuss. | | |

| | | |Children to work together to plan their statement. | | |

| | | |Children free to use any of the resources available to them to help plan their statement. | | |

| | | |MINI PLENARY: | | |

| | | |Children to feedback their plan and explain why they have chosen their particular planning style. They could do this to another pair. | | |

| | | |Natalie to get the children to use the visualiser. | | |

|24 |No reading |To be able to write |SUGGESTED SENTENCE LEVEL TASK: |Guided Writing: | |

| |. |statement, following |Continuing from Tuesday – adding clauses or phrases into sentences. | | |

| | |plan. |Show children the worksheet on the board – can they add in phrases or clause? | | |

| | | |D.– Discuss meaning and use of despite | | |

| | | |Show children an example of a discursive writing that will benefit their writing. Discuss language, style and features. | | |

| | | |Shared writing: Model with the children how to turn plan into writing. | | |

| | | |Write to a statement that none of the class have selected. | | |

| | | |Model writing: model write part of the middle of the discursive writing. | | |

| | | |Model write ending to discursive writing. | | |

| | | |Children to write their own discursive writing arguing their statement. | | |

| |No reading |Sentence imitation |Introduction: |Children to work as |Copies of Beowulf |

| | | |Explain to the class that they have today to finish their chapters. |directed: at times in | |

| | |Completion of Chapter|Discuss with the class that this afternoon they will be reading and marking each other’s work. |pairs but for the most|Examples of story |

| | |writing |Provide children with blank peer assessment sheet. Explain that this afternoon, the children will be using this sheet to mark their |part, individually. |openers |

| | | |friends work. | | |

| | | |As a class, agree what should be on the sheet. Children to fill in the classes’ agreed success criteria onto the peer evaluation | |Selection of |

| | | |sheet. | |historical stories |

| | | |Which do the children feel they haven’t achieved yet? | | |

| | | |Could work on today? | |PC’s turned on |

| | | |Main Task: | | |

| | | |Children must finish their chapters today. | | |

| | | |Children should read their partner’s chapter today and iron out any inconsistencies. | | |

| | | |Children to agree on ending of chapters to ensure continuity. | | |

| | | |Teacher to model climatic scene – referring to author techniques: repetition, impact sentences, ellipsis, alliteration, figurative | | |

| | | |language, onomatopoeia words etc…. | | |

| | | |Model with the children style of ending. What type of chapter endings do the children like? What type does Morpurgo favour? Model at | | |

| | | |least one type of ending. Could provide a workshop for an alternative ending style? | | |

| | | |Children to continue and conclude their chapter. | | |

| | | |Plenary: | | |

| | | |In the afternoon, children to complete their chapters and mark their friends’ using peer evaluation sheet. | | |

| |67-73 |To be able to answer |Suggested grammar activity: | | |

| | |comprehension |Irregular plurals: | | |

| | |questions. |From the list provided, write three words on the board that have irregular plurals i.e. woman child story etc. | | |

| | | |Can the children work out what they have in common? Discuss. | | |

| | |To be able to |Read out other words – children to write down the plural form onto their whiteboards. Go over any misconceptions with the children. | | |

| | |identify words with |Model correct spelling. | | |

| | |irregular plurals. |Read to page 73 but don’t ask questions: | | |

| | | |COMPREHENSION ACTIVITY: | | |

| | |To be able to |Children to have a comprehension sheet with the following questions – children to answer them into their books. | | |

| | |correctly spell |Would suggest discussing the weighting of each question and how to answer accordingly. | | |

| | |irregular plurals. |Could model one of the three point questions to set expectations. | | |

| | | |Q: PG 70 Why did the slave want to seize the goblet | | |

| | | |Q: PG 70 What was the priceless pillow? | | |

| | | |Q: PG 71 How did the dragon know the goblet had been taken? | | |

| | | |Q: PG 71 What does it mean – ‘Possession was all his joy’? | | |

| | | |Q: PG 71 Why didn’t the dragon chase the slave straight away? | | |

| | | |Q: PG 71 What was the effect on the dragon of the man stealing the golden goblet? | | |

| | | |Q: PG 71 Why was the dragon so looking forward to killing the man? | | |

| | | |Q: Choose the best word ( from those given ) to describe the slave and explain your answer | | |

| | | |Q: Choose the best word ( from those given ) to describe the dragon and explain your answer | | |

| | | |Can you write your own question for a friend to answer? | | |

| | | |Refer to scanned page on the board. | | |

| | | |Go through the answers with the class, using the scanned copy of pages 70-71 to help. Get the children to mark their own work. | | |

| | | |Watch Part 4 of the Animated series. | | |

|31 |Pages 74-76 |To be able to |Write three titles on the board, taken from different texts: |Shared writing with |Copies of Beowulf –|

| | |distinguish between |The Viking Invasion of England |target group. |pages 74-76 |

| | |different forms of |The Vikings: Murdering Marauders | | |

| | |discursive writing. |Beowulf: Fact or Fiction? | |Venn Diagram sheets|

| | | |Ask the children to discuss in pairs what these genres have in common and what sets them apart? | | |

| | |To be able to sort |Take feedback quickly. Do the children understand what links all three? Explain that all three are taken from discursive texts and | |Feature cards |

| | |features on Venn |that they share some similar features but that many of their features are set apart. Outline lesson objective. Ask the children to | | |

| | |Diagram. |score, at this point, how confident they feel in being able to meet objective. | |Blu-tac |

| | | |First task: | | |

| | |To pursue own |Children given 2 or 3 way Venn Diagram and, using blu-tac, they stick on the features. Children to do so in pairs. | |Visualiser |

| | |learning through ELLI|Reading: | | |

| | |model |: What word would best describe Beowulf here? | |Examples of |

| | | |D: Discuss the use of Kennings? | |different genres |

| | | |D: If you heard this, how would it make you feel? | | |

| | | |D: Discuss use of adverbial openers, adjectival openers. | |Connectives |

| | | |Main task: | |worksheet |

| | | |Explain to the children that they are going to look at resources to help them work out which features are most appropriate to each | | |

| | | |genre. They are free to use the resources provided in the box but that they need to justify why they have selected them. They have to| |Note books |

| | | |complete the Venn Diagram by given time. They are able to work together – using their learning relationships. | | |

| | | |Shared writing with focus group: | |Completed Venn |

| | | |Shared write – Beowulf – Fact or Fiction with the group. Work with targeted children. They can alter their Venn Diagram as they go | |Diagram |

| | | |along. They could also have a list of connectives to draw upon. | | |

| | | |Plenary: | |Beowulf book |

| | | |Ask the children to look at Venn Diagram. Could use the visualiser so they can explain their thoughts? | | |

| | | |Show children complete Venn Diagram on the board – let them compare. What did they get right? Are there any on the board that they | | |

| | | |think are wrong? Use critical curiosity. | | |

| | | |Can the children match genre to original titles from start of lesson? | | |

| | | |Can children say one line from chosen title/genre? | | |

| | | |Can the children rank their confidence now? | | |

| | | |Did the children enjoy the lesson – what could have been done differently? | | |

| | | |Explain that over the next few days we will be writing to these genres and that tomorrow they will see an extract and match it to | | |

| | | |genre. | | |

|32 |No reading |To be able to match |SPELLING TEST/ NEW SPELLINGS/ HOMEWORK | |Text/Title extracts|

| | |writing to genre. |Recap the activity from yesterday. | | |

| | | |Using the Venn Diagrams, can the children match the extract on the sheet to the three different forms of discursive texts? Discuss. | |Discursive |

| | |To be able to plan |Look again at some of the extracts/text examples from yesterday (scanned pages into t-drive) annotate with the children – reinforce | |powerpoint |

| | |argumentative |different features. | | |

| | |discursive writing. |Can the children match the titles on the sheet to the genres? | | |

| | | |Introduce writing task: Was Beowulf a good role-model for children? | | |

| | | |Discuss with the children. What type of discursive text is this? Agree it is argumentative. How would a persuasive text be titled – | | |

| | | |Beowulf was a good role-model. | | |

| | | |Explain to the children that their task today is to plan this piece of writing for tomorrow. They can use their own planning style | | |

| | | |but teacher may like to model suggestions. | | |

| | | |Could refer to discursive powerpoint as aid | | |

|33 | |To be able to write |Recap writing task: |Shared write task with|Discursive |

| |No reading |argumentative |Set out paragraph plan with the class, discussing purpose of each of the paragraphs. Discuss format of paragraphs (use the discursive|target group. |powerpoint |

| | |discursive writing. |powerpoint to support) as to whether we will have all supporting points together or use counter balances (concede to other side). | | |

| | | |Discuss possible connectives to link paragraphs. Stress importance of ending. | |Connective/Conjunct|

| | |To be able to |Model write one of the paragraphs to the class (from main body of text). | |ion sheet |

| | |distinguish between |Children to use their plans to write their own argumentative text. | | |

| | |connectives and |Shared write with focus group. | | |

| | |conjunctions. | | | |

|34 |Pages 78 - 84 |To be able to plan |Suggested grammar question: |Shared writing: would |Website |

| | |and write persuasive |From the connective/conjunction sheet ask the children to highlight the connective/conjunction. |suggest writing with | |

| | |task |Discuss difference. Children to sort the connectives on the sheet. Children can use the connectives worksheet. |targeted group. |Trimmed paper for |

| | | |Can the children work out the writing genre from each extract? | |plans |

| | | |Reading: |Would recommended | |

| | | |Q: What does the author think of Beowulf’s companions? |writing a middle |Their own Venn |

| | | |D: Discuss the use of the dash for extra information |paragraph, using key |Diagrams, genre |

| | | |D: Analysis of page 80 – discuss the tools used by the author to create tension and drama. |features of persuasive|matcher etc….. |

| | | |Q: Why did Wiglaf attack the dragon’s throat? |discussion: | |

| | | |Q: Your Golden Inheritance – What does this mean? | | |

| | | |Q: Why does Wiglaf gather the treasure so quickly? |Emphasising | |

| | | |Show children the title of next piece of writing: The Geats were right to ask Beowulf to fight the dragon. They could, if they |connectives | |

| | | |prefer, argue the other side. They should write to the one they believe so that writing can be emotive and powerful. |Rhetorical language | |

| | | |Ask the children what sort of discussion text this is? Ask the children how this persuasive discussion should be written differently |Powerful adjectives | |

| | | |to argumentative text: Was Beowulf a good role model? What different features will we need to use this time? Children to refer back |Emotive language | |

| | | |to their Venn Diagrams. . |Etc……… | |

| | | |Discuss with the class how the planning should reflect the task: model an idea that they can moderate (or leave them to plan their | | |

| | | |own). |Could save as model | |

| | | |Children to plan their writing – The Geats were right to let Beowulf fight the dragon or The Geats should not have let Beowulf fight |for tomorrow. | |

| | | |the dragon. | | |

|35 |No reading |To write opening to |SUGGEST GRAMMAR ACTIVTY: |Would suggest guided | |

| | |persuasive discussion|Irregular plurals/ apostrophes. |writing rather than | |

| | | |Using the list of irregular singular nouns, children to write down the pluralised form. For the more able, the children can turn into|shared writing as | |

| | | |possessive plural – children’s, potatoes’ etc… |writing continued | |

| | | |Children to write answers onto their whiteboards. |tomorrow? | |

| | | |WHOLE CLASS TASK: | | |

| | | |Remind children of task. | | |

| | | |Through shared writing, model a passage of the persuasive text. Encourage contributions from the children who can use their | | |

| | | |connective workboards and Venn Diagrams to help them. | | |

| | | |Children to begin to write the first part of their persuasive text. They also have tomorrow to finish it. They should aim to write | | |

| | | |2-3 high quality paragraphs explaining why they believe what they do. Tomorrow they will have time to pick apart the opposing side | | |

| | | |and write strong conclusion. | | |

| | | |Watch part 5 of the Beowulf animation? | | |

|36 |Rest of book |Conclude writing of |SUGGESTED GRAMMAR SENTENCES: | | |

| | |persuasive discussion|Discuss use of conditional sentences. | |Last pages of book |

| | | |Explain to the class that conditional sentences could be useful in today’s lesson. | |photocopied |

| | | |Give the children the first part of conditional sentence: can the children produce the last part? | | |

| | | |If the Geats had convinced their leader to shirk the challenge, | | |

| | | |If Beowulf refused to fight the dragon, | | |

| | | |If Beowulf had taken more men with him, | | |

| | | |D: Was Wiglaf wise to speak to the men like this? | | |

| | | |D: Discuss Wiglaf’s character – what sort of man is he? | | |

| | | |Q: Why is Wiglaf so eager to get rid of the dragon? | | |

| | | |MAIN TASK: | | |

| | | |Remind children of task. | | |

| | | |Look again at example of persuasive discussion and look closely at the part where other opinion destroyed (could use example from | | |

| | | |genre matcher last week?). Look at features and language used. | | |

| | | |Also, explain to children the importance of ending (the knockout punch!). | | |

| | | |Children to now conclude their writing. | | |

| | | |Watch last part of the video | | |

| | | |Discuss the text with the class – what did they like about it? What would they change? | | |

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