Year 5/6 Africa: Weeks 6 – 8
Objectives
Text/Speaking/Listening
Literacy Narrative: Plan 3 African myths
Word/Sentence
Independent group activities
Outcomes
Week 1 Tuesday
Main focus: Write a
sequel to Anansi story
6/2 Make notes when
listening.
5/9 Experiment with
different narrative
forms to write their
own stories.
6/9 Use different
narrative techniques.
5&6/8 Compare how
writers present stories.
Week 1 Wednesday
Week 1 Monday
This plan links to Theme 1 of the UKS2 Africa Topic. Have a range of stories about Anansi available for chn to read during quiet reading sessions. Display a map of Africa to enable chn
to locate countries that myths originate from.
Most African countries have a rich tradition of oral story telling. What do we Easy
Main focus:
Medium/Hard
Children can:
mean by an oral story? The story teller remembers the story & tells it in
Work as a group to create a
Chn practise retelling the story
Discover oral
1. Understand
their
own
words,
using
different
voices
for
the
characters,
hand
gestures,
short play to retell the
to each other in pairs. Look at
what an oral
story telling!
facial expressions. Each time a story is told it is slightly different. Stories
5/1 Tell a story
story in their own words.
the written version if necessary
story is.
are passed to other people who remember them & tell them to more people.
using notes.
Adult can act as scribe to
to prompt them or make notes,
2. Understand
Most cultures had a form of oral story telling which was used to pass on
6/1 Use a range of
create script for each
e.g. a list of key words. Remind
what a myth
oral techniques to
history (creation stories, heroic deeds) & education (moral stories, nature) as character. Use written
chn to use expressive voices &
is.
present engaging
well as for entertainment. Dance, music & pictures have been used to help tell
version as prompt (plan
faces and gestures. TD
Medium/Hard
narratives.
& remember stories over centuries (e.g. rock art), but now, many stories are
resources). TA if available.
3. Retell a
5/4 Perform a
being written down to stop them being lost in the future. Ask chn what a
myth orally.
Plenary
Volunteers
from
Medium/Hard
group
retell
the
story.
scripted scene using myth is? An ancient traditional story of gods or heroes which addresses a
Easy
Ask one chd to begin & then after a few sentences ask another
dramatic
problem or concern of human existence. It may include an explanation of
4. Improvise a
to
take
over,
and
so
on.
If
you
have
many
volunteers,
then
hear
conventions.
some fact or phenomenon. Tell chn a simple African myth of Anansi (the
6/4 Devise a
scene to retell
the
story
for
a
second
time.
Then
all
watch
the
easy
group
spider) collecting all the stories of the world (plan resources). Discuss briefly
performance.
a myth.
drama
version
(reading
from
their
script
if
necessary).
asking chn to remind you of parts of the story.
Main focus: Retell a
story in written form
5/9 Experiment with
different narrative
forms.
6/9 Use different
narrative techniques
to engage & entertain
the reader.
5&6/12 Handwriting.
Show & read chn the story of ‘How Anansi came to own all the
tales that are told’ from African Myths by Gary Jeffrey (from
Ashanti people of Ghana – locate on a map of Africa). Ask chn to
make a note of anything they notice – it’s the same story as
yesterday, but there are differences. One less creature for
Anansi to catch, it is written down with pictures not told orally,
the way Anansi captured the creatures is slightly different.
Now read The Story Thief by Andrew Fusek Peters or Anansi &
the Box of Stories by Stephen Krensky. Again chn make notes
on how the story differs. Or read another version online at
http://anansi-web.com/anansi.html instead. It’s a bit like the
oral stories – each retelling in written form is slightly different.
Look again at the Anansi story in African Myths & study the
layout of the story in more detail – it is like a comic strip. A
lot of the text is in speech bubbles with boxes containing
narrative text. Listen to an online version (found at
http://www.bbc.co.uk/learningzone/clips/anansi-and-turtleenglish/5798.html) of another of the Anansi stories – Anansi
& Turtle. Explain that the moral of the story is a proverb
‘What goes around, comes around’. What is a proverb? A
short pithy saying in common use that states a piece of
advice or a general truth. Listen again to story.
Easy
Medium/Hard
Chn plan & write the story of an
As Easy group, but chn plan
extra creature that Anansi had to
& write the story of two
catch to ‘buy’ the right to all the
other creatures that
stories in the world. Which creature
Anansi had to catch in
will it be? How will Anansi trick them order to ‘buy’ the right to
& therefore catch them? TD
all the stories in the world.
Plenary
Ask chn to tell (orally) their sequel to the story of Anansi to a
partner (allow time for both stories to be told. Then ask for
volunteers to retell (orally) the story they have just heard. Create
a class book of the written stories.
Discuss the
Easy/Medium
Medium/Hard
difference
Chn retell the story of Anansi As Easy/Medium
between speech
& Turtle in a comic/cartoon
group, but use
bubbles & written
strip format, using the plan
speech bubbles &
dialogue. Speech
text boxes with
resource. (Use two or more
marks are not
the pictures to
sheets as appropriate). Write
used in speech
tell the story.
text in boxes underneath the
bubbles nor do you pictures to tell the story.
TD
need to explain
Plenary Read some examples of the comic strips &
who is speaking.
then display them on a large spider web.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Compare
different
versions of a
myth.
2. Compare
different
narrative
forms.
3. Write a
sequel.
Children can:
1, Write a
comic/cartoon
strip.
2. Understand
what a proverb
is.
Medium/Hard
3. Use speech
bubbles.
Y5/6 AF N Plan 3 – Weeks 6-8
Year 5/6 Africa: Weeks 6 – 8
Objectives
Text/Speaking/Listening
Literacy Narrative: Plan 3 African myths
Word/Sentence
Outcomes
Week 1 Thursday
Show chn the glossary at the end of
We briefly discussed the
Easy
Medium/Hard
African Myths. Where are glossaries
difference between dialogue &
Chn work as a
Chn work in pairs/ threes
found usually? In information books. Why
speech bubbles yesterday, now we
group to write the to retell the story of
are going to consider playscripts.
story of Anansi &
Anansi & Turtle as a
has one been included here? To make the
This is another format where we
Turtle as a
playscript. One chd is
book accessible to younger readers who
write
what
someone
says,
but
the
playscript.
They
Anansi & the other is
may not understand some of the more
layout is different again. No speech can continue the
Turtle (plus a narrator if
difficult words used. Also point out the
marks are used for play scripts
version begun in
appropriate). They each
Bibliography – again where do we normally
either. Look at the initial part of
plan resources if
write the script for their
see these lists of suggested books?
own character.
you wish. TD
Information books. Why? Helpful. There is the Anansi & Turtle story written
as a playscript (plan resources) &
also an introduction in this book which
Plenary
identify the features of a
describes the tradition of oral story
Choose a grp/pair (or more) to act out their play.
playscript & add to plan resources.
telling & where the myths originate.
Organise a KS1 class or nursery chn to visit your classroom or organise a visit to another classroom on Friday.
Main focus: Retell a myth
Read some other Anansi stories to Easy/Medium/Hard
chn, from books (see suggestions
Chn make themselves a cue sheet about their favourite Anansi story to help them retell it
to younger chn
below) or online. Even better tell
orally (plan resources). Allow chn access to books or online stories to collect forgotten facts!
5/1 Tell a story using
chn a number of other Anansi
Explain to chn they will be retelling the myth to younger chn & must consider their audience
notes designed to cue.
stories taken from available books when planning the retelling. They each then practise retelling their favourite Anansi story to a
6/1 Use a range of oral
or online sources. Chn make notes
partner & then swap over. The partner gives feedback to help improve the retelling (positive
techniques to present
about the stories as they listen
criticism).
engaging narratives.
including
the
names
of
the
Before you go to another classroom or welcome your visitors, all chn each make a model spider
6/4 Devise a performance
characters & any moral that the
(Anansi) from pipe cleaners and playdough or similar. Explain that they are going to use their
considering how to adapt
story contains. Model writing a
Anansi to help them retell one of the Anansi stories to a younger chd. TD as req’d
the performance for a
cue sheet for one of the stories
particular audience.
Plenary
to help you retell it (plan
5/7 Make notes on a text
Back in the classroom evaluate the chn’s performances. Did they enjoy telling the story to a
resources).
to explain ideas.
younger chd? What responses did they get from the chn?
Week 1 Friday
Main focus: Write a
playscript
5/9 Experiment with
different narrative
forms.
6/9 Use different
narrative techniques.
5/4 Perform a scripted
scene.
6/4 Devise a
performance.
5&6/12 Use different
styles of handwriting.
Independent group activities
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Work
collaboratively.
2. Identify the
features of a
playscript.
3. Write a
playscript.
Children can:
1. Make notes
while listening
to a story.
2. Prepare a cue
sheet.
3. Retell a myth
orally.
4. Evaluate
their
performance.
Y5/6 AF N Plan 3 – Weeks 6-8
Year 5/6 Africa: Weeks 6 – 8
Objectives
Text/Speaking/Listening
Literacy Narrative: Plan 3 African myths
Word/Sentence
Independent group activities
Outcomes
Week 2 Wednesday
Week 2 Tuesday
Week 2 Monday
You will need African Myths by Gary Jeffrey & illustrated by Terry Riley, ISBN: 9781905087860 and African Legends, Myths and Folktales by Anthony D. Fredericks, ISBN:
9781591586333. Have a range of books of African myths available for chn to read during quiet reading time- they need to experience a range of different African myths and stories.
Main focus: Retelling
Some African myths explain how animals became how they are.
Easy
Medium/Hard
Children can:
Read The Story of Dog and Jackal from African Myths, which
Give grp photocopies
Divide chn into mixed ability groups
myths as a short play.
1. Compare
5/8 Compare how one
explains how dogs became domestic pets rather than wild animals
of one of the stories
containing the relevant number of
layout of
theme is presented in
(from Bushongo people of Zaire: find on Africa map). Organise 8
from African
characters & give each grp photocopies
different
diff media.
Legends, Myths and
chn to read parts of The Cat who came Indoors from African
of a different story from African
texts.
6/8 Compare how
Legends, Myths and Folktales by Anthony D. Fredericks (you need Folktales. They
Legends, Myths and Folktales. Chn learn 2. Rehearse &
different writers
to photocopy pages in advance & highlight parts for diff speakers – choose a part each,
their parts & rehearse telling the stories retell a myth
present stories.
highlight their part on
plan resources). This story is from Zimbabwe – locate on the map.
without their photocopies. Remind chn
as a scene.
5/1 Tell a story using
one
of
the
photocopies
that
when
re-telling
a
story
orally
it
Show rest of class the layout of the story. How does the layout
script.
& rehearse telling the
doesn’t have to be word perfect, as every
differ from The story of Dog and Jackal? It is a playscript not a
6/1 Use a range of oral
story. TA
oral retelling differs. TD
comic strip. Point out that this book also has an introduction, notes
techniques to present
about African countries the myths originate from, and an index
Plenary
engaging narratives.
(again more like an information book). There are many other stories Give each group the opportunity to tell their African myth to the
5/4 Perform a scripted
in this book – photocopy some of them that involve animals (with
rest of the class. Locate the countries that these stories originate
scene.
relevant nos of characters - & copies - for the different groups in
from on the map of Africa.
the class).
Main focus: Create a
Some African myths are about monsters – mythical creatures. Read an
Easy/Medium/Hard
Children can:
example told by the Ashanti people of Ghana (locate on map) – The
Chn draw their own mythical monster. Be as
mythical monster
1. Create a mythical
Monster Sasabonsam versus the Wonder Child from Traditional
imaginative as possible. Annotate the picture
monster.
6/10 Use varied
Stories from West Africa by Robert Hull. Before telling the story,
using adjectives (& adverbs if describing how it Easy/Medium
structures to shape &
moves or breathes for example). Name their
2. Annotate their mythical
organise text coherently. explain how the Ashanti story tellers often started by saying, ’Now this
story – I didn’t make it up’ & the audience replies ‘Who did then?’ At the monster too. Hard group write a short
monster drawing.
5/10 Experiment with
end the story-teller says, ‘Now that is my story - & whether it is sweet
paragraph describing their monster instead.
Hard
the order of sections to
or not sweet, take a bit of it & keep the rest under your pillow.’
3. Write a paragraph
achieve different
Plenary
Afterwards read the description of Sasbonsam in plan resources. Ask
describing their mythical
effects.
Share their monsters! Create a display of
chn to give their opinion on whether or not he is a convincing monster!
monster.
monsters.
Main focus: Compare myths Read two stories about death: Down to Deadtown, a Yoruba (Nigerian tribe –
Easy/Medium
Hard
Children can:
locate Nigeria on map) myth about ghosts, from Traditional Stories from West
Compare the two
Write a comparison
5/8 Compare how common
1. Compare two
Africa. Follow this immediately by reading Marwe: Into the Land of the Dead:
stories & then
of the two stories
theme is presented in
myths.
An East African Legend by Marie P. Croall (see booklist). Explain that we are
explain which they
and explain which
different media.
2. Use evidence
prefer & why.
they prefer & why.
6/8 Compare how different going to compare these two stories. Chn need to consider the layout, the actual
from the texts to
story, the characters, the setting, etc. Finally they decide which they prefer.
TD
writers present
explain their
Lots of stories have been written about death & many cultures have ‘lands of the
experiences.
preferences.
Plenary
dead’, e.g. the Ancient Greeks had the land of the dead in the Underworld ruled
5/7Use evidence from
Volunteers explain their preference using
over by the god Hades, and the Romans have the River Styx as the entrance to
across a text.
evidence from their comparison.
their land of the dead & Charon the ferryman was paid to row them there.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 AF N Plan 3 – Weeks 6-8
Year 5/6 Africa: Weeks 6 – 8
Week 2 Friday
Week 2 Thursday
Objectives
Text/Speaking/Listening
Literacy Narrative: Plan 3 African myths
Word/Sentence
Main focus: Retell a myth in their
Read two version of the creation story of the Yoruba
people from Nigeria (locate on map of Africa) – The Story
chosen format
of Creation from African Myths and The Coming of
6/2 Make notes when listening for a
Night: A Yoruba Creation Myth from West Africa by
sustained period.
James Riordan & Jenny Stow. Chn should make notes as
5/7 Make notes on a text.
they listen. Discuss how the two versions of the story
5/1 Tell a story using notes.
compare – content, layout, etc. Read another creation
6/1 Use a range of oral techniques to
story from another part of Africa - The Star Bearer: A
present engaging narratives.
Creation myth from Ancient Egypt by Dianne Hofmeyr &
5/9 Experiment with different
Jude Daly (locate Egypt on the map). Again chn should
narrative forms.
make notes as they listen. These stories include gods –
6/9 Use different narrative techniques
another common sort of character in African myths, and
to engage & entertain the reader.
they attempt to explain some of the mysteries of the
6/10 Use varied structures to shape &
people’s worlds.
organise text coherently
Main focus: Write a book
We have heard & seen lots of different African myths, but which did
chn enjoy the most? Remind chn briefly of those shared in class & point
review
out the books which have been available for them to read individually.
5/8 Reflect on reading
Read some sample book reviews - from the back of books, from Amazon
preferences.
or from magazines, etc (preferably of some myth books). Why do people
6/8 Discuss personal
write & read book reviews? Book reviews can encourage other people to
reading with others.
buy the books or borrow them from the library, so the authors &
6/9 In non-narrative,
publishers approve! Reading book reviews can introduce you to an author
establish viewpoints.
or book that you were not aware of, can give you ideas for presents for
5/9 Develop viewpoint by
other people, can widen your own reading experience, etc.
selection of detail.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Independent group activities
Outcomes
Easy/Medium/Hard
Chn work in pairs to retell one of the creation stories
in the format of their choice using the notes they
took. Write the character names on the f/c. It could
be an oral retelling, in which case they need to
rehearse as a pair, each telling different parts of the
story, or as a comic/cartoon strip or a playscript. For
oral retelling the pair will need to write notes as cues.
TD as req’d.
Plenary
Ask for volunteers to retell the creation story either
orally or reading their written version.
Easy/Medium/Hard
Write a story/book review of their favourite
African myth. It could be one that they have heard
in the class sessions or one that they have read by
themselves. Use the differentiated plan resources.
TD as req’d
Plenary
Volunteers explain which story they have chosen and
why, using their review as a prompt.
Children can:
1. Make notes while
listening to a myth.
2. Compare
different versions
of a myth.
3. Retell a myth in
their chosen
format.
Children can:
1. Appreciate why
book reviews are
useful.
2. Write a
story/book review.
Y5/6 AF N Plan 3 – Weeks 6-8
Year 5/6 Africa: Weeks 6 – 8
Word/Sentence
Independent group activities
Watch the BBC video about African Myths & Legends (see website list below). This
will act as an inspiration for chn to write their own African myth or legend. Did chn
enjoy watching the video? Go through video again, pausing at some questions & give
chn the opportunity to answer them. Finally watch the whole video straight through
again. Do chn feel inspired? Explain that over the next few days they are going to
write their own myth about Africa. They can write it in the style of one of the
myths they have heard or read during the last two weeks. Pose a few questions to
stimulate ideas. Will their main character be a person or an African animal? What
will be the setting for their myth? Will the myth have a moral? Or will it explain a
natural phenomenon or how an animal became the shape it is? Perhaps it will be a
story about creatures lurking in a forest, a cave or in a river.
Main focus:
Describing the main
character(s) in their
myth
6/9 Use different
narrative techniques
to write a story.
5/9 Experiment with
different narrative
forms to write their
own stories.
Today we are going to concentrate on our character(s). Suggest that chn have one
or, at most two, main characters. They may decide to have only two characters
altogether. How can we make a character come alive in a story? Ask chn for ideas &
list on f/c. Draw out that we can describe them, show by the reactions of other
people what their personality is like, show by their own words or actions what their
personality is like, include illustrations, etc. Descriptive writing requires the use of
adjectives (describe nouns) & adverbs (describe how something is done) to show how
a character looks & acts. We also want to use powerful verbs to help readers picture
what is happening when our character does something. For dialogue, what
punctuation is needed? Speech marks & commas &/or full stops. Model writing
speech by a character chn have met in a myth during the last two weeks.
Main focus: Write opening
for their myth
5/9 Vary the pace through
the use of direct &
reported speech, portrayal
of action & selection of
detail.
6/9 Select words &
language drawing on knowledge of literacy features.
5&6/11 Punctuate
sentences accurately to
clarify, using speech
marks.
Week 3 Monday
Main focus: Plan own
African myth
5/9 Experiment with
different narrative
forms to write their
own stories.
6/9 Set their own
challenges to extend
achievement and
experience in writing.
Week 3 Tuesday
Text/Speaking/Listening
Week 3 Wednesday
Objectives
Literacy Narrative: Plan 3 African myths
The opening of the story is very important because the reader has to
be ‘hooked’. The reader should want to find out more, to want to carry
on reading. Usually the main character(s) is/are introduced and the
setting described. Openings for stories can be of three main types:
Dialogue (usually involving the main character), Action (use powerful
verbs to describe the main character doing something unexpected,
dangerous, exciting, etc) or Description (describe the setting, the
character, the situation) – discuss how these differ. Myths however,
often begin with a sentence that indicates that the story happened a
long time ago; use the openings in African Folk Tales or African
Myths as examples of this. The main character(s) is/are introduced
too & often the setting described. Look at the generic ‘opening
checklist’ (plan resources) & discuss which features are typical of the
myth genre. Could show chn the BBC planning tool.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Outcomes
Easy/Medium/Hard
Chn begin to plan their Africa myth using the
planning sheet or story board (plan resources).
Remind chn not to include too many characters, to
think about the setting(s) for their story & to plan
an outline of the plot. TD as required
Plenary
Volunteers describe the ideas they have for their
story. Other chn can offer positive feedback or
ask questions to help clarify the story outline for
the author.
Children
can:
1. Take
inspiration
from a
video.
2. Plan their
own myth.
Easy/Medium/Hard
Chn can:
Chn draw their main character(s) in the centre of
1.
Understand
a page. Around them write details in note form
how a
about the character – including appearance,
personality, name, age (if relevant), special powers character
can be
(if any), and relationship with other character(s)
in the story. Remember they are African, whether brought alive
in a story.
an animal or a person. TD as required
2. Annotate
Plenary
a character
Show samples of chn’s work – highlighting details
drawing.
that give a good idea of the character.
Explain to/
Easy/Medium/Hard
Children can:
remind chn of
Chn write the opening for their
1. Recognise
the difference
myth. They can use the opening
features used
between direct & checklist to remind them of
in story
reported speech. features. Share with a partner &
openings.
They may wish to use ‘3 Stars and a Wish’ (plan
2. Write an
use either or
resources) to give feedback. Edit & opening for a
both in their
myth.
redraft as necessary & then
myth. Model
3. Recognise &
continue writing their myth if time
writing both,
use direct &
allows.
reminding chn of
reported
Plenary
punctuation, esp
speech.
Share some good examples of
speech marks.
openings – tick off features on
opening checklist.
Y5/6 AF N Plan 3 – Weeks 6-8
Year 5/6 Africa: Weeks 6 – 8
Week 3 Friday
Week 3 Thursday
Objectives
Main focus: Finish the
first draft of their
myth
6/9 Select words &
language drawing on
know-ledge of literacy
features.
5/9 Experiment with
different narrative
forms to write their
own stories.
Text/Speaking/Listening
Literacy Narrative: Plan 3 African myths
Word/Sentence
Independent group activities
Discuss how the ending of a story is also important. Can chn suggest what it should
achieve? Objectives might include:
 it has to resolve or explain some unanswered questions
 characters are rewarded or punished for their behaviour in the story
 what appeared to be dangerous or menacing turns out to be harmless
 most story endings conform to their genre e.g. myth – the good character succeeds or is
rewarded & the bad characters are punished, or the moral is explained
 characters discover solutions to problems
 calm or order is restored
 characters learn a lesson
 character’s reaction is described
 use powerful verbs & describing words (adjectives/adverbs)
Explain that chn should aim to finish the first draft of their myths today.
Main focus: Present their written myths
5/9 Reflect independently and critically
on their own writing & edit & improve it.
5/10 Experiment with the order of
sections & paragraphs to achieve
different effects.
6/10 Use paragraphs to achieve pace and
emphasis.
6/3 Understand & use a variety of ways
to criticise constructively.
5&6/12 Use ICT to present work.
6/9 Integrate words & images
imaginatively for different purposes.
6/6 Correct spelling in their own work.
It is important when we are writing for an audience
that we present it well. Not only do we want our story
to grab the reader’s attention & keep their interest
right through to the ending, we also want to make it
easy for them to read. It helps if we use accurate
spelling, correct punctuation & arrange the work in
paragraphs. When do we use a new paragraph? A change
of place, a change in time, a change of focus or a change
of speaker in a piece of dialogue. Show chn a simple
myth text & ask why a new paragraph has been used on
each occasion. The handwriting should be clear & legible
or word processing can be used. Remind chn that we can
help each other improve our writing by offering
constructive criticism.
Outcomes
Easy/Medium/Hard
Look again at their planned ending. Does
it achieve one or more of the objectives
discussed? Chn continue writing their
myth finishing with a super ending!
Remind chn that myths are usually quite
short stories.
Plenary
Have any chn included a moral in their
story? Share their ideas. Remind chn of
Aesop’s Fables & how they have morals.
Read some of these (plan resources)
Easy/Medium/Hard
Chn check their own writing, editing as they read it.
Check it makes sense, but also look at spellings,
punctuation & paragraphs. All of these help the reader
to read the story more easily. Use ‘3 stars and a Wish’
with a response partner again. Redraft as necessary.
Write out or word process their final version. Share
their story with another chd once they have finished.
They may wish to add one or more illustrations.
Plenary
Create a class book of ‘African’ myths. Read out some
elected myths written by the chn. Perhaps they could
be included on the school’s website?
Children can:
1. Identify some
features of good
story endings.
2. Include a
moral in their
myth.
Children can:
1. Check & edit
their own work.
2. Use legible,
clear
handwriting.
3. Use ICT to
present their
work.
4. Illustrate
their work.
Scroll down for success criteria and book & website lists
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 AF N Plan 3 – Weeks 6-8
Year 5/6 Africa: Weeks 6 – 8
Literacy Narrative: Plan 3 African myths
Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard
 Understand what an oral story is
 Understand what a myth is
 Improvise a scene to retell a myth
 Compare different versions of a myth
 Write a sequel with support
 Begin to understand what a proverb is
 With support, identify the features of a playscript
 With support, write a short playscript
 Make some notes while listening to a story
 With support, prepare a cue sheet
 Evaluate their performance
 Compare layout of different texts
 Rehearse and retell a myth in a scene
 Create a mythical monster
 Compare two myths
 With support, use evidence from the texts to
explain their preferences
 Begin to appreciate why book reviews are useful
 Write a story/book review
 With support, plan and write their own myth
 With support, understand how a character can be
brought alive in a story
 Annotate a character drawing
 Recognise some of the features of good story
openings and endings
 Begin to recognise direct and reported speech
 With support, include a moral in their myth
 Check and begin to edit their own work
 Use legible, clear handwriting
 Use ICT to present their work
 Illustrate their work
 Understand what an oral story is
 Understand what a myth is
 Retell a myth orally
 Compare different versions of a myth
 Write a sequel
 Understand what a proverb is
 Identify the features of a playscript
 Write a playscript
 Make notes while listening to a story
 Prepare a cue sheet
 Evaluate their performance
 Compare layout of different texts
 Rehearse and retell a myth in a scene
 Create a mythical monster
 Compare two myths
 Use evidence from the texts to explain their
preferences
 Appreciate why book reviews are useful
 Write a story/book review
 Plan and write their own myth
 Begin to understand how a character can be
brought alive in a story
 Annotate a character drawing
 Begin to recognise features used in good story
openings and endings
 Begin to recognise and use direct and reported
speech
 Try to include a moral in their myth
 Check and edit their own work
 Use legible, clear handwriting
 Use ICT to present their work
 Illustrate their work
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
 Understand what an oral story is
 Understand what a myth is
 Retell a myth orally
 Compare different versions of a myth
 Write a sequel
 Understand what a proverb is
 Identify the features of a playscript
 Write a playscript
 Make notes while listening to a story
 Prepare a cue sheet
 Evaluate their performance
 Compare layout of different texts
 Rehearse and retell a myth in a scene
 Create a mythical monster
 Compare two myths
 Use evidence from the texts to explain their
preferences
 Appreciate why book reviews are useful
 Write a story/book review
 Plan and write their own myth
 Understand how a character can be brought alive in
a story
 Annotate a character drawing
 Identify features used in good story openings and
endings
 Recognise and use direct and reported speech
 Include a moral in their myth
 Check and edit their own work
 Use legible, clear handwriting
 Use ICT to present their work
 Illustrate their work
Y5/6 AF N Plan 3 – Weeks 6-8
Year 5/6 Africa: Weeks 6 – 8
Literacy Narrative: Plan 3 African myths
Books: We have really tried to keep what is essential to a minimum – but you do need the top three books which can be bought from
Amazon’s new/nearly new category at the prices indicated (correct on publication date). ** indicates that the book is basically essential, *
that it is VERY helpful.
** African Myths by Gary Jeffrey & illustrated by Terry Riley (Book House, ISBN: 9781905087860 (£6.29 new or £1.99 used/new))
** Traditional Stories from West Africa by Robert Hull (Wayland, ISBN: 9780750249539 includes Anansi and Hate-to-be-Contradicted
story (£6.29 or new/used from £2.09))
** Marwe: Into the Land of the Dead: An East African Legend by Marie P. Croall (Lerner Publishing, ISBN: 978-0822585145 (£2.09
used/new) )
* The Coming of Night: A Yoruba Creation Myth from West Africa by James Riordan & Jenny Stow ( Francis Lincoln, ISBN: 9780711213784 (£5.39 or £1.44 used/new))
* The Star Bearer: A Creation myth from Ancient Egypt by Dianne Hofmeyr & Jude Daly (Francis Lincoln, ISBN: 978-1845078386
(£5.24 or £2 used/new))
* African Legends, Myths and Folktales by Anthony D. Fredericks (Teachers ideas Press, ISBN: 9781591586333 includes Anansi’s fishing
Expedition (£13.45 new or £6.50 second hand))
African Myths and Folk Tales by Carter Godwin Woodson (Dover Publications Ltd, ISBN: 978-0486477343 £2.99)
The Story Thief by Andrew Fusek Peters (A & C Black Publishers Ltd, ISBN: 978-0713684216)
Anansi and the Box of Stories: A West African Folktale (On My Own Folklore) by Stephen Krensky (First Avenue Editions, ISBN: 9780822567455)
Anansi Does the Impossible! by Verna Aardema (Aladdin Paperbacks, ISBN: 978-0689839337 Another version how Anansi got all the
stories in the world)
Anansi and the Pot of Beans by Bobby & Sherry Norfolk (August House Publishers, ISBN: 978-0874838114)
Anansi Goes to Lunch by Sherry Norfolk (August House Publishers, ISBN: 978-0874838527)
Anansi and the Moss-Covered Rock by Eric A. Kimmel (Holiday House, ISBN: 978-0823407989)
The Adventures of Spider: West African Folktales by Joyce Cooper Arkhurst (Little Brown Books for Young Readers, ISBN: 9780316051071)
African Folk Tales by Hugh Vernon-Jackson (Dover Publications Inc, ISBN: 9780486405537)
Nelson Mandela’s Favourite African Folktales by Nelson Mandela (Hachette Audio, ISBN: 978-1600246661)
Bringing the Rain to Kapiti Plain by Verna Aardema ISBN: 978-0333351642
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 AF N Plan 3 – Weeks 6-8
Year 5/6 Africa: Weeks 6 – 8
Literacy Narrative: Plan 3 African myths
Tales from Africa (Oxford Myths and Legends) by Kathleen Arnott ISBN: 978-0192750792
The Clever Monkey: A Folktale from West Africa by Rob Cleveland & Baird Hoffmire ISBN: 978-0874838015
Folktales from Africa: The Girl who Married a Lion by Alexander McCall Smith ISBN: 978-1841957296
Yoruba Legends by M. I. Ogumefu ISBN: 978-1605060170
Folktales from Africa: The Baboons who went This Way and That by Alexander McCall Smith ISBN: 978-1841957722
Websites:
http://anansi-web.com/anansi.html The story of Anansi (optional version)
http://www.bbc.co.uk/learningzone/clips/anansi-and-turtle-english/5798.html Delightful cartoon version of Anansi & Turtle story
http://africa.mrdonn.org/fables.html Various African myths including an Anansi story
http://www.youtube.com/watch?v=rdsvvHpAGQc, http://www.youtube.com/watch?v=Sau3E2LEfcI,
http://www.youtube.com/watch?v=zG9eknk6mqw, http://www.youtube.com/watch?v=lD8Qlbqhw5Q Various Anansi myths are available on
YouTube
http://heinemannvideogallery.wordpress.com/ An inspirational video to encourage chn to write their own African myth or legend
http://www.youtube.com/watch?v=FvbOXPVLJ_s The same video is also available here & can be downloaded
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 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.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 AF N Plan 3 – Weeks 6-8