Y4: Spring Term Fiction 1: Myths and legends
Spoken Language
Whole class teaching
Wk 1
Main texts: Can You Catch A Mermaid/The Seal Children/Beowulf
Monday
Tuesday
Wednesday
Thursday
Friday
(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
a. listen/ respond appropriately
b. ask relevant questions to
extend their understanding and
knowledge
e. give well structured
descriptions, explanations and
narratives for different
purposes
1. Monday: Generate interest in mermaids and merpeople through shared research and art work.
(See Comprehension 1)
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-andmonsters.com/mermaidmythology.html
http://www.livescience.com/39882
-mermaid.html (some nudity)
‘Pictures of merpeople – Mermaids
and Mermen!’ resource
Copy of Disney’s ‘Little Mermaid’
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y4 Spr F Plan 3
Y4: Spring Term Fiction 1: Myths and legends
e. identify themes /
conventions
d. increase familiarity with a
wide range of books,
including...myths and legends
e. identify themes and
conventions
3d. predict what might happen
3c. draw inferences such as
characters’ feelings
1a. listen to and discuss a wide
range of fiction
Transcription: Spelling
- apostrophes to mark where
letters are missing/ singular
possession in nouns
- place the possessive
apostrophe accurately in words
with regular plurals
b. use of the present perfect
verb form instead of the simple
past
Grammar
Word Reading/
Transcription
Comprehension
j. gain and maintain interest
i. participate in performances
h. speak audibly/ fluently
l. select/use approp. registers
-begin to recognise verbs
-discuss and use powerful verbs
(Y3)
Main texts: Can You Catch A Mermaid/The Seal Children/Beowulf
2. Friday: Learn a passage by heart (See Grammar 2)
Paper for text maps
Chn work in pairs to learn passage by heart. They may map it in pictures, or add actions or instrumental
instruments
sounds. They should have a text map with some actions or sound effects to present to class by the end.
Copies of book pages
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.
1. Monday: Generate interest in mermaids and merpeople through shared research and art work.
‘Pictures of merpeople
(See Spoken Language 1)
– Mermaids and
Chn will discuss different mermaid stories they know, and compare the two versions of ‘The Little mermaid’.
Mermen!’ resource
Plenary: (See Spoken Language 1)
Copy of Disney’s ‘Little
Mermaid’
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
comprehension questions together (plan resource), discussing chn’s own thoughts. Formulate answers to questions,
questions.
and complete as guided writing, scaffolding their sentence starters carefully.
Can you catch a
Medium/ Hard: Give time for paired discussion, then chn write their own responses to the book using plan resource.
Mermaid? By Jane Ray
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)
1. Thursday: Practise appropriate use of the apostrophe with regular plurals
Apostrophe pupil
Easy/ medium: Correct sentences with errors in the use of the possessive/ plural apostrophe. See plan resource.
sheets
Hard: using the same sentences from the plan resource, dictate sentences for chn to scribe and punctuate correctly.
http://www.keystage2l
Add further examples with a mixture of possessive/ plural apostrophes. Chn check each other’s work.
iteracy.co.uk/apostrop
Plenary: Look at irregular plurals, e.g. children/ men/ women/ people and note where the possessive apostrophe is
hes.html
placed.
Copies of page from
book
1. Wednesday: Write questions for the characters in the story, some using the present perfect form of the verb.
Can you catch a
Easy/ middle: Use the plan resource to write questions for each of the characters in the story, remembering to
Mermaid? enlarged
include a ‘Have you ever...?’ question using the present perfect. Remind chn about punctuating with a question mark. page
Hard: Imagine, and write a dialogue between Eliza and her Dad. It could begin ‘Eliza, have you seen Freya since she
Question sheet
left?’ You may want to briefly role play this first to gather ideas, prompting chn to ask other questions and give
Present perfect
answers in the present perfect and writing these up.
information sheet
Plenary: Hot seat a chosen character from the book. Include questions using the present perfect as written by the
Any suitable dressing
chn in their independent activities.
up clothes for ‘hot
seating’ a character
2. Friday: Main teaching session – Identify powerful verbs. (See Spoken Language 2)
Setting for the ‘Sea
Chn highlight the powerful verbs in the story. Check that they can identify a verb and understand its role in the
Children’ sheet
sentence.
Plenary: (See Spoken Language 2)
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y4 Spr F Plan 3
Y4: Spring Term Fiction 1: Myths and legends
Whole class teaching
Wk 2
Main texts: Can You Catch A Mermaid/The Seal Children/Beowulf
Monday
Tuesday
Wednesday
Thursday
Friday
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/vi
llage.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 oldfashioned sounding! Read chn
the story again, asking chn to
write on sticky notes 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.c
om/Ar-Be/Beowulf.html
Discuss 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 sticky notes 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
Comprehension
Spoken
Language
Objectives
c. use relevant strategies to
build vocabulary
h. speak audibly and
fluently using standard
English
e. identify themes and
conventions in a range of
books
d. increase familiarity with a
wide range of books,
including ...myths and
legends
Dimension
3. Tuesday: Memorisation of part of a story (See Composition 1)
Chn 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
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
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
Seal children description page
https://www.youtube.com/wa
tch?v=s7gM4FHJ5-M
Village by the sea description
Copies of last page of ‘The
Seal Children’
Y4 Spr F Plan 3
Transcription
Comprehension
Y4: Spring Term Fiction 1: Myths and legends
e. identify themes and
conventions in a range of books
d. increase familiarity with a
wide range of books, including
...myths and legends
4. Thursday: Identify features of a legend in Beowulf
Use 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.co
m/watch?v=AJ_N3XH3ntI
Beowulf comprehension
c. spell words that are often misspelt
f. write sentences dictated by
teacher that include words...
taught so far
2. Wednesday: Correctly spell pronouns and possessive pronouns (See Grammar 3)
See Grammar (Wednesday)
Plenary: Writing dictated sentences using commonly mis-spelt words
Beowulf point of view
exercise
Whiteboards/ pens
3. Wednesday: Identify/ write sentences in first and third person (See Transcription 2)
Using 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’.
4. Friday: Create a mythical beast for your own legend, use powerful verbs/ adjectives. (See Composition 2)
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.
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. (See Spoken language 3)
Plenary: Share good examples of descriptive paragraphs. Discuss effective word choices and structure.
2. Friday: Design and describe own mythical beasts!
(See Grammar 4)
Plenary: See Grammar 4
Beowulf point of view
exercise
Whiteboards/ pens
Grammar
Person – understanding that
writing can be third or first
person
-appropriate choice of pronoun
within and across sentences
Composition
Main texts: Can You Catch A Mermaid/The Seal Children/Beowulf
- use powerful verbs
-begin to recognize the concept
of a verb
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
e. in narratives, create settings,
character and plot
b. discuss and record ideas
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Any images of mythical
creatures from books
encountered so far, plus
any that occur in popular
chn’s books (Tolkein/
Harry Potter, etc.)
sticky notes
Seal children description
page
See Grammar 4
Y4 Spr F Plan 3
Y4: Spring Term Fiction 1: Myths and legends
Whole class teaching
Wk 3
Main texts: Can You Catch A Mermaid/The Seal Children/Beowulf
Monday
Tuesday
Wednesday
Thursday
Friday
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 in
https://www.youtube.com/watc
h?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 sticky 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
Spoken
Lang
Objectives
f. Maintain attention and
participate actively in
collaborative conversations
i. participate in discussions and
performances
Dimension
4. Monday (n whole class teaching): Rehearse a memorised story opening
Chn 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
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
Opening passage guide and
template
Y4 Spr F Plan 3
Y4: Spring Term Fiction 1: Myths and legends
Grammar
- use fronted adverbials (Y4)
- use of commas after fronted
adverbials
5. Tuesday: Use fronted adverbials to structure events in their stories See Composition 4 (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.
6. Wednesday: Write story beginning, to include dialogue between hero and another character (See Comp 5)
Using 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-HeroesComplex-Speech-2485
3. Monday: Write the opening passage to their legend
Using 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.
A selection of examples of
fronted adverbials displayed
on working wall
b. Discuss and record ideas
c. compose and rehearse
sentences orally...building rich
vocabulary and sentence
structures
e. create settings, characters and
plot
4. Tuesday: Create story maps for their own myths (See Grammar 5)
Chn 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 paper
Selection of fronted
adverbials on display
5. Wednesday: Write up beginning part of their own myths (See Grammar 6)
(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 accurately
Chn 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
improvements
j. 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!
Sticky notes
An audience!
- Use inverted commas and
other punctuation to indicate
direct speech, a comma after
reporting clause, end
punctuation, etc.
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
c. in narratives, creating setting,
character and plot
Composition
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.
https://www.youtube.com/
watch?v=dpw3r229Vyc
http://www.iboard.co.uk/iw
b/Punctuate-Me-SuperHeroes-Complex-Speech2485
Opening passage guide and
template
Have the original passage
from ‘The Seal Children’
visible on display
Y4 Spr F Plan 3
Y4: Spring Term Fiction 1: Myths and legends
Main texts: Can You Catch A Mermaid/The Seal Children/Beowulf
Books:
Can You 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=Zvyt2fdWJAQ
http://www.keystage2literacy.co.uk/apostrophes.html
http://en.wikipedia.org/wiki/Selkie
http://www.jackiemorris.co.uk/village.htm
http://www.mythencyclopedia.com/Ar-Be/Beowulf.html
https://www.youtube.com/watch?v=dpw3r229Vyc
http://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.
Y4 Spr F Plan 3
Y4: Spring Term Fiction 1: Myths and legends
Main texts: Can You Catch A Mermaid/The Seal Children/Beowulf
Outcomes
Monday
Tuesday
Wednesday
Thursday
1. Begin to understand what a
legend is and carry out research
into mythical creatures.
2. Respond through art to legends.
1. Participate in good quality ‘Book
Talk’ about Jane Ray book.
2. Respond to a book with
appropriate questions and careful
answers.
.1. Begin to understand, recognise
and use the present perfect form.
2. Hot seat characters from story.
1. Discuss use of apostrophes in
plurals and possessives.
2. Correct sentences using
apostrophes so that they are used
appropriately.
1. Read/listen to ‘The Seal
Children’ and text map the
opening.
2. 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 legends.
2. Collect exciting and interesting
vocabulary.
3. 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 origins.
2. Identify features of a legend in
‘Beowulf’.
1. Identify powerful adjectives and
verbs in a written description of
Grendel.
2. Create and describe own
mythical creatures.
1. Participate actively in the shared
writing of an opening to a class
legend.
2. Write own story opening based
on learned story opening from a
familiar legend.
1. Map out own legends and tell
orally.
2. Include fronted adverbial
phrases on story maps.
1. Write a dialogue using speech
punctuation.
2. Write beginning part of own
legends.
1. Discuss accurate paragraphing
through shared writing.
2. Write middle part of own
legends.
1. Peer assessment of each other’s
legends.
2. Write final part of legends.
3. Share legends with an audience.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Friday
Y4 Spr F Plan 3