Chestnuts English Planning
Unit: Myths and Legends
Handwriting focus:
Penpal: revising paralell ascenders tt, ll,
bb
‘
Date: Feb 2nd 2015
Year group: Year 4
SPaG focus:
Spelling: sound ‘age’
Punctuation: comma, inverted comma(speech
marks)
Parts of speech: present perfect tense, figurative
language, fronted adverbial phrases.
This week’s Learning Objective/s:
To plan a legend based on the story of Beowulf.
To use figurative language to create imagery.
To write a legend using the features of the genre.
Working wall:
Key vocab display, skeleton writing frame of
a legend, modeled piece of text showing the
features of a legend, story map of Beowulf.
Example of shared text.
Key Learning Outcomes (the big picture):
http://myths.e2bn.org/mythsandlegends/myths-for-everyone.html
To Write a legend using the story of Beowulf as a model.
https://www.youtube.com/watch?v=dpw3r229Vyc
Introductio
n
(SPaG)
1
To know what is
the present
perfect tense
and to complete
activity.
http://learneng
lish.britishcoun
cil.org/en/engli
shgrammar/verbs
/presenttense/presentperfect
Shared Learning
(inc. key
questions, AfL)
LO: To plan a legend.
Share LO and SC and
discuss.
To recap on story of
Beowulf and to discuss
the different stages of
the story.
To model the story map
of Beowulf.
Chn to look at a variety of
settings and to decide on
which they would like to
use in their story.
vocabulary
Independent Learning
(inc: recording
methods, LSA)
Guided Learning
(Inc level &
recording methods)
Plenary
Success criteria
Legends,
planning, story
map. Sequence
Characters,
setting,
problem,
resolution,
ending.
Red/orange and yellow – Chn to
draw their story map adding
fronted adverbial phrases and
precise vocabulary they would
like to use in their legend.
CT to work with green/blue
group to help with
organizing their ideas
before drawing their story
map.
Chn to share
their story map
with a partner.
How can you
help your
partner improve
their story map?
1. I can plan my
legend using a story
map.
LSA to work with Lewis and
Mimi to draw their story map.
Pictures and a widget will be
provided to support.
2. I can sequence my
legend.
3. I can record
adverbial phrases to
use in my legend.
Chn pair-share their
ideas for their legends.
What will happen in your
legend? What is the
problem?
How will your hero
overcome the monster?
How will it end? Will good
defeat evil?
2
3
Which fronted
adverbials have
chn used in
your story
maps? Take a
few examples,
and model
writing these
up with a
comma after
the phrase,
then creating
the rest of a
sentence.
LO: To write the setting
for a legend.
To recap on
the use of
figurative
language and to
discuss how it
can be used to
improve the
imagery in a
LO: To write the
beginning of the legend.
Share LO and SC
Chn to revisit the story
map from the previous
day.
Legend, setting,
Description,
imagery,
metaphors,
similes
Share LO and SC and
explain.
To model through shared
writing how to write the
setting for the legend
using all the senses,
http://www.amazon.co.uk/
The-Seal-ChildrenJackieMorris/dp/1845071093
Introductory paragraphs
Model use of story map
to write the story.
Legends,
mythical
creature,
powers,
appearance,
special powers,
Beginning,
character,
Red/Orange – Chn to write
the setting for their legend
focusing on using precise
vocabulary to show imagery.
Begin to write the opening for
the story.
CT to work with
Lemar, Genoby, Amran
and Kiyene to write the
setting of their legend.
Yellow/Green – Chn to use
sentence openers with fronted
adverbial phrases to support
chn in writing their setting
Lewis, Mimi and
Reinaldas to be support
by LSA. A list of
fronted adverbial
phrases to support
writing and a
storyboard.
Chn to write the beginning of
their legend using their story
map.
CT to work with yellow
group to support them with
improving their sentence
structures and the correct
use of punctuation.
Green and Blue group
List of fronted adverbial
phrases to support writing.
Chn read through
their work and
discuss how
there are going
to write the next
part of their
story.
I can use powerful
adjectives for
description.
I can use fronted
adverbial phrases.
I can use similes.
I can use metaphors. I
Share exciting
opening
paragraphs.
What was your
“hook” to attract
the reader to
your opening
paragraph?
1. I write in
paragraphs.
2. I can use fronted
adverbial phrases.
3. I can use powerful
adjectives.
text.
4
5
To recap on the
use of inverted
commas and
other
punctuation to
indicate direct
speech, a
comma after
reporting
clause, end
punctuation,
etc.
Discuss use of
paragraphs for different
sections of the story.
How can the story map
help you organise your
work? (paragraphs)
Referring to your story
map, how many
paragraphs will you
write?
Impact of opening
line/paragraph.
Model amazing openers…
Can the children think of
their own?
How can they introduce
their character?
Talking partners, write on
white boards.
LO: To write the middle
of the legend.
Children continue to write
their legends.
Model how to start a
paragraph.
Model how to introduce
the problem within the
story.
setting
Lewis and Mimi to be given
widget word bank to help with
writing. To continue to use
storyboard to write their
legend.
Legends,
mythical
creature,
powers,
appearance,
special powers,
Problem,
resolution
Chn to write the middle of
their legend using their story
map.
CT to work with green
table to support them with
improving their vocabulary
and punctuation
Blue group
List of fronted adverbial
phrases and similes to support
writing.
Chn to share
their work with
their partner and
to discuss how to
improve it. Three
chn’s work to be
shared and the
feed back given.
1. I write in
paragraphs.
Chn to evaluate
their work and to
complete
1. I write in
paragraphs.
Lewis and Mimi to be given
widget word bank to help with
writing.
Remember continuity
from where you were
writing yesterday.
TTW LO: To write the ending of the
legend.
4. I can use figurative
language to create
imagery.
Legends,
mythical
creature,
Chn to write the end of their
legend using their story map.
CT to work with orange
group to support them in
their writing.
2. I can use fronted
adverbial phrases.
3. I can use powerful
adjectives.
4. I can use figurative
language to create
imagery.
Resolution in Story:
This solves the problem.
How can we write the solution to our
problem?
Model how to write ending of story:
What happens to our characters?
powers,
appearance,
special powers,
Problem,
resolution
ending
Lewis and Mimi to be given
widget word bank to help with
writing.
http://www.michaelmorpurgo.com/images/uploads/book-excerpts/Beowulf_extract.pdf
http://www.scandinaviantravel.com/wp-content/uploads/2013/05/SCANDINAVIA-MAP-4.jpg
evaluation sheet.
2. I can use fronted
adverbial phrases.
3. I can use powerful
adjectives.
4. I can use figurative
language to create
imagery.