Y3/4: Spring Fiction Plan 3A: Myths and Legends
Whole class teaching
Wk 1
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
Monday
Tuesday
Wednesday
Thursday
Friday
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 pp 9&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?
Transcription 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. Spoken
Remind chn that verbs help us tell
something has happened/ is
happening (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
language 1/ Comprehension 2
Comprehension
Spoken
language
Objectives
Pupils should be taught to: c. use relevant
strategies to build their vocabulary
f. maintain attention and participate
actively in collaborative conversations
l. select and use appropriate registers for
effective communication
Develop positive attitudes to reading by:
a. listening to and discussing fiction
e. identifying themes/conventions in books
g. discussing words and phrases that capture
the reader’s interest and imagination
Understand what they read by:
d. identifying main ideas drawn from more
than one paragraph and summarising these
Understand what they read by:
d. identifying main ideas drawn from more
than one paragraph; summarising these
Develop positive attitudes to reading by:
g. discussing words and phrases that
capture reader’s interest and imagination
Dimension
Resources
1. Wednesday: Discussion and group reading
As
As a class recall the main events in the version of the Daedalus and Icarus myth that was read yesterday, and list
Comprehension
them. Chn volunteer to recount sections of the story & respond to others’ recollections. Encourage them to speak
2
clearly, with relevant tone & volume & slightly more slowly than usual. Discuss how myths have been passed down
as oral stories. Then chn work in groups to read different versions of the myth. They discuss any new vocabulary &
identify particularly expressive words & phrases. They list the main events of their version.
1. Monday: Reading the story of Pandora
Photocopy of pages
Chn work in mixed ability pairs. They carefully read/listen to the story of Pandora p11-14. Discuss-What features 11-14 from The
of human existence is this myth trying to explain? Would they have been tempted to open the box? Think of
Orchard Book of
arguments for both leaving it shut and opening it. In pairs or individually, chn write answers to questions about
Greek Myths for
Pandora’s Box (see resources) and also write what they think the message of the story is.
each pair of chn.
Plenary: Explain that people still use the phrase ‘It’s a bit of a Pandora’s Box’ to describe an action/actions
Response frame for
which may lead to unintended and maybe unpleasant consequences. Read the last short chapter of the book
Pandora’s box (see
p95-96 Freedom for Prometheus just to cheer everyone up a bit!
resources)
Three levels of group reading
2. Wednesday: Group reading of the story of Icarus
texts – Icarus (see resources)
Give groups appropriate copies of the story of Icarus (see resources for easier/harder versions plus use
Marcia Williams Greek Myths
Marcia Williams). Chn work with their group to read story and discuss/note new vocabulary. They
/The Hamilton Book of
underline 5 examples of vocabulary they think is particularly expressive. When they have read it, they
Traditional Tales (see website
work together to list the main events of the story. Plenary: Can chn suggest any more events to the
list)
main event list you made on w/b? Use this as an opportunity to change the order and improve clarity.
© 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/
Transcription
Y3/4: Spring Fiction Plan 3A: Myths and Legends
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
Understand and use grammatical
terminology
Develop their understanding of the
concepts set out in Appendix 2 by:
b. using verbs appropriately
Understand and use grammatical
terminology
Develop their understanding of the
concepts set out in Appendix 2 by:
b. using verbs appropriately
Draft and write by:
a. composing and rehearsing sentences
orally
b. organising paragraphs around a theme
c. in narratives, creating settings,
characters and plot
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
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.
1. Thursday: Identifying powerful verbs
Underline the powerful verbs on plan resource as discussed in introduction etc. Then chn write their
own sentences using powerful verbs, including one of these synonyms for fell – plummeted, plunged,
dived, tumbled, dropped.
Plenary: Chn read out their sentences. Who has used really descriptive and imaginative powerful
verbs?
2. Friday: Writing sentences using powerful verbs
Divide the class into small groups. Then allocate different main events of the story to each group. Chn
work collaboratively in their groups to expand one of these main events into a paragraph (see resources
for example). They must include at least 2 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.
1. Friday: Using paragraphs
Working in their groups, chn write the paragraph of their allocated part of the Icarus story.
© 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. Spoken language
2/ 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
Spoken
language
Objectives
Dimension
Pupils should be taught to:
e. give well-structured narratives for
different purposes
i. participate in performances
a. Listen and respond appropriately
i. participate in performances by
listening and paying attention
Handwriting
a. use the diagonal/horizontal strokes
needed to join letters and understand
which letters, are best left unjoined
2. Tuesday: Learning a story by heart
Volunteers recite the first paragraph of the class Icarus story (written on Friday). Then give all chn time to
practise saying the whole story off by heart before reciting it as a class.
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 (App 1)
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!!!
4. Friday: Listening to dialogue in storytelling
Listen to the story of Perseus on ‘Hamilton at Home’ (33 min) at
https://www.youtube.com/watch?v=vd5jHUlDUxw.
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.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
Class version of Icarus
story
None
2 differentiated lists of
-ology words and
definitions (see
resources)
Y3/Y4 Spr F Plan 3A
Y3/4: Spring Fiction Plan 3A: Myths and Legends
Composition
Grammar
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) at
https://www.youtube.com/watch?v=vd5jHUlDUxw.
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
https://www.youtube.com/watch?v=vd5jHUlDUxw.
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/
Spoken language 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 child 1 who asks child 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 clip of Perseus at
https://www.youtube.com/watch?v=qbYk
ejgeAXc.
Composition 6/Grammar 7
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/Grammar 8/
Transcription 3/
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. Spoken
language 4/
Composition 8
Comprehension
Spoken language
Objectives
Dimension
Pupils should be taught to:
3. Monday: Ask/answer questions
b. ask relevant questions to extend their understanding and knowledge
Chn prepare, ask & answer questions for characters from Greek myths.
e. give well-structured descriptions and explanations for different purposes.
They work in small groups using their imagination in role play situations.
i. participate in role play
Pupils should be taught to:
4. Friday: Share excerpts from their stories
a. listen and respond appropriately to their
Chn read out their stories so far to a response partner who gives them positive feedback. Discuss how chn
peers
should praise the good parts of their partner’s story and give some constructive suggestions about how it
f. participate actively in collaborative
could be improved. Ask a volunteer to share their story with the whole class and model making appropriate
conversations
corrections or modifications.
Understand what they read by:
3. Monday: Deepening understanding of the story through questioning
a. drawing inferences, such as inferring
Chn ask questions of characters from stories they have heard, and give answers, in a role play situation (see
characters' feelings, thoughts and motives
Grammar 5).
from their action
Plenary: Chn who were reading Theseus help you retell the story for the whole class.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
None
Chn’s own myths
None
Y3/Y4 Spr F Plan 3A
Composition
Grammar
Transcripti
on
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:
3. Thursday: Writing legibly for an audience
None
b. increase the legibility and quality of their handwriting, e.g.
Remind chn to use careful well-spaced handwriting and to check spellings.
by ensuring that the downstrokes of letters are parallel and
Plenary: Read another Greek myth, e.g. Theseus and the Minotaur p62.
equidistant; that lines of writing are spaced sufficiently so that
the ascenders and descenders of letters do not touch
Use and understand the
5. Monday: Changing sentences from the 3rd to 1st person
Simple extracts to
grammatical terminology in A2
Give most chn other simple extracts from different stories in pairs (see resources). First they read the extracts carefully,
change from 1st to
Indicate grammatical and other then they say them in the first person. Then they change the extracts using coloured pens to write in the first person. Chn
3rd person
features by: c. using and
who might struggle with this do some role play, in 2s or 3s, and verbally convert the questions on flip chart (from whole
(see resources)
punctuating direct speech
class session) to 2nd person - you, and ask Persephone, Demeter or Pluto questions which they answer in the 1 st person.
Develop their understanding of
E.g. to Persephone: ‘Why didn’t you try and escape from the underworld?’ ‘Because I was scared I would get lost.’ Work
the concepts set out in A2 by:
with these chn and help them record the answers as whole sentences. More able chn can read Theseus in the Greek
c. choosing pronouns approp’ly
Myths by Marcia Williams and can re-write it as if Theseus were telling the story (see resources).
Indicate grammatical and other 6. Tuesday: Use speech bubbles and speech marks
Marcia
features by:
Some chn draw 2 characters and write a short speech each that they are saying. Don’t forget to draw the speech bubbles after
Williams’
c. using and punctuating direct
doing the writing to make sure these are big enough. Other chn write a conversation between two characters from the stories
Greek Myths
speech
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).
Develop their understanding of the concepts set out in appendix 2 by:
7 & 8 Wednesday/Thursday: Use connectives See Composition 6 and 7.
None
a. extending the range of sentences with more than one clause by using
a wider range of connectives
Draft and write by:
6. Wednesday: Making a story plan using pictures and key words
None
c. in narrative texts, creating
Help chn to plan their myths pictorially, thinking about characters, settings, build up, problems and resolutions. They should write
settings, characters and plot
connective words they might use in between the pictures.
Plenary: Chn tell their myths to a reading/ response partner and listen to partner in turn. Give constructive criticism to each other.
Draft and write by:
7. Thursday: Opening of myth
None
a. composing and rehearsing sentences orally Chn write the opening of their myth and the first few sentences or paragraphs. Remind them to rehearse their
(incl. dialogue), progressively building a varied sentences out loud first. They need to include dialogue and think about careful punctuation and handwriting. They
rich vocabulary and an increasing range of
need to be careful not to get too caught up in dialogue and find ways to move 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 how it is
b. organising paragraphs around a theme
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 myth
None
errors / Read aloud own writing, to a
Give chn time to continue with and finish their myth today. They should read their myth through out loud, to make sure it
group or whole class, using appropriate
makes sense and to try and spot and change errors.
intonation and controlling tone and
Plenary: Share some finished myths now and over the next few days. Discuss The Orchard Book of Greek Myths and Greek
volume so that the meaning is clear
Myths by Marcia Williams. Which has been their favourite story so far? Tell chn there are many more Greek myths to enjoy.
© 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
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
https://www.youtube.com/watch?v=vd5jHUlDUxw Listen to the story of Perseus
https://www.youtube.com/watch?v=qbYkejgeAXc Excellent 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://resources.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 (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.
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
Outcomes
Monday
Tuesday
1. Describe how and why myths
have been passed down the
generations.
2. Discuss features of myths.
3. Answer questions about myth.
1. Learn a Greek off by heart.
2. Edit draft of class myth.
1. Discuss the feelings stimulated
by a Greek myth.
2. Explore the endings of Greek
names.
1. Use of 1st and 3rd person.
2. Ask and answer questions of
characters in myth – role play.
1. Write dialogue with correct use
of speech marks.
2. Create speech bubbles.
1. Create a story map or
storyboard.
2. Learn a Greek myth off by heart.
Wednesday
1. List main events in a Greek
myth.
2. Identify new and/or interesting
vocabulary.
3. Read a Greek myth as a group.
1. Write compound and/or
complex sentences.
2. Practise correct shape of letters
and diagonal and horizontal joins.
1. Create settings, characters and
plot for own retelling of a myth.
2. Use pictures to plan.
3. Give constructive criticism.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Thursday
Friday
1. Understand use and tenses of
verbs.
2. Identify powerful verbs.
1. Write short paragraph of a main
event in a myth.
2. Use powerful verbs.
3. Use paragraphs.
1. Investigate the Greek suffix
-logy.
2. Learn spelling of words with
suffix -ology.
1. Write strong opening for myth.
2. Write further sentences/
paragraphs of myth.
3. Use connectives to create
compound and/or complex
sentences.
1. Discuss features of myths.
2. Listen to a Greek myth.
3. Compare reading a myth with
listening to a storyteller.
1. Finish retelling their myth.
2. Read out loud their own
retelling of a myth.
3. Proofread and edit their own
myth.
Y3/Y4 Spr F Plan 3A