Key Stage: Upper KS2
Text: Beowulf by Kevin Crossley-Holland
Length of sequence: 3 weeks
This sequence is based on the first half of the book where Beowulf takes on Grendel and
Grendel’s mother.
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Key learning Outcome
To write their own overcoming a monster story
Elicitation Task:
Share with children the blueprint of an overcoming the monster story. Model how to elaborate at
each point and talk through a story. Children do this in pairs and then write their own story.
Use the outcomes from this to adapt the must/should/could below.
All children must…
Most children should…
Some children could…



Write in paragraphs with
links between them
Use alliteration
Expand nouns

Use a range of punctuation
to aid meaning

Link within and between
paragraphs

Use a range of sentence
constructions

Use the power of three

Use semi-colons to link
sentences
Guided group writing targets:
Gp 1
Gp2
Gp3
Teaching
Familiarisation/ Immersion in text/Analysis
Imitate
(Learning and remembering, boxing up, book talk, writer talk, grammar,
warming up the word, generating success criteria)
Set up a shared area as a story telling area for children to role play
being the story teller.
 Teacher in role as storyteller: write, map and learn a bare bones
version of the story to tell the children. Ensure that you include the
features that you want the children to use in their writing.
 Read book in story time.
 Book talk: initial responses to the story: could use
likes/dislikes/puzzles/patterns of just have an open discussion.
Record responses on the working wall especially questions raised.
 Children identify sections they particularly like. Map and learn and
remember them.
 Drama: focus on the characters of Unferth and Beowolf. Using
freeze frames from various parts of the text, explore how the
characters are feeling.
 How is this text organised? Box up the story with the children using
the overcoming the monster pattern. (See an example below).
 Focus on paragraphing. Take a short section (p6 and 7) and
explore the reasons for changing paragraph, the impact of length of
paragraph on pace and tension, and how paragraphs are linked.
Children explore the ideas in the section that they have learnt and
remembered. Use a photocopy of the section so that children can
annotate, highlight and circle like you did in the modelling. Jot down
findings for success criteria.
 Model writing about preparing to go on a school trip using the
findings from investigating the paragraphs on p6 and 7. Children
write their own version based on a family trip.
Gp4
Gp5
Guided Work linked
to sequence
Learning
(I can … / I know…
/ I understand…)
Grammar and Punctuation
o Collect examples of the use of semi-colons on long strips of
sugar paper. Ask children to come up with rules for using them
based on what KCH does (listing clauses, joining two closely
related sentences together). Discuss the fact that this is a style
choice. Could you use a full stop? Could you use a coordinating conjunction? Go back to the text and talk about why
he has used a semi-colon.
o Give each child a sentence on a strip of card. Ask them to talk
to the other children and find another sentence that they could
join with a semi-colon. In pairs, say the sentence with all the
punctuation (and an action if you use them for the punctuation).
Then ask the children to record the sentences.
o Warming up the word and vocabulary generation: use the
illustrations to do usual words in unusual combinations. Collect
fab phrases and record on the working wall. Generate lists of
words and put into two columns followed by some nouns. Look
at how KCH uses hyphens in his noun phrases. Why does he
do that? Do any of your phrases need hyphens or commas?
Record examples on the working wall.
o There is a very strong patterning of three in this text. Using
photocopies of the text, ask children to cut out the patterns of
three and cut them up into three and arrange them one under
each other. What is being patterned? (nouns, determiners,
pronouns, clauses, verbs, sentences) What effect do they have
in the story? Model transforming these patterns of three to fit
other situations, e.g. A long bright gaze, a slow nod, a half
smile transformed to describe someone who is angry.
Summarise purpose, organisation and language features in order to
generate success criteria for writing. (Could be teacher or child
generated.)
Innovate
 Create your own monster and hero with the help of the class.
Discuss problems that heroes have with monsters. The children will
draw heavily on animations and superheroes here. Jot the ideas
down and then choose one of them for the story.
 Model completing the boxing up chart with your new hero and
monster, talking through with the children what will happen at each
stage (see example). Which other stories do children know that fit
this pattern?
 Convert the bare bones map into a map for your story, talking
through where you will expand it.
 Take your examples of the power of three and decide where you
might use them for effect in your story. Make notes on your map
about where they might go.
 Using images of pollution and chemicals, generate words to
describe them. Use the usual words in unusual combinations
activity from the imitate stage. Record some of the phrases on the
working wall and consider whether there is any need for hyphens to
make them clear to the reader.
 Talk through your map, modelling clearly how you expand each
section thinking about the use of paragraphs – their size and how
that adds to the effect/meaning of the story.
 Model writing the story (this may need to be done in parts) ensuring
that you show children how to use the paragraphs, alliteration,
hyphens, semi-colons and power of three and why you are using
them.
 Children write their own version of the story.
Mark the writing and identify areas of development to teach in the
invent stage
Capturing Ideas
Invent
 Children to create their own monster and hero. Using the list
generated in the innovate stage, choose a problem and resolution
to go with the characters. Collect images of the settings and some
that support the problem.
 Using the boxing up chart, create the bare bones of the story and
then convert the map into own story.
 Generate words and phrases to describe the settings using the
.


usual words in unusual combinations activity. Children record the
ones they want to use and consider the use of hyphens where
necessary.
Covert the power of three ideas into ones that could be used in the
context of the stories being written and explain where they are
going to be used and why
Tell the story using the map and elaborating at appropriate points.
Tell your story to a small group of pupils in the class and take
feedback about it in terms of its effectiveness and use of success
criteria
Shared Writing:
 Model writing the story focusing on the elements identified at the
end of the innovate stage that need further development.
 Edit the work for one element identified after marking the writing.
 Proof-read for punctuation and spelling.
 Compare the elicitation task and the invent writing and comment on
the progress made with a partner.
 Present writing in a book.
Boxing up
Overcoming the
monster
We meet the monster
and the hero.
The hero moves
towards the monster
but still feels safe and
comfortable.
The hero and monster
meet. They battle and
it looks like the hero
might fail.
There is a big battle
where all seems lost
but is finally won.
The monster is dealt a
fatal blow and its dark
power is overthrown.
The hero enjoys the
prize.
Imitate
Innovate
The story-teller tells Beowulf and
others the story of the monster
Grendel and sets the scene that
Grendel is still terrorizing the
people.
The teacher tells the
class the story of a
monster who is polluting
the environment with
chemicals and
insecticides. Charlie is
part of the class.
Charlie and his friends
set off to the forest that
the monster is now
destroying.
Beowulf and his men set off for
Denmark and when they land they
head for the Great Hall.
That night, Grendel comes to the
hall and kills more warriors.
Beowulf and Grendel fight and
Beowulf rips Grendel’s arm off.
Grendel escapes. Beowulf goes
after him and meet’s Grendel’s
mother.
They fight in an underwater hall
with Grendel’s mother stabbing at
Beowulf’s heart.
Beowulf spots a sword, made by
giants, and uses it to cut the
monster’s head off.
Beowulf swims to the surface of
the water.
The prize is the two peoples are
no longer at war but now friends
and all the treasure that the
monsters had is collected
Invent
That night the monster
comes to the forest to
pour more chemicals on it
and Charlie rips off his
arm but the monster
escapes.
Charlie goes after him
and meets the monster’s
mother.
They fight in a cave in the
mountains with the
monster’s mother
slashing at his arms and
legs.
Charlie spots a chemical
that he knows will
dissolve the monsters
and pours it over them.
He comes out of the cave
with all the treasure that
the monsters had
collected.
Medium Term Plan
(core objectives from POS)
Reading
Writing
Increase their familiarity with a wide range of
books, including fiction from our literary
heritage.
Plan writing by identifying audience and
purpose, select appropriate form and use
similar writing as models for own writing
Links to Grammar and
Punctuation Appendix
Use semi-colons to mark
boundaries between clauses.
Identifying and discussing themes and
conventions in and across a wide range of
reading.
Drawing inferences such as inferring
characters’ feelings, thoughts and motives
from their actions, and justifying with
evidence.
Discuss and evaluate how authors use
language, including figurative language,
considering the impact on the reader.
Note and develop initial ideas, drawing
on reading and research where
necessary.
In narrative consider how authors have
developed characters and settings in
what they have read and listened to.
Draft and write by selecting appropriate
grammar and vocabulary, understanding
how such choices can change and
enhance.
Use hyphens to avoid ambiguity.
Expand noun phrases to convey
complicated information concisely.
Grammar Terminology
Hyphen and semi-colon (Yr6)
Noun phrase and comma (first
used in Yr2)
Cohesion (Yr5)
Linking ideas across paragraphs using a
wider range of cohesive devices
Use a wide range of devices to build
cohesion within and across paragraphs.
Spoken Language
Use relevant strategies to build their vocabulary.
Participate in role play.
Give well-structured descriptions, explanations and narratives for different purposes, including expressing feelings.