Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
Wk 1
Monday
Tuesday
Wednesday
Thursday
Friday
Whole class teaching
Y3/4: Spring Fiction Plan 3A: Myths and Legends
Introduce the The Orchard Book of Greek
Myths and read the blurb. Read the
foreword which explains the importance
of the myths to the Greeks and why
people still read and tell the stories today.
Write Prometheus and Epimetheus at the
top of the flip chart. Have some fun
practising saying the names; find the small
words in the names to help with this methe-us. Then read pp9&10 and top of p11
to chn. Explain this is a creation myth and
most cultures have similar myths which
explain how the earth/animals/people
came to be. Give chn time to discuss story
– why was the gift of fire so important?
Comprehension 1
Flick through the Orchard
Book of Greek Myths, look at
illustrations/ titles. Do chn
know any of them? Look at
Marcia Williams Greek Myths.
Together read names of some
characters in the myths (see
resource). Break the words
into syllables and test out
different pronunciations.
Read the story of Daedalus
and Icarus from The Orchard
Book of Greek Myths p26.
After reading it, discuss what
chn feel – sad? Annoyed?
Word Reading 1
Working together from memory, list
the main events from story of
Daedalus and Icarus on f/c. Type the
main events as chn recount them to
you. Check back with the story from
The Orchard Book of Greek Myths
p26. Have you got things in the right
order? Explain that there are lots of
versions of myths as many people
have retold them over the years in
slightly diff ways. They are ORAL
stories and were TOLD sitting round
a fire. Show Marcia Williams Greek
Myths – here they are retold in
cartoons. Chn will now read different
versions in groups.
Remind chn that verbs help us
know that something happened
(past or present) (see Appendix 2
p xxv). Remind chn how we can
recognise a verb (tense or that it
has a subject, e.g. he/she or
1/you). Look at words/ phrases
chn underlined in Group reading
and write any powerful verbs
that arose on the f/c. Powerful
verbs are used to be descriptive,
making a sentence more
interesting. Using plan resource
read through sentences together
identifying powerful verbs.
Grammar 1
Begin to write your shared
version of Icarus to learn
by heart. Using your ‘main
events’ list from Weds,
write a short paragraph
together based on the first
event sentence. Limit your
word number or number
of sentences, e.g. to 3/4
sentences. Draw a couple
of sketches alongside (see
resources for example).
Begin to learn sentences
by heart prompted by
sketches.
Grammar 2/Composition 1
Comprehension 2
Comprehension
Objectives
Dimension
Resources
Develop positive attitudes to reading by:
1. Monday: Reading the story of Pandora Chn work in mixed ability pairs. They carefully read/listen
Photocopy of pages
a. listening to and discussing fiction
to the story of Pandora p11-14. Discuss-What features of human existence is this myth trying to
11-14 from The
e. identifying themes and conventions in a wide
explain? Would they have been tempted to open the box? Think of arguments for both leaving it
Orchard Book of
range of books
shut and opening it. In pairs or individually, chn write answers to questions about Pandora’s Box
Greek Myths for
g. discussing words and phrases that capture the
(see resources) and also write what they think the message of the story is.
each pair of chn.
reader’s interest and imagination
Plenary: Explain that people still use the phrase ‘It’s a bit of a Pandora’s Box’ to describe an
Response frame for
Understand what they read by:
action/actions which may lead to unintended and maybe unpleasant consequences. Read the last
Pandora’s box (see
d. identifying main ideas drawn from more than one short chapter of the book p95-96 Freedom for Prometheus just to cheer everyone up a bit!
resources)
paragraph and summarising these
Three levels of group reading
Understand what they read by:
2. Wednesday: Group reading of the story of Icarus Give groups appropriate copies of the story of
d. identifying main ideas drawn from more Icarus (see resources for easier/harder versions plus use Marcia Williams). Chn work with their group to texts – Icarus (see resources)
Marcia Williams Greek Myths
than one paragraph and summarising
read story and discuss/note new vocabulary. They underline 5 examples of vocabulary they think is
these
particularly expressive. When they have read it, they work together to list the main events of the story. /The Hamilton Book of
Develop positive attitudes to reading by:
Plenary: Can chn suggest any more events to the main event list you made on the whiteboard? Use this Traditional Tales (see website
list)
g. discussing words and phrases that
as an opportunity to change the order and improve the clarity.
capture the reader’s interest and
imagination
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3/Y4 Spr F Plan 3A
Composition
Grammar
Word
Reading
Y3/4: Spring Fiction Plan 3A: Myths and Legends
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
Pupils should be taught to:
a. apply their growing knowledge of root
words, prefixes and suffixes, both to read
aloud and to understand the meaning of
new words they meet
1. Tuesday: Exploring the endings of Greek names Chn read the names of Greek characters and explore
the different endings (see resources). They underline names that end in ‘a’ in red, ‘us’ in blue ‘o’ in
green and ‘e’ orange. Some chn can write about what they notice (i.e. most boys names end in ‘o’ or
‘us’, while most girls names end in ‘a’ or ‘e’)
Plenary: Watch and discuss this simple dance interpretation of the Icarus story at
http://www.bbc.co.uk/learningzone/clips/once-upon-a-time-icarus/11999.html.
Understand and use grammatical terminology 1. Thursday: Identifying powerful verbs Underline the powerful verbs on plan resource as discussed
Develop their understanding of the concepts
in introduction etc. Then chn write their own sentences using powerful verbs, including one of these
set out in Appendix 2 by:
synonyms for fell – plummeted, plunged, dived, tumbled, dropped.
b. using verbs appropriately
Plenary: Chn read out their sentences. Who has used really descriptive and imaginative powerful
verbs?
Understand and use grammatical terminology 2. Friday: Writing sentences using powerful verbs Divide the class into small groups. Then allocate
Develop their understanding of the concepts
different main events of the story to each group. Chn work collaboratively in their groups to expand
set out in Appendix 2 by:
one of these main events into a paragraph (see resources for example). They must include at least 2
b. using verbs appropriately
or 3 or 4 powerful verbs. Provide chn with Thesauruses to help with this (you will need to type up
this story before Monday – leave any mistakes as they are).
Plenary: Small groups read out their paragraphs in order, to make the whole story.
Draft and write by:
1. Friday: Using paragraphs Working in their groups, chn write the paragraph of their allocated part
a. composing and rehearsing sentences orally of the Icarus story.
b. organising paragraphs around a theme
c. in narratives, creating settings, characters
and plot
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
List of gods and goddesses
names (see resources)
Two levels of sentences with
powerful verbs to underline
(see resources)
Thesauruses
None
Y3/Y4 Spr F Plan 3A
Y3/4: Spring Fiction Plan 3A: Myths and Legends
Whole class teaching
Wk 2
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
Monday
Tuesday
Wednesday
Thursday
Friday
NB: Before this session you will
need to type up the version of
Icarus that the chn wrote together
on Friday. Leave chn’s mistakes in
text to edit.
Model how to edit by showing chn
an enlarged draft of the Icarus
story they wrote together. Go
through the first two paragraphs
discussing and identifying spelling
mistakes and correcting them. Use
colour to show changes made. Can
they suggest how to improve the
vocabulary and use of pronouns?
They will learn this story by heart
so encourage use of connectives
and repeated phrases.
Composition 3
Preparing ideas for
writing. See who can still
recite/say the first
paragraph of the story
learnt on Friday. Take a bit
of time to practise it. Read
the final draft of the story
together. Then working
together make a story
map or board of the 2nd
paragraph of the story
using quick sketches. Use
your preferred frame or
no frame. Keep practising
the story at convenient
moments until most chn
know it.
Composition 4
Writing longer sentences. Show chn plan
resource about conjunctions, adverbs and
prepositions. Explain how we can make our
sentences longer using these joining words.
Look at the class Icarus story and together
choose 2 or 3 simple sentences to turn into
compound or complex sentences by
encouraging chn to think about how, when,
where or why a thing happened. They connect
sentences using when, before, after, while,
because, next, so, soon, during. As you write,
show which letters are best joined and which
are best left unjoined. Then read the story of
Perseus in The Orchard Book of Greek Myths
p41, stop in the middle of p45. List the magic
weapons that the gods gave to Perseus feathered shoes from Hermes, a bright shield
from Athene and a helmet of invisibility and a
bag from Pluto.
Transcription 2/Grammar 3
Explore the Greek suffix -logy. The
suffix has the sense of ‘the study of
[a certain subject]’. Chn write
logy on whiteboards. Almost all
words have an ‘o’ added before the
suffix. Chn write an ‘o’ before logy.
For lots of examples of -ology
words look at website
http://www.affixes.org/l/logy.html or see resources.
Have a go at reading the list of
nouns together, on an enlarged
version, underline -ology on each
word. Then chn write the beginning
of words you select, e.g. astr-ology. Erase the beginning and try
another word.
Transcription 3/Word Reading 3
Learn more about magic
objects used in Greek
myths including the 3
that helped Perseus on
his quest to kill The
Gorgon, Medusa (see
resources). Read through
the list of objects all
together and what they
can do. Many stories use
objects with special
powers. In pairs, think of
examples, write them on
whiteboards, e.g. wands
in Harry Potter, Mario
flowers in computer
games, etc. Grammar 4/
Composition 5
Word Reading
Transcription
Objectives
Handwriting
a. use the diagonal and horizontal
strokes that are needed to join letters
and understand which letters, when
adjacent are best left unjoined
Apply their growing knowledge of root
words, prefixes and suffixes, both to
read aloud and to understand the
meaning of new words they meet
Spelling
a. use further prefixes and suffixes and
understand how to add them
(Appendix 1)
Dimension
Resources
2. Wednesday: Joining letters Practise writing complex sentences together using connectives with teacher
modelling correct diagonal and horizontal strokes for joining letters. Provide sentences at different levels
of difficulty according to ability.
Plenary: Share particular difficulties with letter formation.
None
3 Thursday: Learn to read and spell words ending in -ology Display plan resource list of words ending in
-ology. More able chn choose a number of words that interest them (according to ability) to copy and
learn. They could also copy the definition using careful handwriting. Give less able chn list of 10 words and
definitions (see resources) to learn. They could do mini illustrations to show what they mean.
Plenary: Have some fun making up some -ology words of your own, e.g. spiderology, pizzaology,
teacherology, annoying little sisterology!!!
2 differentiated lists of
-ology words and definitions
(see resources)
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3/Y4 Spr F Plan 3A
Composition
Grammar
Y3/4: Spring Fiction Plan 3A: Myths and Legends
Develop their understanding of the
concepts set out in Appendix 2 by:
e. using conjunctions, adverbs and
prepositions to express time and cause
Indicate grammatical and other
features by:
c. using and punctuating direct speech
Evaluate and edit by:
b. proposing changes to grammar and
vocabulary to improve consistency,
e.g. the accurate use of pronouns in
sentences
Proof-read for spelling and
punctuation errors
Draft and write by:
a. composing and rehearsing
sentences orally (including dialogue),
progressively building a varied and rich
vocabulary and an increasing range of
sentence structures (see Appendix 2)
Plan their writing by:
a. discussing writing similar to that
which they are planning to write in
order to understand and learn from its
structure, grammar and vocabulary
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
3. Wednesday: Recognising conjunctions Chn learn about conjunctions, adverbs and prepositions by
extending sentences from the class story, then writing compound and complex sentences as a class and
underline the joining words. They also write sentences about the gifts that Perseus was given. [NB: It’s
difficult to list particular words as conjunctions, adverbs or prepositions as many of the words can be in
two or three of those categories depending on the context, e.g. before could be in all three categories.]
Plenary: Finish the story of Perseus. Chn put up their hands when they spot any of the joining words you
have been discussing.
4. Friday: Listening to dialogue in storytelling Listen to the story of Perseus on ‘Hamilton at Home’ (33 min)
http://www.hamiltonathome.org.uk/7to11/Things2Do/ListenHere/Perseus/75
Plenary: Discuss use of dialogue in story. Did the story come to life when the storyteller was taking the
parts of the different characters?
3. Monday: Editing a rough draft Give chn photocopies of the unedited draft of the class Icarus story. Send
more able chn off in pairs to improve and edit the story using coloured pens/pencils. Keep less able chn in
a group and continue to correct and improve the text together looking out for spelling and punctuation
mistakes etc.
Plenary: Make a final version of the story taking account of the chn’s editing suggestions. Try to keep it
concise. Explain that they are going to learn this off by heart.
Poster about conjunctions,
adverbs and prepositions
(see resources)
4. Tuesday: Making story maps/boards Chn continue to make a story map of the class Icarus story to help
them articulate and remember it. Stress that they are learning this story off by heart. Some chn can use
Marcia Williams’ version to help them remember.
Plenary: Chn tell their story to a partner.
Greek Myths by Marcia
Williams
5. Friday: Discussing a live storytelling Listen to the story of Perseus on ‘Hamilton at Home’ (33 min) at
http://www.hamiltonathome.org.uk/7to11/Things2Do/ListenHere/Perseus/75.
Plenary: Discuss the storytelling. Do they like being told a story or reading it? If time, read Marcia Williams’
version – do they like cartoon versions?
‘Hamilton at Home’ story of
Perseus
Greek Myths by Marcia
Williams
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
‘Hamilton at Home’ story of
Perseus
Photocopies of unedited
draft of class story
Y3/Y4 Spr F Plan 3A
Y3/4: Spring Fiction Plan 3A: Myths and Legends
Wk 3
Monday
Whole class teaching
st
Understanding how to write in the 1
and 3rd person. Read chn the story of
Persephone and the Pomegranate
seeds p15. Give chn time to discuss
the story. In pairs, they make up one
comprehension question about the
story to ask another pair. Write a
selection of their question ideas on
f/c. Then read 3 short extracts of the
story together (see resources). Edit
extract 1, changing it from the 3rd to
the 1st person, as if Demeter is
speaking i.e. But Pluto did not come
to me and ask to marry my daughter:
he knew I would say no. Notice what
has to be changed. Do same with
extracts 2/3.
Grammar 5/ Comprehension 3
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
Tuesday
Wednesday
Thursday
Friday
Writing dialogue. Revise/learn
the conventions of using speech
marks by reading and discussing a
poster together (see resource).
Ask 2 chn to come to the front.
Hold large speech marks either
side of chd 1 who asks chd 2 a
question (see resources). You say
asked Icarus for example. Then
hold the speech marks either side
of child 2 who answers. You say
‘answered Daedalus’. Stress it is
what comes out of the characters
mouths that is written between
the speech marks. Model activity
again, asking the chn speaking to
hold the speech marks and
writing what is said. Grammar 6
Today chn will plan a longer story. They
will retell a Greek myth writing it in the
first person. Some chn may like to retell
Icarus story they learned but will need to
change it into the first person. Others will
retell a diff story they have heard while a
few might like to write one they have read
themselves. Help chn decide which myth
they will write and which character will be
the narrator. Remind them how to make a
story plan using your preferred method.
Talk about the work we did on connecting
words to help us join sentences. Watch
this excellent BBC clip of Perseus at
http://www.bbc.co.uk/learningzone/clips/
anthony-horowitz-the-gorgonshead/6877.html.
Composition 6
Read the opening sentences in
some chapters of The Orchard
Book of Greek Myths, e.g. At
the very beginning, All the
goddesses liked to run through
the silent woods on Mount
Olympus (see resources). Notice
how the opening often gives us
a tiny clue about the story. Ask
chn to decide what their
opening sentence will be. They
can decide to copy a sentence,
write something similar or do
something completely different.
They share their ideas with a
partner. Remind them they will
be using conjunctions.
Composition 7/ Transcription 3/
Grammar 7
Ask chn to share their
stories so far in pairs
reading then out loud
to a partner and
listening to theirs in
turn. Can they spot any
mistakes and help to
correct them? What do
they like about their
partner’s work so far?
Has anyone managed
to use speech marks
yet? Ask a confident
child to share what
they have done. Help
make corrections as
necessary.
Composition 8/
Grammar 8
Transcription
Comprehension
Objectives
Dimension
Resources
Understand what they read by:
a. drawing inferences, such as inferring
characters' feelings, thoughts and motives
from their action
3. Monday: Deepening understanding of the story through questioning Chn ask questions of
characters from stories they have heard, and give answers, in a role play situation (see Grammar 5)
Plenary: Chn who were reading Theseus help you retell the story for the whole class.
None
Pupils should be taught to:
b. increase the legibility and quality of their
handwriting, e.g. by ensuring that the
downstrokes of letters are parallel and
equidistant; that lines of writing are spaced
sufficiently so that the ascenders and
descenders of letters do not touch
3. Thursday: Writing legibly for an audience Remind chn to use careful well-spaced handwriting and
to check spellings.
Plenary: Read another Greek myth, e.g. Theseus and the Minotaur p62.
None
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3/Y4 Spr F Plan 3A
Y3/4: Spring Fiction Plan 3A: Myths and Legends
Grammar
Use and understand the grammatical
terminology in Appendix 2
Indicate grammatical and other features by:
c. using and punctuating direct speech
Develop their understanding of the
concepts set out in appendix 2 by:
c. choosing pronouns appropriately
Indicate grammatical and other features by:
c. using and punctuating direct speech
Composition
Develop their understanding of the
concepts set out in appendix 2 by:
a. extending the range of sentences with
more than one clause by using a wide range
of connectives
Draft and write by:
c. in narrative texts, creating settings,
characters and plot
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
5. Monday: Changing sentences from the 3rd to 1st person Give most chn other simple extracts from
different stories in pairs (see resources). First they read the extracts carefully, then they say them in
the first person. Then they change the extracts using coloured pens to write in the first person. Chn
who might struggle with this do some role play, in 2s or 3s, and verbally convert the questions on flip
chart (from whole class session) to 2nd person - you, and ask Persephone, Demeter or Pluto questions
which they answer in the 1st person. E.g. to Persephone: ‘Why didn’t you try and escape from the
underworld?’ ‘Because I was scared I would get lost.’ Work with these chn and help them record the
answers as whole sentences. More able chn can read Theseus in the Greek Myths by Marcia Williams
and can re-write it as if Theseus were telling the story (see resources).
6. Tuesday: Use speech bubbles and speech marks. Some chn draw 2 characters and write a short
speech each that they are saying. Don’t forget to draw the speech bubbles after doing the writing to
make sure these are big enough. Other chn write a conversation between two characters from the
stories they have heard or choose a story from Greek Myths (Marcia Williams) and write a dialogue
between two of the characters, using correct punctuation.
Plenary: Browse Marcia Williams’ Greek Myths for examples of direct speech and notice the
punctuation (e.g. in Arion and the dolphins, or Daedalus and Icarus).
7 & 8. Wednesday/Thursday: Use connectives See Composition 6 and 7.
Simple extracts to change
from 1st to 3rd person.
(see resources)
Marcia Williams’ Greek
Myths
6. Wednesday: Making a story plan using pictures and key words Help chn to plan their stories
None
pictorially, thinking about characters, settings, build up, problems and resolutions. They should write
connective words they might use in between the pictures.
Plenary: Chn tell their stories to their reading/ response partner and listen to their partner in turn.
Draft and write by:
7. Thursday: Opening of story Chn write the opening of their story and the first few sentences or paragraphs.
a. composing and rehearsing sentences orally Remind them to rehearse their sentences out loud first. They need to include dialogue and think about
(incl. dialogue), progressively building a varied careful punctuation and handwriting. They need to be careful not to get too caught up in dialogue and find
rich vocabulary and an increasing range of
ways to move the story on.
sentence structures (see Appendix 2)
Plenary: Choose a chd to read a really good sentence they have written which uses a conjunction. Discuss
b. organising paragraphs around a theme
how it is better than two simple sentences. Read a few other chn’s sentences and give lots of praise.
Proof-read for spelling and punctuation
8. Friday: Finish story Give chn time to continue with and finish their story today. They should read
None
errors
their story through out loud, to make sure it makes sense and to try and spot and change errors.
Read aloud their own writing, to a group or
Plenary: Share some finished stories now and over the next few days. Discuss The Orchard Book of
the whole class, using appropriate
Greek Myths and Greek Myths by Marcia Williams. Which has been their favourite story so far? Tell
intonation and controlling tone and volume
the chn there are many more Greek myths to read and enjoy.
so that the meaning is clear
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
None
Y3/Y4 Spr F Plan 3A
Y3/4: Spring Fiction Plan 3A: Myths and Legends
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
Books:
The Orchard Book of Greek Myths by Geraldine McCraughrean, ISBN: 9781852133733
The Hamilton Book of Traditional Tales found at http://www.hamiltoneducation.org.uk/Books.php
Greek Myths by Marcia Williams, Walker Books, ISBN: 9781406303476
Websites used in plan:
http://www.bbc.co.uk/learningzone/clips/once-upon-a-time-icarus/11999.html Icarus an interpretive dance
http://www.hamiltonathome.org.uk/7to11/Things2Do/ListenHere/Perseus/75 Listen to the story of Perseus being told
http://www.hamilton-trust.org.uk/previous/resources.asp?lstDocumentType=2&lstResourceYear=3&form=form&ID=5126&project=0 Hamilton Oral story
http://www.bbc.co.uk/learningzone/clips/anthony-horowitz-the-gorgons-head/6877.html Excellent BBC clip of Perseus
Other useful websites:
http://www.dltk-kids.com/world/greece/index.htm activities and resources
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/gods_and_heroes/ Ancient Greek Gods and Heroes
http://www.mythweb.com/gods/index.html an interactive look at the Olympians – hover over a god or goddess to find out about them
http://www.mythweb.com/heroes/heroes.html find out about Greek heroes
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/ play a game where you are the hero
http://www.starfall.com/n/level-c/greek-myths/load.htm?f simple Greek myths which are easier to read
http://greece.mrdonn.org/greekgods/index.html click on the names of gods to find out more about them
http://www.woodlands-junior.kent.sch.uk/Homework/greece/gods.htm about Greek gods and goddesses
http://storynory.com/2008/08/24/the-boy-who-flew-too-high/ the story of Icarus
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.
Y3/Y4 Spr F Plan 3A