Y3/4: Spring Term Fiction 3B: Myths and legends Main texts: Can You Catch A Mermaid/ The Seal Children/ BeowulfThis lesson plan makes reference to session resources. These can be downloaded from https://www.hamilton-trust.org.uk/browse/english/y34/spring/110465

Wk 1 Monday Tuesday Wednesday Thursday FridayW

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(You will need a copy of Disney’s Little Mermaid) To kick off myths and mythical creatures, show chn 2 clips, first from Disney’s ‘Little Mermaid’ & 2nd from a 1968 Russian cartoon https://www.youtube.com/watch?v=Zvyt2fdWJAQ The best part of this is from about 5 minutes in. Show about 4 mins from this point. It’s a darker mermaid story, and serves as a contrast with Disney! Make a mind map of all we know about mermaids. Tell chn that in mythology across different cultures there have been mer-people, emphasising there are stories about mermen as well as mermaids. Also, merpeople have not always been seen as benign, e.g. Sirens in Greek mythology). Make a list of questions about merpeople which we would like to answer by the end of our lesson today!Comprehension 1/ Spoken language 1

Revisit the mind map we made yesterday. Briefly discuss the variety of merpeople stories. Explain that today we will read an English mermaid story ‘Can you catch a Mermaid?’ by Jane Ray. Read the first page (‘Have you ever seen a mermaid?’), and ask chn to predict what they think might happen in this story. Draw out the idea that the mermaid of this story may lose some precious object and be unable to return to the sea. What might this be? Do you think it will be found? Draw chn’s attention to the stunning illustrations. Do chn know any other books by Jane Ray? Read the story, and briefly discuss as a class. Tell chn, using tentative, open language, some of your impressions and favourite aspects of the story.Comprehension 2

Re-read ‘Can you catch a Mermaid?’, asking chn to take over a phrase or two in the telling. When you come to the page where Eliza is pictured with her dad by the boat, show text enlarged on plan resource. Together read final passages of the book, underlining the verbs as you go. Can chn see which words you have underlined? What do you notice about the verbs in the final three passages? They are (apart from one) in the present tense. Talk to chn about why the narration changes from past to present tense at this point. Tell them that there is another verb form we often use in English, the ‘present perfect’. Show how this is formed (see plan resources) and briefly explain how it is used. It is often used for questions. Show the blurb and first page of the book for an example of this.Grammar 1

Talk to chn about apostrophes! What are they? Why do we use them? Do chn find them confusing? Elicit the uses of the apostrophe, and write up chn’s ideas on f/c. On http://www.keystage2literacy.co.uk/apostrophes.html there is a useful summary to discuss. Chn then work with a partner to find all the apostrophes in a copy of the page in the story where Eliza first sees Freya on the beach. Chn highlight these and discuss why the apostrophe is used in these words.Discuss the apostrophe for belonging, both singular and plural.Draw a girl and a shell, and write ‘The shell which belongs to the girl = The girl’s shell’ Then add in another girl and write ‘The shell which belongs to the girls = The girls’ shell’ Can chn spot how the placing of the apostrophe has changed? Transcription 1

Tell chn that we will read another myth, about a similar sort of mythical creature. This is set in Wales, although there are similar tales from Scotland. Look at cover of ‘The Seal Children’. Who is the ‘mermaid’ here? Read the blurb and read the Wikipedia page on selkies – (Wikipedia page contains nudity. You may want to copy text in advance to look at.) http://en.wikipedia.org/wiki/Selkie Briefly discuss the similarities between selkies and merpeople. Today we are going to read, and learn, the opening passage of this story. Give out to pairs a copy of the opening page of the story, and ask them to read it through carefully. Can chn highlight the verbs in this passage? Which do you think are most powerful, and why? Talk especially about the personification of the sea. Agree a good action for ‘crash’ and ‘bite’, explaining that chn are to start to learn this piece by heart.Spoken language 2/ Grammar 2

Objectives Dimension Resources

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y3/4 Spr F Plan 3B

Y3/4: Spring Term Fiction 3B: Myths and legends Main texts: Can You Catch A Mermaid/ The Seal Children/ BeowulfSp

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a. listen/ respond appropriatelyb. ask relevant questions to extend their understanding and knowledgee. give well structured descriptions, explanations and narratives for different purposes

1. Monday: Generate interest in mermaids and merpeople through shared research and art work.Activity 1: Use Wikipedia, suggested websites and other sources including books and stories to research merpeople in mythology and take notes to contribute to class mind map.Activity 2: Create paintings or collages (in pairs or groups) of merpeople using plan resource to provide ideas. Rotate mixed ability groups.Plenary: What did chn find out? Did we answer any of our questions? Add new information/ ideas to the mind map created at the start of the session. Enjoy the art work!

http://www.gods-and-monsters.com/mermaid-mythology.htmlhttp://www.livescience.com/39882-mermaid.html (some nudity)‘Pictures of merpeople – Mermaids and Mermen!’ resourceCopy of Disney’s ‘Little Mermaid’

j. gain and maintain interesti. participate in performancesh. speak audibly/ fluentlyl. select/use approp. registers

2. Friday: Learn a passage by heartChn work in pairs to learn passage by heart. They may map it in pictures, or add actions or instrumental sounds. They should have a text map with some actions or sound effects to present to class by the end.Plenary: Allow time to show a few text maps/ initial performances of the opening piece. Discuss which ones work particularly well and how well chn have memorised the passage! Compile a class text map using chn’s ideas to act as a shared resource.

Paper for text mapsinstrumentsCopies of book pages

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e. identify themes / conventionsd. increase familiarity with a wide range of books, including...myths and legends

1. Monday: Generate interest in mermaids and merpeople through shared research and art work.Chn will discuss different mermaid stories they know, and compare the two versions of ‘The Little mermaid’. Plenary: (See Spoken Language 1)

‘Pictures of merpeople – Mermaids and Mermen!’ resourceCopy of Disney’s ‘Little Mermaid’

e. identify themes and conventions3d. predict what might happen3c. draw inferences such as characters’ feelings1a. listen to and discuss a wide range of fiction

2. Tuesday: Discuss the story through ‘book talk’. Write responses to the story.Easy: Work with chn who struggle with comprehension/ listening, etc. to re-visit the story in a group. Then look at comprehension questions together (plan resource), discussing chn’s own thoughts. Formulate answers to questions, and complete as guided writing, scaffolding their sentence starters carefully.Medium/ Hard: Give time for paired discussion, then chn write their own responses to the book using plan resource.Plenary: Share feelings about the story, especially drawing out the theme of loss, and how the mermaid brought about change in Eliza’s life after she left. Be aware of the sensitivity of this issue for some children!Plenary: (See Grammar 1)

Comprehension questions.Can you catch a Mermaid? By Jane Ray

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Transcription: Spelling- apostrophes to mark where letters are missing/ singular possession in nouns- place the possessive apostrophe accurately in words with regular plurals

1. Thursday: Practise appropriate use of the apostrophe with regular pluralsEasy/ medium: Correct sentences with errors in the use of the possessive/ plural apostrophe. See plan resource.Hard: using the same sentences from the plan resource, dictate sentences for chn to scribe and punctuate correctly. Add further examples with a mixture of possessive/ plural apostrophes. Chn check each other’s work.Plenary: Look at irregular plurals, e.g. children/ men/ women/ people and note where the possessive apostrophe is placed.

Apostrophe pupil sheetshttp://www.keystage2literacy.co.uk/apostrophes.htmlCopies of page from book

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y3/4 Spr F Plan 3B

Y3/4: Spring Term Fiction 3B: Myths and legends Main texts: Can You Catch A Mermaid/ The Seal Children/ BeowulfGr

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arb. use of the present perfect verb form instead of the simple past

1. Wednesday: Write questions for the characters in the story, some using the present perfect form of the verb.Easy/ middle: Use the plan resource to write questions for each of the characters in the story, remembering to include a ‘Have you ever...?’ question using the present perfect. Remind chn about punctuating with a question mark.Hard: Imagine, and write a dialogue between Eliza and her Dad. It could begin ‘Eliza, have you seen Freya since she left?’ You may want to briefly role play this first to gather ideas, prompting chn to ask other questions and give answers in the present perfect and writing these up.Plenary: Hot seat a chosen character from the book. Include questions using the present perfect as written by the chn in their independent activities.

Can you catch a Mermaid? enlarged pageQuestion sheetPresent perfect information sheetAny suitable dressing up clothes for ‘hot seating’ a character

-begin to recognise verbs-discuss and use powerful verbs (Y3)

2. Friday: Main teaching session – Identify powerful verbs.Chn highlight the powerful verbs in the story. Check that they can identify a verb and understand its role in the sentence.Plenary: (See Spoken Language 2)

Setting for the ‘Sea Children’ sheet

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y3/4 Spr F Plan 3B

Y3/4: Spring Term Fiction 3B: Myths and legends Main texts: Can You Catch A Mermaid/ The Seal Children/ BeowulfWk 2 Monday Tuesday Wednesday Thursday Friday

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Use the shared story map created on Friday to recite the opening passage of ‘The Seal Children’. Today we are going to read the book, and compare it with the ‘Can you Catch A Mermaid?’ story. Read through, enjoying the beautiful illustrations, and discuss with chn. What are similarities and differences between the two stories? Chn may recognise that this is a more traditional sounding telling, with more arcane, evocative language. Tell chn that many legends tell stories about communities, and this is one of those. Together read the first paragraphs of Jackie Morris’ description of the setting for the book on http://www.jackiemorris.co.uk/village.htm and discuss why the village is now abandoned.Comprehension 3

Begin by reciting the opening of ‘The Seal Children’. Explain that we are learning this because we will write our own legends next week and will compose an opening based on this one! Talk about the fact that one feature of myths is they often have a particular kind of opening to draw the reader in, often taking us back in time. Remind chn that legends often tell the story of a community (discussed yesterday). Start to list the features of legends on f/c. Elicit also that the language of legends is usually very rich and rather old-fashioned sounding! Read chn the story again, asking chn to write on Post-its examples of old-fashioned but very evocative language. Share examples of these. Display to draw upon later. Spoken Lang 3/ Composition 1

Tell chn we will start to read another legend, Beowolf. This time from the Viking tradition. It also features another mythical creature, but not a friendly one! Show illustration on p.10-11. Discuss chn’s first impressions of Grendel! Read opening 2 paragraphs of the story. What do chn notice? Draw out again features of legends: rich language, and the way the story-teller draws the reader back through time at the start. Who is telling the story? Point out that narration here is in the 1st person, so the story-teller’s voice is heard. Talk about how legends are often oral tales, passed down through generations. Discuss what is meant by 1st/ 3rd person and collect 1st person pronouns (I, we, me, my) and 3rd person (he/she/it/ they, etc.) Read the story up until the end of p.27 and discuss chn’s impressions so far. Grammar 3/ Transcription 2

Read the rest of the first Beowulf story (up to p.40) Discuss with chn parts of the story they enjoyed most. Why do you think the legend of Beowulf has proved so enduring? Remind chn that the story is 1500 years old, and before it was written down it was passed on orally as an epic poem. Talk about the appeal of the main character, Beowulf, and that it is an adventure story. Do chn think the story has any truth, or real life events in it? Look at this site: http://www.mythencyclopedia.com/Ar-Be/Beowulf.htmlDiscuss the origins of the story. Are there any similarities between Beowulf and ‘The Seal Children’? Both legends tell stories about a community, have traditional openings, mythical beasts and have very rich language. Comprehension 4

Show chn an enlarged picture of Grendel placed in centre of f/c. Take 3 or 4 suggestions for adjectives to describe the monster. Write these around the picture. Tell chn that you will read a passage from the story which evokes a strong mental image of Grendel. Recap what we call words which describe a noun – adjectives; Y4 chn are going to listen out for powerful adjectives. Then tell Y3 chn that they are going to listen out for the powerful verbs. Give out Post-its and read the first paragraph of p.28. When finished, collect together words chn identified and write adjectives (often hyphenated here) around the picture, and verbs in red beneath.Grammar 4/ Composition 2

Objectives Dimension Resources

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c. use relevant strategies to build vocabularyh. speak audibly and fluently using standard English

3. Tuesday: Memorisation of part of a storyChn memorise and rehearse the opening passages of a familiar story. Ensure they are fluent and that they can recite these passages from memory. They will need them when they come to write their own legend next week.Plenary: See Composition 1

Seal children description page

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e. identify themes and conventions in a range of booksd. increase familiarity with a wide range of books, including ...myths and legends

3. Monday: Group reading of ‘About the story’ part of book.Give chn a copy of the final page of the book ‘About the Story’ to read in pairs. Chn then draw a picture of how they imagine the village looked in its heyday, when the story was set, and write a few sentences describing what life in the village was like in their own words. Support weaker readers and chn with poor comprehension skills. More able readers can read the expanded account provided (see plan resource)Plenary: Watch the powerful scene where a selkie sheds her skin from ‘The Secret of Roan Inish’ https://www.youtube.com/watch?v=s7gM4FHJ5-M

https://www.youtube.com/watch?v=s7gM4FHJ5-MVillage by the sea descriptionCopies of last page of ‘The Seal Children’

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y3/4 Spr F Plan 3B

Y3/4: Spring Term Fiction 3B: Myths and legends Main texts: Can You Catch A Mermaid/ The Seal Children/ BeowulfCo

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ne. identify themes and conventions in a range of booksd. increase familiarity with a wide range of books, including ...myths and legends

4. Thursday: Identify features of a legend in BeowulfUse the plan resource to identify and describe the features of a legend within the tale of Beowulf. As extension activity, chn can research other legends using books and internet. Collect any other examples of legendary characters or monsters and draw pictures with annotations/ descriptions.Plenary: Watch https://www.youtube.com/watch?v=AJ_N3XH3ntI. Discuss any differences between book and cartoon version.

https://www.youtube.com/watch?v=AJ_N3XH3ntIBeowulf comprehension

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c. spell words that are often mis-speltf. write sentences dictated by teacher that include words... taught so far

2. Wednesday: Correctly spell pronouns and possessive pronounsSee Grammar (Wednesday)Plenary: Writing dictated sentences using commonly mis-spelt words

Beowulf point of view exerciseWhiteboards/ pens

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Person – understanding that writing can be third or first person-appropriate choice of pronoun within and across sentences

3. Wednesday: Identify/ write sentences in first and third personUsing the plan resource, rewrite the account of the night before Grendel’s fight with Beowulf in the first person, encouraging chn to think of it as a diary entry. Go through the first sentence together orally to demonstrate this.Lower attaining chn may need support in doing this, orally reworking sentences before writing.Extend more able chn by asking them to continue the account to include Beowulf’s first sight of Grendel, still in the style of a first person diary entry.Plenary: call out a sentence using 1st or 3rd person. Chn write the sentence on WBs, and say whether their whole sentence is in 1st/3rd person. Focus on commonly mis-spelt possessive pronouns, e.g. ‘their’ and ‘our’.

Beowulf point of view exerciseWhiteboards/ pens

- use powerful verbs-begin to recognize the concept of a verb

4. Friday: Create a mythical beast for your own legend, and briefly describe using powerful verbs/ adjectives.Tell chn that they are going to start work on their own legends today, by designing a mythical beast as a central character for their own legends. Encourage them to reflect on other mythical creatures, including merpeople and selkies, which they have encountered in their reading and draw upon these for inspiration. Tell chn they need to plan and draw this carefully, and then write up some powerful adjectives and verbs which they may use in describing their creature.Plenary: Chn talk to a partner about their creature. Is it good or evil? Where does it come from? How does it interact with people? Encourage rich, old-fashioned sounding language and ambitious vocabulary.

Any images of mythical creatures from books encountered so far, plus any that occur in popular chn’s books (Tolkein/ Harry Potter, etc.)Post–it notes

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a. plan writing by discussing writing similar to that which they are planning to write in order to understand and learn structure, vocabulary and grammar

1. Tuesday: Use ‘magpied’ phrases in writing descriptive paragraph based on an illustration from the story.Give chn a copy of the plan resource showing Ffion and Morlo on the beach calling their mother. Ask chn to write a descriptive paragraph, using some of the words and phrases gathered in the main teaching session to describe the scene, and the chn’s feelings at the time. Support weaker writers by approaching this as shared writing, modelling the composition process and using the evocative phrases chn collected.Plenary: Share good examples of descriptive paragraphs. Discuss effective word choices and structure.

Seal children description page

e. in narratives, create settings, character and plotb. discuss and record ideas

2. Friday: Design and describe own mythical beasts!See Grammar 4.Plenary: See Grammar 4

See Grammar 4

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y3/4 Spr F Plan 3B

Y3/4: Spring Term Fiction 3B: Myths and legends Main texts: Can You Catch A Mermaid/ The Seal Children/ Beowulf

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y3/4 Spr F Plan 3B

Wk 3 Monday Tuesday Wednesday Thursday Friday

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Remind chn that this week we are going to write our own legends, using as many of the features of a legend as we can. We have designed our mythical creatures, and next we are going to think about the setting for our story. Again, discuss the settings we have seen in the three books we have been studying, and talk about the fact that legends are usually set long ago and tell the story of a community in some way. Can chn still remember the opening to ‘The Seal Children’? Use the story map if necessary to guide the class retelling. Today we are going to work on our setting and write an opening passage like the one in Jackie Morris’ story. Ask for a suggestion of a setting (mountain/ moorland/ coastal/ forest) and model shared writing an opening passage using the guidance (plan resource)Composition 3/ Spoken Lang 4

Start by asking chn to discuss their setting and mythical creature in pairs. Now we need to think about the story itself! Recap briefly on the features of a myth displayed on your working wall. Today chn are going to produce a story map outlining the structure of the narrative so that we can start writing the main part of our myths. Together re-read the opening paragraph you produced in shared writing, and use this to elicit ideas about the story itself. Turn these into a large story map, noting down powerful vocabulary that we can integrate and ‘magpie’ at the appropriate points, including fronted adverbials (e.g. ‘Later that evening,...) Model telling the story orally, using the ambitious vocabulary and adverbial phrases, and editing as you go.Composition 4/ Grammar 5

Ask chn to talk through their story maps with a partner. Focus on the hero of your myth. Who is she/he? How extraordinary is s/he? Does s/he have a quest, or journey to make? Remind chn of Beowulf’s heroic qualities. Show simple animation of the Beowulf story from 1:10 secs inhttps://www.youtube.com/watch?v=dpw3r229Vyc which shows the hero’s first encounter with the Danes in speech bubbles. Discuss how dialogue in speech bubbles does not need speech marks, but that in written dialogue we need to use this punctuation. Use the animation to model writing up the dialogue, using other punctuation correctly within speech marks, and selecting more powerful verbs instead of ‘said’. Chn discuss where, in their stories, they will write the story using dialogue.Composition 5/ Grammar 6

You will need to have written up the beginning of the shared story that you planned as a class for today’s session, which includes a dialogue between the hero and another character. Show chn this. Read through as a class, asking chn for any suggestions as to improved vocabulary choices, punctuation, etc. Tell them you need their help in writing the middle part today! Consult shared story map. Model orally rehearsing a next sentence, perhaps using a fronted adverbial. Ask chn where you should start writing the new part of the story. Do I just carry on from the end of the last sentence? Elicit that you need a new paragraph, because you are starting a new part of the story. Show chn that the story map structure can be used to help you know when to start a new paragraph. Together compose the middle section as shared writing, discussing paragraphing as you go. Composition 6

For the first part of today’s lesson, talk with the children about how they feel about their stories so far. Have they included as many of the features of a legend as they can? Together read the story you have been writing as a class, and model commenting (using two stars and a wish) on aspects of the story which are successful and any changes or improvements which could be made, writing these on a large Post-it note. Remind chn to consider their partner’s use of language, the structure of the story, and how well they have described the setting and characters. Allow a few minutes for chn to read each other’s stories, and then re-convene to feed back. Tell chn that today we are going to write the endings to our legends. Discuss briefly the fact that legends end with good overcoming evil!Composition 7

Objectives Dimension Resources

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i. participate in discussions and performances

4. Monday: Rehearse a memorised story openingChn practise a memorised story opening, recalling the phrases and the cadences of the original. They will use this in writing their own story opening. Plenary: See Composition 3

Opening passage guide and template

Y3/4: Spring Term Fiction 3B: Myths and legends Main texts: Can You Catch A Mermaid/ The Seal Children/ Beowulf

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y3/4 Spr F Plan 3B

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- use fronted adverbials (Y4)- use of commas after fronted adverbials

5. Tuesday: Use fronted adverbials to structure events in their stories See Composition (Tuesday)Chn write adverbial phrases on their story maps to aid their story telling. It would be useful to have a selection of suggested examples on your working wall.Plenary: Which fronted adverbials have chn used in their story maps? Take a few examples, and model writing these up with a comma after the phrase, then creating the rest of a sentence.

A selection of examples of fronted adverbials displayed on working wall

- Use inverted commas and other punctuation to indicate direct speech, a comma after reporting clause, end punctuation, etc.

6. Wednesday: Write beginnings of their story, to include dialogue between hero and another characterUsing their story maps, chn write beginning of their stories. Include a dialogue between their hero and another character and punctuate it correctly. Remind that when a character starts speaking we use a capital letter, even if the speech is not at the beginning of the sentence. We also start a new paragraph when the speaker changes.Plenary: Play the speech punctuation activity on http://www.iboard.co.uk/iwb/Punctuate-Me-Super-Heroes-Complex-Speech-2485

https://www.youtube.com/watch?v=dpw3r229Vychttp://www.iboard.co.uk/iwb/Punctuate-Me-Super-Heroes-Complex-Speech-2485

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a. plan writing by discussing writing similar to that which they are planning to write in order to understand and learn structure, vocabulary and grammarc. in narratives, creating setting, character and plot

3. Monday: Write the opening passage to their legendUsing the plan resource, chn write the opening for their own legend, outlining the setting evocatively. Support chn in selecting more archaic language, and in using the structure of the original opening to ‘The Seal Children’, noting the ‘power of three’ in writing description, and a combination of longer and shorter sentences. In mini plenaries throughout the session, model using a thesaurus to find and select archaic vocabulary.Plenary: Have selected chn read out their finished openings, and encourage others to comment constructively on the language and sentence length used.

Opening passage guide and templateHave the original passage from ‘The Seal Children’ visible on display

b. Discuss and record ideasc. compose and rehearse sentences orally...building rich vocabulary and sentence structurese. create settings, characters and plot

4. Tuesday: Create story maps for their own mythsChn draw their story maps and annotate as modelled in teaching session. Support those who struggle with generating ideas, encouraging them to stick closely to the format of the books read over the last two weeks.Plenary: See Tuesday (Grammar)

A3 paperSelection of fronted adverbials on display

5. Wednesday: Write up beginning part of their own myths(See Wednesday (Grammar)

https://www.youtube.com/watch?v=dpw3r229Vyc

d. organise paragraphs around a theme

6. Thursday: Write up the middle part of their stories, using paragraphing accuratelyChn use story maps to structure the paragraphs in stories, writing up the middle section. Remind the chn to stop before they get to the ending! Help chn who have ‘lost their way’ or who need help with story structure.Plenary: As a class, compose the ending of the story you have been working on, and read through together.

Your shared story

g. assess the effectiveness of their own and each other’s writing, and suggest improvementsj. read aloud their own writing

7. Friday: Provide paired feedback on stories so far, and finishing writing.Chn need to finish their legends today, and read them through. They may want to design a cover/ illustrations for legends. Outside of the literacy lesson if necessary, plan for chn to share their stories with another class, or with their own parents in school. Celebrate their hard work and the wonderful myths they have written!

Post-it notesAn audience!

Y3/4: Spring Term Fiction 3B: Myths and legends Main texts: Can You Catch A Mermaid/ The Seal Children/ BeowulfBooks: ‘How to Catch A Mermaid’ by Jane Ray ISBN 9781841212968‘The Seal Children’ by Jackie Morris ISBN 9781845071097‘Beowulf’ retold by Michael Morpurgo ISBN 9781406305975

Websites: https://www.youtube.com/watch?v=Zvyt2fdWJAQhttp://www.keystage2literacy.co.uk/apostrophes.htmlhttp://en.wikipedia.org/wiki/Selkie http://www.jackiemorris.co.uk/village.htmhttp://www.mythencyclopedia.com/Ar-Be/Beowulf.htmlhttps://www.youtube.com/watch?v=dpw3r229Vychttp://www.iboard.co.uk/iwb/Punctuate-Me-Super-Heroes-Complex-Speech-2485 http://www.teachfind.com/national-strategies/legends-more-specific-features

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or

any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability

for any loss or damage arising from the use of any Links.

Scroll down for Outcomes

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y3/4 Spr F Plan 3B

Y3/4: Spring Term Fiction 3B: Myths and legends Main texts: Can You Catch A Mermaid/ The Seal Children/ BeowulfOutcomes

Monday Tuesday Wednesday Thursday Friday1. Begin to understand what a legend is and carry out research into mythical creatures2. Respond through art to legends

1. Participate in good quality ‘Book Talk’ about Jane Ray book2. Respond to a book with appropriate questions and careful answers

.1. Begin to understand, recognise and use the present perfect form2. Hot seat characters from story

1. Discuss use of apostrophes in plurals and possessives2. Correct sentences using apostrophes so that they are used appropriately

1. Read/listen to ‘The Seal Children’ and text map the opening2. Identify powerful verbs from a story opening

1. Compare ‘Can you Catch A Mermaid?’ and ‘The Seal Children’ and describe the setting of the latter.2. Start to learn a familiar story opening by heart

1. Discuss features of legends2. Collect exciting and interesting vocabulary3. Write a descriptive paragraph

1. Read and discuss first part of ‘Beowulf’2. Re-write passage changing it from 3rd to 1st person.

1. Finish first Beowulf story and discuss its origins2. Identify features of a legend in ‘Beowulf’

1. Identify powerful adjectives and verbs in a written description of Grendel2. Create and describe own mythical creatures

1. Participate actively in the shared writing of an opening to a class legend2. Write own story opening based on learned story opening from a familiar legend.

1. Map out own legends and tell orally2. Include fronted adverbial phrases on story maps

1. Write a dialogue using speech punctuation2. Write beginning part of own legends

1. Discuss accurate paragraphing through shared writing2. Write middle part of own legends

1. Peer assessment of each other’s legends2. Write final part of legends3. Share legends with an audience

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y3/4 Spr F Plan 3B