Name: Alison Pymm



This Unit of Work was designed by a third year BA (QTS) student teacher for a Key Stage 2 (Year 3) English class (age 7–8 years). Note how she links the activities to the Primary National Strategy, in the ’Learning objectives’ column. She is careful to detail throughout the unit how the outcomes will be assessed, and to make links with other areas of the curriculum. This unit is also an example of medium-term planning – how a sequence of lessons on a topic follow on from each other, although these may, of course, be adapted in the light of evaluation of the early lessons

With thanks to Alison Pymm, Sheffield Hallam University

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| Unit of Work |Subject/Area of learning (& |English |Year |Y3 |

|(Week 2 and Week 3) |theme) |Myths & Legends |(class/set) | |

|Learning |Activity and organisation |Pupil outputs |Assessment of outcomes |Special Resources needed |Reinforcement of |

|objectives |(including differentiation) | |Criteria | |learning in other areas |

| | | |How | |(e.g. K&U, literacy, |

| | | | | |numeracy, ICT) |

|Lesson 1, Week 2 |Setting |Children to describe |Criterion: Children are able define the term |Smart Board Presentation |ICT |

| | |what a Myth is and offer|‘Setting’ and use appropriate vocabulary in |Three ‘Settings’ – saved to |Art |

|Children will learn:|Using the Smart Board Presentation to scaffold learning, revise the|explanations for the |order to describe a particular setting |Mrs R’s Folder |Speaking and Listening |

|What is a ‘Setting’?|definition of ‘Myth’ and ask if anyone knows the meaning of |term ‘Setting’ | |A4 paper | |

| |‘Setting’. Display definition on the Interactive Whiteboard (IWB). | |How: Children can verbally define the term |Pencil | |

|Reference to Primary|In order to reinforce the meaning, display the three ‘settings’, in|Children to look at each|and are able to describe and draw a |Laptops (one between two) | |

|National Strategy |order, on the IWB. Ask the children to state the setting for each |of the three images |particular setting | | |

|(PNS): |illustration and list descriptive vocabulary (on the board) which |displayed on the IWB and| | | |

|PNS (Strand 1): |best describes, and sets the scene, for each image |describe the setting for|Assessment: Observation, questioning and | | |

|Develop and use |Discuss how the vocabulary used can create a picture in the mind of|each |production of illustration | | |

|specific vocabulary |the reader | | | | |

| |Task: Working with their partners (mixed ability), the children are|Children to work with | | | |

| |to number themselves 1 and 2. No. 2s are to access Image 1, saved |partners, describing and| | | |

| |to Mrs R’s Folder, and they have approximately three minutes to |sketching two different | | | |

| |describe the image. No. 1s must not look at the scene; they must |settings | | | |

| |use the description of their partner to recreate the illustration | | | | |

| |on a piece of A4 paper |Children to record wow’ | | | |

| | |vocabulary around the | | | |

| |After three minutes, ask the illustrator to think of the most |illustration and feed | | | |

| |helpful ‘describing words’ their partner used, and note them around|back to teacher | | | |

| |the illustration. Ask the children for those words or phrases and | | | | |

| |note the best ones on the board | | | | |

| |Children to swap roles and repeat | | | | |

| | | | | | |

| |NB: As a backup, in case of network problems, have Images 1, 2 and | | | | |

| |3 available to load onto the IWB. In this case, the children who | | | | |

| |are illustrating would face away from the IWB and the children who | | | | |

| |are describing would face the IWB | | | | |

| | | | | | |

| |Differentiation by outcome and targeted questions | | | | |

|Lesson 2, Week 2 |Quest (and Quest Maps) | |Criterion: Can the children define (verbally)|Smart Board Presentation |Speaking and Listening |

| | | |a quest? Can the children recognise features |Laminated A4 ‘Narnia’ Quest | |

|Children will learn:|Using the IWB presentation to scaffold learning, revise the term |Children to define key |of a Quest Map (verbally)? Can the children |Maps | |

|What is a ‘Quest’? |Myth and Setting (the image accompanying the definition for Setting|terms: |use the Quest Map provided to write a |A3 laminated Quest Maps | |

|What is a Quest Map?|currently reflects a comparison made by the children to Hogwarts |Myth |description of one of the settings within |White board pens | |

|How to use a Quest |and the castle in Image 1 used in the previous lesson) |Setting |that map? |English books (to record | |

|Map to scaffold the | |Mythical Creature | |ideas) | |

|writing of a Myth |Ask the children if anyone knows what the term Quest means? Display| |How: The children are able to define | | |

| |the definition on the IWB. Ask the children to think about the |To discuss features of |(verbally) a Quest and a Quest Map. The | | |

|Reference to PNS: |different Myths they have heard over the past week – are any of |Myths: Hero/Heroine |children are able to write a description of | | |

|PNS (Strand 9): |them Quests? Which ones? |tends to save the day, |one setting featured in a Quest Map | | |

|Select and use a | |usually involve a | | | |

|range of descriptive|Display the ‘Narnia’ map on the IWB – ask the children if anyone |villain (e.g. Hedes); |Assessment: Observation, questioning and | | |

|vocabulary |recognises this Quest Map? Ask the children to organise themselves |can include gods (e.g. |individual written work | | |

| |into groups of four (so they are able to see the map). Ask them to |Zeus) | | | |

|PNS (Strand 11): |select one place on the map. This is their setting. What could | | | | |

|Compose sentences |happen to their hero or heroine, specifically in this setting? The |Children to select a | | | |

|using adjectives, |children are given a couple of minutes to discuss options and |setting and describe | | | |

|verbs and nouns for |decide on the best scenario. Each group is to feed back to the |what could happen to | | | |

|clarity and impact |class |their hero within that | | | |

| | |setting | | | |

| |Main task | | | | |

| | | | | | |

| |Explain that the children are to work in groups of three. Using the| | | | |

| |large A3 laminated Quest Map, they are to select three places | | | | |

| |(settings) and circle them with the white board pens – ideally one | | | | |

| |each. They should then follow the model displayed on the IWB – | | | | |

| |write the setting and, using descriptive vocabulary and full | | | | |

| |sentences, describe what could happen to their hero or heroine in | | | | |

| |that setting. Make clear that the children are not writing a story,| | | | |

| |but are just describing what could happen to their hero. Ask the | | | | |

| |children to recall some of the challenges faced by heroes in Myths | | | | |

| |we have read as a class – reinforce the features of a Myth (they | | | | |

| |tend to involve a quest, the hero is not killed and good tends to | | | | |

| |win over evil) | | | | |

| | | | | | |

| |Plenary | | | | |

| | | | | | |

| |Read examples of the children’s work. Discuss how the use of a | | | | |

| |Quest Map may be useful in story-writing | | | | |

|Lesson 3, Week 2 |Quest (and Quest Maps) | |Criterion: Can children define a Quest and a |Smart Board presentation |Drama |

| | | |Quest Map? Can the children contribute, by |Very large piece of paper (or|Speaking and Listening |

|Children will learn:|Using IWB presentation recap on the definition of Myth, Setting and|Children to verbally |illustrating and naming a setting, to a whole|roll of lining paper) | |

|How to construct a |Quest |define: |class Quest Map? Can children contribute to a|A3 Quest Map (from previous | |

|Quest Map |Discuss how we used the Quest Map yesterday to help with |Myth |shared writing task? |lesson) | |

|How to use a Quest |story-writing ideas |Setting | |Access to Word processor (for| |

|Map as a | |Quest |How: The children, using knowledge from |shared writing) | |

|story-planning tool |Main task |Quest Map |previous sessions, can define a Quest and |Post-its to record ‘wow’ | |

| | |Features of a Myth |Quest Map. The children can contribute to |vocabulary | |

|Reference to PNS: |A large class Quest Map: On a huge piece of paper, draw an island | |both a shared writing task and a whole class | | |

|PNS (Strand 1): |in the centre. Explain that everyone is going to contribute to the |Children to contribute |Quest Myth | | |

|Sustain |map by adding different features (settings) to it. Encourage the |to a whole class Quest | | | |

|conversation, |children to name their setting and describe it (possibly write key |Map – children to draw |Assessment: Observation, questioning and | | |

|explain and give |description words on Post-its). Encourage some children (if finding|and label settings |written contribution to Quest Map | | |

|reasons for their |the task difficult) to develop (add onto) other children’s ideas. | | | | |

|choices |Refer to the Quest Map used in previous lessons to scaffold |Children to answer | | | |

| |learning |questions from other | | | |

|PNS (Strand 3): | |children and teacher | | | |

|Actively include and|Shared writing: Encourage the use of the class Quest Map for |about their setting | | | |

|respond to all |scaffold writing. Together, write an extract from a Myth – perhaps | | | | |

|members of the class|write a story plan (characters, plot, including quest and select |Children to contribute | | | |

| |three settings). Focus on one setting and together write a |to shared writing story | | | |

|PNS (Strand 11): |description (encourage speaking and listening activities to develop|plan | | | |

|Compose sentences |ideas) | | | | |

|using adjectives, | | | | | |

|verbs and nouns | | | | | |

| | | | | | |

|Lesson 4, Week 2 |Writing activity: Children to write a description of the setting |Children to write a |Criterion: Can children write a description |Whole class Quest Map |Drama |

|(shorter lesson) |they drew on the whole class Quest Map. Children to focus on what |description of the |of what they can see, hear and smell within |Examples of connectives |Speaking and Listening |

| |they can see, what they can hear and what they can smell. Children |setting they drew on the|their setting? Can children include at least |displayed around the room | |

|Through Drama, how |should also include a minimum of one complex sentence, containing a|whole class map |one connective within their description? |Copy of Theseus and the | |

|to empathise with a |connective (15-minute activity, in silence) | | |Minotaur | |

|character in a story| |The children must write |Can children contribute to ‘Decision Alley’? | | |

| |Quests through drama |specifically about what | | | |

|To write a | |they can see, what they |How: The children can write a description of | | |

|description of a |Read Theseus and the Minotaur. Discuss the structure of the story |can hear and what they |what they can see, hear and smell within | | |

|setting, focusing on|(the plot) |can smell. The children |their setting. The children have incorporated| | |

|what they can see, |Form ‘Decision Alley’ |must also use a minimum |at least one connective | | |

|what they can hear, |A volunteer plays Theseus, who is trying to decide whether or not |of one connective within| | | |

|and what they can |he should attempt to slay the Minotaur. The class line up on two |their description |The children contributed to the Drama | | |

|smell |sides: the ‘You should go and try to slay the Minotaur’ side, and | |activity ‘Decision Alley’ | | |

| |the ‘It’s too dangerous, don’t go’ side |Drama activity | | | |

|How to use a complex|Theseus walks down the ‘Alley’ and, as he gets to each child, they |Children to listen to |Assessment: Observation, questioning and | | |

|sentence in |try to convince him of their argument |the story of Theseus and|individual written work | | |

|story-writing | |the Minotaur | | | |

| |When he reaches the end, he has to decide which side provided the | | | | |

|References to PNS: |best argument and make his decision based on that |With guidance, children | | | |

|PNS (Strand 9): | |to form Decision Alley | | | |

|Select and use a |Plenary |and contribute to the | | | |

|range of technical | |activity | | | |

|and descriptive |Discuss the best arguments made during Decision Alley. Collect |Children to discuss the | | | |

|vocabulary |descriptive words for Theseus (to demonstrate an understanding of |best arguments and use | | | |

| |the character) |descriptive words to | | | |

|PNS (Strand 11): | |describe Theseus | | | |

|Compose sentences | | | | | |

|using adjectives, | | | | | |

|verbs and nouns for | | | | | |

|precision | | | | | |

| | | | | | |

|PNS (Strand 8): | | | | | |

|Empathise with | | | | | |

|characters and | | | | | |

|debate moral | | | | | |

|dilemmas portrayed | | | | | |

|in texts | | | | | |

|Lesson 5, Week 2 |Revise terms and features covered over the past two weeks (Myth, |Children to verbally |Criterion: Can the children create their own |Quest Maps from Lesson 2 |Art |

| |Setting, Mythical Creature, Quest, Quest Map and features of a |define Myth, Setting, |Quest Map? |Smart Presentation |Speaking and Listening |

|How to use their |Myth) |Mythical Creature, |Can the children incorporate three settings |A4 paper | |

|knowledge of Quest | |Quest, Quest Map and |in that Quest Map? Can the children name each|Coloured pencils | |

|Maps, gathered over |Display the whole class Quest Map and the Map used in the previous |features of a Myth |setting? |Dictionaries | |

|the week, to create |session – use for scaffolding the children’s learning. Discuss how | | | | |

|their own Quest Map |a Quest Map could help when planning a story. Explain that the |Children to contribute |How: The children can create their own Quest | | |

|– containing three |children’s map is going to be used to plan their Myth, to be |to discussion on how a |Map. The children can incorporate three | | |

|different Settings |written next week. Consequently, they need to think carefully about|map could help them plan|settings within their Map. The children have | | |

| |the settings they include in their map |a story |named each setting | | |

|How to use a Quest | | | | | |

|Map to scaffold the |Main activity |Children to design their|Assessment: Observation and individual | | |

|planning of their | |own Quest Map on an A4 |written/illustrated work | | |

|Myth |Children to draw their own Quest Map – focusing specifically on |sheet of paper | | | |

| |three settings in that map. Each setting must be drawn in detail | | | | |

|Reference to PNS: |and labelled with a name. Focus on spelling ‘Myth-specific’ |Children to use ‘wow’ | | | |

|PNS (Strand 1): |vocabulary – encourage use of dictionaries (both online and in book|vocabulary and spell it | | | |

|Sustain |form) |correctly, with the aid | | | |

|conversation, | |of a dictionary | | | |

|explain or give |Once completed, and checked, the children can shade and colour | | | | |

|reasons for their |their map. (This Quest Map will form part of the planning process |Plenary | | | |

|choices |for next week and be used to illustrate the children’s story) | | | | |

| | |Children to show | | | |

|PNS (Strand 6): |Plenary |examples of their work | | | |

|Children to spell | |and contribute to | | | |

|unfamiliar words |Show examples of children’s work and ask for ‘wow’ vocabulary which|ambitious vocabulary | | | |

|using known |could be used to describe specific settings. Record the best |wall | | | |

|conventions |examples and display on the ‘wow’ word wall | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|Lesson 1, Week 3 |Revise terms and features covered over the past two weeks (Myth, |Children to verbally |Criterion: Can the children use the Thesaurus|Pre-printed character sheets |ICT |

| |Setting, Mythical Creature, Quest, Quest Map and features of a |define Myth, Setting, |within Word? |Laptops | |

| |Myth) |Mythical Creature, |Can the children build up a bank of |Thesaurus | |

| | |Quest, Quest Map and |adjectives to describe a character within a | | |

| |Introduce the main activity. Revise ‘Thesaurus’. Demonstrate how to|features of a Myth |Myth? | | |

| |use the thesaurus on Word (Review, place the cursor in the middle | | | | |

| |of the word, select Thesaurus – the alternative words appears down |Children to explain what|How: The children can use the thesaurus in | | |

| |the right hand side) |a thesaurus is used for |Word | | |

| | | |The children can build up a bank of | | |

| |Main activity |Children to use the |adjectives to describe a character in a Myth | | |

| |Children are presented with images of mythical creatures, heroes |thesaurus displayed on | | | |

| |and heroines. Children, working in pairs, build up a bank of |the IWB | | | |

| |adjectives to describe each. (There are four different character | | | | |

| |sheets: provide each pair with two sheets – then each pair will not|In pairs (ICT partners),| | | |

| |be using the same stimulus.) Ask the children to think of two |children to discuss | | | |

| |adjectives for each character initially, and then find an |adjectives for each of | | | |

| |additional four adjectives per character using the thesaurus. |their characters – note | | | |

| |Encourage use of thesaurus within Word – the process is much |them in the text boxes | | | |

| |quicker and involves a key ICT skill |on the sheet. Children | | | |

| |Once each pair has six adjectives per character, the children |to use the | | | |

| |should select their favourite and put it into a sentence |thesaurus in Word to | | | |

| |For more able writers, encourage the children to write a paragraph |find alternative | | | |

| |introducing each character |adjectives | | | |

| | | | | | |

| |Plenary |Children to write a | | | |

| |Collect together ‘wow’ words and evaluate the use of a thesaurus |sentence containing | | | |

| | |their favourite | | | |

| | |adjective | | | |

| | | | | | |

| | |Whole class collation of| | | |

| | |‘wow’ words | | | |

|Lesson 2, Week 3 |Show the IWB presentation – encourage discussion |Children to answer |Criterion: Can the children create three |IWB Presentation |Art |

| | |questions appropriately |characters: a villain, a hero or heroine, and|Template for Trading Cards (2| |

| |Main activity | |a mythical creature, for use in their own |per sheet – clarify to | |

| |Following on from the previous lesson on adjectives and characters,|Children to create their|Myth? |children that they are only | |

| |the children are to create their own characters for their own Myth.|own characters for their|Can the children create their characters |to complete three) | |

| |Using a template based on a trading card format, the children draw |Myth – they must have a |using a Trading Card format? | | |

| |their own hero, villain and mythical creature, which are to appear |hero/heroine, a mythical| | | |

| |within their own Myth. (Particularly for lower-attaining pupils, it|creature and a villain –|How: The children can create three characters| | |

| |may be wise to stipulate that they use a character from existing |using a Trading Card |for use in their own Myth | | |

| |Myths – some children tried to incorporate sci-fi characters within|format |The children can create these characters | | |

| |Myths and this led to some confusion.) The children should fill the| |using a Trading Card format | | |

| |two smaller boxes with two adjectives to describe their character –| | | | |

| |refer to work completed yesterday. They should also complete the | | | | |

| |strengths and weaknesses of each character. Ensure that the | | | | |

| |children only complete three character cards – these characters | | | | |

| |will appear in their Myths | | | | |

| | | | | | |

| |Plenary | | | | |

| |Show examples of the children’s work – again, collate ‘wow’ words | | | | |

|Lesson 3, Week 3 |Read another example of a Myth from The book of Myths and Legends. |Children to discuss how |Criterion: Can the children complete a plan |IWB | |

| |Ask the children to think about how the Myth begins – the opening |the author grabs the |for their Myth? |The Book of Myths and Legends| |

| |sentence and how the Myth develops |reader’s attention | |A plan template | |

| |Discuss how the author has grabbed the reader’s attention | |How: The children can create a plan for their| | |

| | |Children to complete |Myth | | |

| |Main activity |their story plans using | | | |

| |Story plan template |the work on Quest Maps, | | | |

| |Children to devise (individually) a plan using the template |Character Cards and | | | |

| |provided. Children to refer to their original Quest Map, their |vocabulary | | | |

| |Character Cards and their vocabulary walls to scaffold their | | | | |

| |writing. |Children to share their | | | |

| |NB: Remind the children that they are not inventing characters, |work | | | |

| |setting, etc. from scratch, but are to use their work to scaffold | | | | |

| |their writing | | | | |

| | | | | | |

| |Plenary | | | | |

| |Read examples – note ‘wow’ words | | | | |

| | | | | | |

|Lesson 4, Week 3 |Read another Myth from The Book of Myths and Legends. Discuss the |Children to discuss the |Criterion: Can children begin writing their |The Book of Myths and Legends|NA |

| |beginning, middle and end of the Myth |techniques used by the |Myth using the checklist to scaffold their |IWB | |

| | |author |writing? |Checklist for Myth writing | |

| |Main activity | | |Laptops | |

| |Read through the checklist for the children’s list – |Children to read through|How: The children can begin to write their | | |

| |lower-attaining children will need support to read and understand |the checklist and use |Myth using the checklist to scaffold their | | |

| |each stage |this checklist to |writing | | |

| |Children to begin writing their Myth. Lower and average attainers |structure their Myth | | | |

| |should use the opening line on the IWB; higher attainers could try | | | | |

| |to think of their own. Explain that they have two days and so they | | | | |

| |shouldn’t rush their story. Encourage use of adjectives and | | | | |

| |connectives | | | | |

| | | | | | |

| |Plenary | | | | |

| |Read examples of the children’s work | | | | |

|Lesson 5, Week 3 |Read examples of the children’s work | |Criterion: Can children write their Myth |IWB |ICT |

| |Discuss how the children could build tension and interest the | |using the checklist to scaffold their writing|Checklist for Myth writing | |

| |reader during battle or rescue scenes. Encourage the use of a final| |and checking? |Laptops | |

| |sentence such as ‘Finally, Hercules had completed his quest and | | | | |

| |could return home.’ | |How: The children can write their Myth using | | |

| | |Children to complete |the checklist to scaffold their writing and | | |

| |Main activity |writing their Myths |checking | | |

| |Children to finish their Myths. Once completed, children could type| | | | |

| |their Myth onto Word or copy it neatly onto thick paper. |Children to check their | | | |

| |NB: You may want to experiment with typing Myths directly onto |writing using the | | | |

| |laptops – this is particularly motivational for boys and draws |checklist | | | |

| |their attention to spelling errors | | | | |

| | |Children to write up or | | | |

| |Plenary |type up their Myth | | | |

| |Read completed Myths | | | | |

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