Unit:2 Narrative Traditional Stories and Myths / Date: Week beginning 14th Jan / Year group: 5

Key Learning Objectives:To identify the features of myths and legends

Thursdays objectives:

  • Revision of Spelling Strategies, Rules and Tools Chart

• To ensure that the children have an understanding that there is a range of

strategies which will help them spell unfamiliar words.

• To create a Spelling Strategies, Rules and Tools Chart.

• To revise a selection of Strategies, Rules and Tools learnt in Year 4.

Learning Outcome for unit: To write own myths or legend.

Session / Shared learning and teaching / Independent learning / Plenary / Assessment criteria
Mon
14th Jan
1 / Guided Reading Group 1
(The Wooden Horse)
Reading of a short story ‘Kakaret’ by Jane Grell.
Children discuss with partner about what type of story this is – what does it remind them of? Have they read similar stories?
  • What features tell you that this is a traditional story, e.g. Once there was…; stock characters (poor widow, some lazy and vain children, one good child)
  • Draw out information that has been given, e.g. about setting and main characters.
/ Provide children with a copy of the ‘Bones of the story Pandora’s box’ and ‘Bones of the story Garden of Eden’. Explain that these are two creation stories that have been chopped up into sections. Ask children in pairs to sequence each of the stories in the order that they think makes sense so that they have a clear chronology of events in the two stories. / Gather the children together and discuss what the stories’ sequence of events were. Discuss the children’s ideas of what a myth is. Ask the children to identify whether any of the characteristics are in the stories they sequenced.
Clarify with children different definitions of myths, legends and fables:
1 A traditional story based on real events but changed over time.
2 A traditional story with heroes and gods that explain how things occurred. / Children can recognise the features of a myth’
Children can compare and contrast two different stories.
Tuesday
15th Jan
2 / Guided Reading Group 2
Using lap tops children continue to type up Police reports from last week.
EducationCity Spelling. / Children type up reports, / Ask individual children to read their reports / Children can identify the features of the text type (Reports)
Wed
16th Jan
3 / Read Pandora’s Box Extract 1 Discuss the author’s use of language to describe the different characters, setting and narrator voice. Focus particularly on the how the writer shows Pandora’s curiosity about the box.
Through shared reading, identify the different techniques the author has to show the characters of Epimetheus and Pandora. Discuss the effects of the choice of vocabulary on the reader. Explore how the text would sound with different adjectives or phrases that are less powerful. Ask the children to discuss the images the words create in their heads as they are reading them. / Provide children with copies of the extract. Ask them to underline all the words or phrases that describe the box; find three phrases that show what Epimetheus is feeling; find five examples that show that Pandora is curious about the box.
Support: Ask them to find examples of three things Pandora says. / Return to the text and discuss with the whole class the details the author uses to show how the box tempts her. Record or highlight these on the text. / Children are able to explore how the writer uses language for dramatic effect.
Thursday
17th Jan
4 / Test on spellings. Give out new spellings.
Group 1:help, unhelpful,
excite, excitement, believe,
believable
Group 2: excite, unexcitable, believe,
unbelievable, respect, disrespectful
Handwriting practise.
Spelling work / ‘Which strategy, ‘Rule or Tool’
(See lesson Plan, Barking and Dagenham.Term 1: Week2 lesson 4) / Ask individual children to comment on their work and explain what strategies, rules or tools they thought would be most useful to spell the words on the sheet. For example,
I thought that in order to spell the word ‘information’ it would be best to break it
into syllables.’. ‘I thought that to spell ‘sunshine’ it would be best to think of it
as a compound word ‘sun’ and ‘shine’.’ . ‘We thought that knowing the rules
about adding ‘s’ to words that end in ‘y’ would help to spell ‘babies’.’ ‘We couldn’t
agree on which strategy to use for ‘because’. You could break it into syllables but
a good tool to use would be a mnemonic like ‘big elephants can always
understand small elephants’. ‘We thought the best way to know how to spell
‘days’ was just by remembering it rather than by thinking of the rule about adding
‘s’ to words that end in ‘y’.’
• Prompt and support the class to ask them questions