Brenden is Teaching


NameMyths and Legends
DescriptionFirst week of planning for Myths and legends
File 1101_year 5 literacy planning week beg 14th jan.doc
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Unit:2 Narrative Traditional Stories and Myths

Unit:2 NarrativeTraditional Stories and Myths

Date: Week beginning14th Jan

Year group:5


Key LearningObjectives: To identify the featuresof myths and legends

Thursdays objectives:

      Revision ofSpelling Strategies, Rules and Tools Chart

To ensure that the children have an understanding thatthere is a range of

strategies which will help them spell unfamiliarwords.

To create a Spelling Strategies, Rules and ToolsChart.

To revise a selection ofStrategies, Rules and Tools learnt in Year 4.


Learning Outcome forunit: To write own myths orlegend.



Shared learning andteaching






14th Jan





Guided Reading Group1

(The WoodenHorse)


Reading of a short storyKakaret by Jane Grell.

Children discuss withpartner about what type of story this is what does it remind themof? Have they read similar stories?

  • What features tell youthat this is a traditional story, e.g. Once there was;stock characters (poor widow, some lazy and vain children, one goodchild)
  • Draw out information thathas been given, e.g. about setting and main characters.

Provide children with acopy of the Bones of the story Pandoras box and Bones of thestory Garden of Eden. Explain that these are two creation storiesthat have been chopped up into sections. Ask children in pairs tosequence each of the stories in the order that they think makessense so that they have a clear chronology of events in the twostories.


Gather the childrentogether and discuss what the stories sequence of events were.Discuss the childrens ideas of what a myth is. Ask the children toidentify whether any of the characteristics are in the stories theysequenced.

Clarify with childrendifferent definitions of myths, legends and fables:

1 A traditional story basedon real events but changed over time.

2 A traditional story withheroes and gods that explain how things occurred.



Children can recognise thefeatures of a myth


Children can compare andcontrast two different stories.


15th Jan





Guided Reading Group2

Using lap tops childrencontinue to type up Police reports from last week.


EducationCity Spelling.

Children type upreports,

Ask individual children toread their reports

Children can identify thefeatures of the text type (Reports)



16th Jan





Read Pandoras BoxExtract 1 Discuss the authors use of language to describe thedifferent characters, setting and narrator voice. Focusparticularly on the how the writer shows Pandoras curiosity aboutthe box.

Through shared reading,identify the different techniques the author has to show thecharacters of Epimetheus and Pandora. Discuss the effects of thechoice of vocabulary on the reader. Explore how the text wouldsound with different adjectives or phrases that are less powerful.Ask the children to discuss the images the words create in theirheads as they are reading them.


Provide children withcopies of the extract. Ask them to underline all the words orphrases that describe the box; find three phrases that show whatEpimetheus is feeling; find five examples that show that Pandora iscurious about the box.

Support: Ask them to findexamples of three things Pandora says.

Return to the text anddiscuss with the whole class the details the author uses to showhow the box tempts her. Record or highlight these on thetext.


Children are able toexplore how the writer uses language for dramatic effect.


17th Jan





Test on spellings. Give outnew spellings.

Group 1: help, unhelpful,

excite, excitement, believe,



Group 2: excite, unexcitable, believe,

unbelievable, respect, disrespectful


Spelling work



Which strategy, Rule orTool

(See lesson Plan, Barkingand Dagenham.Term 1: Week2 lesson 4)

Ask individual children to comment on their work andexplain what strategies, rules or tools they thought would be mostuseful to spell the words on the sheet. For example,

I thought that in order to spell the word information itwould be best to break it

into syllables.. I thought that to spell sunshine itwould be best to think of it

as a compound word sun and shine. . We thought thatknowing the rules

about adding s to words that end in y would help tospell babies. We couldnt

agree on which strategy to use for because. You couldbreak it into syllables but

a good tool to use would be a mnemonic like big elephantscan always

understand small elephants. We thought the best way toknow how to spell

days was just by remembering it rather than by thinkingof the rule about adding

s to words that end in y.

Prompt and support theclass to ask them questions