White House Primary School

White House Primary School

Summer Term 6

Whole School Theme: Literacy – Greek Myths

Year Topaz

Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

6 / Literacy
7. Use knowledge of diff organisational features of texts to find information effectively.
1. Respond appropriately to the contributions of others.
8. Interrogate texts to deepen and clarify understanding and response. / LI – role play a scene
SC
- work together and organise carefully.
- how would they act?
- what would they do?
- what conversations would they have? / Introduce new myth. Apollo and the Chimera. Tell the first part of as a Greek storyteller.
Story map the story so far. Link to features of myths.
Chn to discuss what they think will happen next based on what they know about myths. / Chn to show their scenes. Peer assess based on features of myth.
What have you learned?
Focus Groups / Differentiation – Mixed ability
Chn to act out in grps the ending to the story. Chn to justify their actions based on what they know about features of myths – thinking hats / Key Questions
Highlighted in yellow
Resources
Apollo and the Chimera
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

7 / Literacy / LI – create an ending for a story.
SC
- / Recap yesterday’s lesson.
Is there any improvements they would like to make on their endings? Why?
Chn to act out their thoughts and ideas from yesterday.
Remind of ingredients for a myth. Are they all included? Is there anything they need to add? / Storyteller to read second part of the story. Were there any surprises?
Show Plenary PPT prompts and link with 6 thinking hats.
Focus Groups / Differentiation
Chn to story map the ending to their story.
SEND – IW
LA – BP encourage detail and linking
A - IND paragraphs to describe
HA – to write their ending / Key Questions
Resources
Plenary PPT
A and C story
Ingredients for a Myth PPT
Flip chart
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

8 / Literacy / LI – ask questions to learn more about a character?
SC
- / Discuss what we have learnt so far about Myths. Structure/ingredients?
Introduce – Daedlus and Icarus. http://myths.e2bn.org/mythsandlegends/view_myth.php?id=1598
Ask chn to predict what will happen at key points in the story. Discuss how Daedlus feels about building the labyrinth for King Minos – knowing the terrible secret. How does Icarus feel about being locked away in a tower?
Chn to predict what they think may happen at the end of the story. Role play ending
Read the last part. Is this what they expected? Chn to describe Daedlus emotions when he looses his son. What evidence is there in the text to support this?
Discuss what qs are. Discuss how we can learn more about a character through asking qs. Can we find any examples of qs in the text?
Recap open and closed questions.
Discuss the differences between the two.
What words do we normally start qs with?
What
When
Why
Where
Who
How
On the IWB display a closed question for Daedlus.
How can we turn this into an open question? / Chn to share their qs.
Which ones shall we ask Daedlus?
BP to role play Daedlus
What have we learnt further about the character through asking qs?
Focus Groups / Differentiation
Chn generate open questions to ask Daedlus using text as support.
Chn to share ideas orally before writing questions.
HA – 6 open ended questions
A – Work in pairs to think of 4 open questions
LA – with BP
SEND - Work as a group to generate questions. Record on EasiSpeak - IW / Key Questions
Resources
Easy speak
Daedlus and Icarus
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

9 / LI – role play the ending to a story
SC / Recap ingredients of a myth. Start to establish the content of each one.
Share ‘Perseus and Medusa ppt’.
Ask chn to predict what they think will happen at various points – use illustrations for clues.
Look at how Perseus behaves in the story. Discuss why he is behaving like this. How do we know? What evidence is there in the text to support this?
Ask chn to make a list of words to describe how Perseus feels about the King trying to force his mother into a marriage. e.g livid, angry, furious.
Model using a thesaurus to find alternative synonyms. Share ideas / Chn to show their scenes. Peer assessment. Does it make sense? Does it follow the structure of a myth? Read the rest of the story. Any surprises. Discuss hero, monster, villain, etc…. how do these compare to the other myths?
Focus Groups / Differentiation – mixed ability
Chn to role play the ending to Perseus in their groups. / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

10 / LI – plot a journey / Introduce Jason and the Golden Fleece.
Who are the main characters? Where is it set? What problem must the hero overcome? What must he do?
As we read IW to map out the journey on flip chart. Pictures on IWB as we visit each place on the journey, chn select onto the journey map. Use 6 screens on IWB / Read Adventures of Odysseus and The Wooden Horse. Introduce that this is the start of Odysseus’ journey.
Greek Myths for Children – Usbourne (p88-92).
Focus Groups / Differentiation
Children to create own maps on A3 sheets of Jason’s journey.
Key words describing each setting.
Cave -> palace -> voyage -> harpies ->…
SEND – as a group – IW CIP
LA – Frame given plus keywords
MA – empty frame – descriptive sentences - BP
HA – ind – more descriptive sentences. / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

6
Focus Groups / Differentiation / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

7
Focus Groups / Differentiation
. / Key Questions
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Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

8
Focus Groups / Differentiation / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

9
Focus Groups / Differentiation / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

10
Focus Groups / Differentiation / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

11
Focus Groups / Differentiation / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

12
Focus Groups / Differentiation – / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

13 / Literacy
9. Show imagination through the language used to create atmosphere.
9. Choose/combine words, images and other features for particular effects.
11. Clarify meaning using varied sentence structure. / LI – write a haiku
SC
- 1st line 5 syllables
- 2nd line 7 syllables
- 3rd line 5 syllables
- include a simile or a metaphor
- change word order
- descriptive words and phrases / John Kitching’s Art Year Haikus (The Works 2, p30) describes the seasons as if he is painting them. Tell chn that the picture they drew yesterday is now going to be painted with words. Every word is important as only 17 syllables can be used.
Write: ‘grey as steel, the sea’. The word order makes a difference – the idea the poet had was probably – ‘the sea is as grey as steel’, but by changing the word order & missing out some words, the same idea can be described using less syllables. Note the simile.
Write: ‘hedges dipped in mayblossom: cream in a green bowl’. Note the metaphor – the hedge is described as if it is something else.
Write ‘We are doing haikus’ – this idea became ‘We’re doing haikus.’ The poet used a contraction to shorten the sentence. Remind chn about the powerful verbs we looked at yesterday – swaying, heralding & shimmers. / Warn the chn that The Haiku Monster is about! Read poem so chn can appreciate the word play.
Focus Groups / Differentiation
Chn write the first draft of their haiku. Use the image they created yesterday and the descriptive words & phrases that they collected.
SEND – as a group - IW
LA - focus on descriptive language – BP
HA – to include a metaphor / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

14 / Literacy
9. Show imagination thro language used to create atmosphere.
9. Choose/combine words, images & other features for partic effects.
1. Respond appropriately to the contributions of others / LI – edit and improve our haiku
SC
- 1st line 5 syllables
- 2nd line 7 syllables
- 3rd line 5 syllables
- include a simile or a metaphor
- change word order
- descriptive words and phrases / Remind chn of features of haiku:
must have - 3 lines, 17 syllables, 5, 7, 5,
should have - powerful verbs, adjectives,
could have – contractions, similes, metaphors,
think about - word order.
Discuss how chn can use these features as success criteria to give feedback to others about their haikus / Divide class into small groups & chn read out their haiku to other members of the group. Using 3 Stars & 1 Wish, give feedback to each other based on SC. Chn make any appropriate alterations to own haiku.
Focus Groups / Differentiation
Chn edit and redraft their haiku. Support as for yesterday / Key Questions
Resources
Assessment
Session / Skills/Subject / L. I & Success Criteria / Main Teaching /

Plenary/Next Steps

16 / 7. Explain how writers use figurative and expressive language to create images and atmosphere.
8. Interrogate texts to deepen & clarify understanding & response
9. Choose and combine words & other features for particular effects. / LI – explore tankas
SC
- Add two lines
- 4th line 7
- 5th line 7
- Remember to count the syllables. / Read tankas based on seasons. What do chn notice about these poems? First 3 lines are like a haiku then there are 2 extra lines of 7 syllables each. Traditionally when a member of the Japanese court wrote a haiku for a friend, the receiver would add two lines and return it, giving a total of 5 lines with 31 syllables. Use ‘When Leaves Pile Up’ as an example where the first 3 lines would stand on their own as a haiku, with the last two lines added afterwards to create a tanka. / Chn to read poems.
Focus Groups / Differentiation
Chn work in pairs to add two lines to each other’s haiku to change it into a tanka, as in the traditional way in Japanese court. Share the completed tanka with your partner. Edit and redraft as appropriate, until both are happy with the finished poem.
SEND – as a group – IW
LA – with BP to support with language
A/MA – IND
HA – descriptive language / Key Questions
Resources
Assessment