Brenden is Teaching


NameRobin Hood - Myths and Legends
DescriptionRobin Hood1
File 1237_Robin Hood 2 4.2.08.doc
File 2

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Sherwood Primary School National Literacy Strategy WeeklyTeaching Objectives



Phase 2

Phase 2



Whole-Class SharedSession


Guided andIndependent Activities




Comparedifferent types of narrative text

Explorehow writers use language for comic and dramatic effects

Ask chn what they think of when youtalk about legends are there any stories that come to theirminds, hopefully will suggest King Arthur scribe ideas onwhiteboard create a checklist of features of legends

*characters shrouded in mystery could be real not sure but set in real places and in realhistoric times


Repetition repeated phrases,motifs, etc.

Use of a set pattern to the verse orto the story (beginning = set up situation, middle = action, end =conclusion, usually amusing or humorous and often with a twist inthe tail.)

Use of significant numbers (3, 7etc.)

Stock characters:

-  cheeky/naughty/intelligenthero

-  big, braveside-kick

-  baddy,villain

Perhaps a slightly unconventionalsweetheart


Read and discuss whiteboard file Robin Hood

Plot the narrative using a line graphto demonstrate where tension is developed and how (IWB file)

Use flipchart suspense techniques(IWB file)

Working in pairs, investigatefeatures of text type, referring to written text for evidence.Collect findings have copies of Robin Hood story Robin ofLocksley. Compare with the previous work on The Sword In TheStone.

Talk about how legendary stories arepassed on from generation to generation oral storytelling howdoes this affect the story changing it


Read other Robin Hood story -Marion



I can recognise featuresof a legend


I can explain the featuresof a legend


I can give examples offeatures of a legend








Adaptsentence construction to different text types

Punctuatesentences accurately

Investigate the useof punctuation within the legend and use IWB tools (undo, redo,annotate, capture, cut and paste) to manipulate and investigatethe effects made when punctuation and sentence structureamnipulated

Use pink IWB file- what would would make these sentences clearer?

Use yellow IWB file How many different ways could we combine these sentences linkto VCOP


Show 2 clips of RH from film and BBC trailers are these characters portrayeddifferently? Why? What do we know about Robin Hood?

Model the start ofa character description about Robin, demonstrating how to include avraiety of sentences and using the most appropriateconnective.

Partner work-

.Read Friar tuck story with a partner retell orally story from point of view of Friar Tuck and thenRobin.


Rewrite story from each point of viewapplying complex sentences.

Read Much The Millers son



Success Criteria


Use capital letters andfull stops correctly

Use connectives


Choose connectivesappropriate to the sentence


Use commas within asentence


Phase 2


Compare the usefulness of techniquessuch as visualisation, prediction and empathy in exploring themeaning of texts



Take one centralcharacter Marion, Robin or the Sheriff and further explore thatcharacters personality. What do we think their innermost feelingswould be at given points within the stories. What do we know aboutthe characters so far?


Use Thoughts,feelings, dialogue IWB file


Watch some interviewswith the actors that played the characters in the TV series ????Tell chn that a director would spend a lot of time looking for theright actors to suit the character in the film or show. Whenselected they would be given a detailed character profile so thatthey can get into character. If they are going to be believed bythe audience they actually are that person rather than an actorplaying them, they need to understand who they are. Explain thatchn are going to write a character profile for an actor to play arole in the new TV series Robin Hood.


LA Chn work with an adult as scribe tocreate a detailed character profile for Robin Hood (the actorplaying him)


MA/HA - Chn write a character profileof any of the characters in Robin Hood that we have read about sofar. Their character profile is going to be given to anactor/actress who is going to play the part of this character inthe TV series. Therefore the character profile needs to be detailed we shall need to use short descriptive sentences

Listen to lots of chns profiles others to add in extra ideas that hadnt occurred to them to buildup as bigger picture as possible of their chosen character




Success Criteria


I can write a characterprofile


I can use shortdescriptive sentences in my profile


Ican describe a character through their appearance, actions andinnermost feelings

BIGWRITING Adaptsentence construction to different text types

Punctuatesentences accurately







PREVIOUS DAYRecap oncharacters met so far Robin, Little John, Friar Tuck, Allan aDale, Sheriff of Nottingham, and what we know about them. Tell thechn that they will be writing a diary entry for that character fora day in one of the stories they have read.


Remind chn to write inthe 1st person as if they are the character! Encouragechn to use the character descriptions to help. Are they insidetheir character? Think about how they would talk about the othercharacters.


See separateplan.


Success Criteria


I can write in the1st person


I can write from the pointof view of a character


I can show therelationship between my character and others in my writing



Explorehow writers use language for comic and dramatic events.


Experimentwith order of sections and paragraphs to achieve differenteffects


Makenotes on and use evidence from across a text to explain events orideas


Re-read Story of Friar Tuck (useMarcia Williams cartoon version) and demo how to plot on tensiongraph


Talk through howtension ebbs and flows during story how does a storyteller/writerensure he/she keeps audience interested?


Have on the board some of the keyevents of the Golden Arrow story in the incorrect order chn tore-order and to help re-tell the story


Which character could be telling thisstory? How do we know?


How would the sentenceschange if the Sheriff was telling the story? Select some of thesentences and re-write. What type of language would the Sheriffuse?

Chn to make bullet points for keyevents of Golden Arrow story, told from the point of view of theSheriff notes need to be detailed enough to support an oralretelling of the story.


LA make notes based on the originalversion of the tale

Different chn to re-tell Golden Arrowstory, using their notes, as the Sheriff


Success Criteria


I can retell a story fromthe point of view of a character


I can make notes usingwords and sentences appropriate to that character


I can make notes on allaspects of a text, including events, actions and charactersfeelings.

Evaluation: Notes fornext steps: