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NameMyths, legends, fables Year 5
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St Stephens Junior School

St Stephens JuniorSchool

Literacy UnitPlan

Date 07/01/08


Final Unit OutcomeWrite a new version of a legend



Shared Reading &Writing

Word & SentenceWork

Independent & GuidedWork







Week 1

To identify andclassify the features of myths, legends and traditionaltales


What are thefeatures of fables?


Text: Hare andTortoise

Fox and theGrapes

Lion and theMouse


What are thecharacteristics of this type of story?

What is the moral ofthis tale?

Discuss features offables:

       short but completestory

       clever and oramusing

       plot can beunderstood

       main characters areanimals

       capital letter tostart animals name

       include a moralunderneath


Remind children thatfables started as part of oral storytelling, hence why it is shortso it can be remembered.


Do the children knowany other fables by Aesop?





W3 to know thecommon letter string ough and that words are pronounceddifferently




Children to placedifferent ough words in a table according to their sound


W3 to know thecommon letter string ough and that words are pronounceddifferently







Children to fill inthe missing ough words.



Brodie spellings Set19

Sheets A, B, C


Extension make upsentences of their own using words from table.



Recap main learningpoints from lesson.


What are the featuresof fables?


What do youunderstand by a moral/everyday expression?




To identify andclassify the features of myths, legends and traditionaltales


Text: The Frogs andthe Well

The wolf in Sheepsclothing


Discuss features ofmyths and the morals in these two fables.


Discuss anyunfamiliar words which children do not understand.


To know someeveryday expressions


Discuss everydayexpressions and discuss morals in the fables read so far.


Slow and steady winsthe race


To know someeveryday expressions



Children to completematch the idiom sheet in Literacy books writing out the idiom andthen the meaning.


Complete sheet Matchthe Idiom in Literacy books

Complete sheetCracking Proverbs







Listen to oral fablesfrom website or watch short version of fable from DVD.


Compare with writtenfables.

Key Vocab


Text: Boy who CriedWolf (X2)


Read differentversions of same fables.


List the similaritiesand differences between the different versions.






Using pictureschildren to write own version of The Boy who Cried Wolf


Adding speechbubbles/direct speech where necessary.


SEN arrangepictures and fill in the missing words.


Listen to childrenread their fables aloud.


Comment on goodthings and 1 to improve on.





Text: Tortoise andthe Baboon

The Foxand the Crane


Discuss the morals ofthese 2 fables.

To look at thecharacteristics of animals in fables


Talk aboutcharacteristics of people/animals:


fox- sly

monkey trickster

owl wise

snake sly

sheep stupid

lion proudetc

hare boastful

tortoise modest

peacock proud


List more words todescribe the animals read in various fables actions &behaviour

To look at thecharacteristics of animals in fables



Children to completesheet on animal characteristics


Then write a shortdescription of 2 opposite animals


SEN sheet withwords missing


Listen to oral fablefrom internet.



Listen to childrenread their descriptions out.



Art Aboriginalstones/animals


Music Didergeridooclapsticks


Creative Writing Poem to inspire paintings of Aborigines dancing under a starrysky




To identify featuresof fables


Text: The Dove andthe Ant

The Fox andthe Stork

(Collins PupilsBook p34)



Read through fablesand identify features using checklist from yesterday. Discuss themoral of the fable.


Explain what aproverb is. Discuss suitable proverbs to use as the moral of afable. (see Collins book p36)





To plan own versionof fable


Model how to useplanning frame and work through each section with children as wholeclass.


1.      Select two animalsand think about their characters (opposite)

2.     Decide on trick(s)animal will play on each other

3.     What is themoral?


Model writing openingof fable.






To plan and writeown version of fable



Provide children witha writing frame to plan their fable.


SEN sequence afamiliar fable and fill in the missing words.


LA Use RS2 PlanMonkey and Rabbit and write fable using this plan.


Teacher to work withtarget children.





Allow children toread out some of their fables.


Using markingladder/success criteria children to self-assess or use peer markingto assess their work.







Week 2

Text: The VolcanoMonster


Read through textwith children and with children analyse features of myths (usingannotated sheet)


1.      Evil act by god typical myth beginning

2.     Zeus godrecognisable as a myth

3.     Shaking with rage earthquake

4.     Fearsomecreatures

5.     magical events

6.     real volcano mixedwith imaginary events

7.     explains phenomenonof a volcano

8.     reference toheroes

9.     explanation forrumbling of Mount Etna

To know and spellwords with the suffixes cian, tion and sion


Spelling Bank p51 (OnIWB)


Use dictionaries tofind the meaning of unfamiliar words.



To know and spellwords with the suffixes cian, tion and sion


Spelling SheetsBrodie p







Play starguess ortest spellings on individual whiteboards.





To identify featuresof myths


Text: In theBeginning (Literacy World)


Ask children to thinkof myth they have read and heard. Take feedback and make a list offeatures of myths.


       about gods andgoddesses

       set in ancienttimes




       characters areheroes

       myth explains astrange/important happening

       featuresstrange/frightening creatures,


Explain that mythswere often told thousands of years ago to help people make sense ofthe world around them.


Read text and pickout all the different features.


Check comprehensionand understanding of text:


What was the worldlike in the beginning?


Where did the godslive?


Who was king of thegods?


What Epimetheusmake?


What did Prometheusmake?


Who made Pandora andwhose bride was she?


Discuss why thingshappened:


Why was Zeus angryabout Prometheus gift?


Why did Zeus make hisgift?


Why did Pandora openthe box?


Why did everything inthe garden wilt?


Why did the sun comeout at the end?


To sequence eventsof a story



1.     Provide children withphotocopiable page 44 Bones of the story Pandoras box and page45 Bones of the story Garden of Eden.

2.    Explain that theseare two creation stories that have been chopped up intosections.

3.    Ask children in pairsto sequence 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 eventswere.


Discuss thechildrens 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 storybased on real events but changed over time.

2 A traditional storywith heroes and gods that explain how things occurred.




To compare thestructure of similar stories


Text: Amana and HerChildren (South American Myth)

Text: Earth TheBagadjimbiri Brothers Australian Myth

(Creative Elements Belair)


Read through bothcreation stories about how the world began.





To re-ordersentences in different ways


Model on the boardre-ordering a sentence so the meaning is still the same.


Model anothersentence where the meaning has changed.



To re-ordersentences in different ways



Children to practisere-ordering sentences in different ways.


SEN simplesentences


Higher complexsentences


Revise & recap onlearning so far


Text: How Night cameinto the World


Explain that it is atranslation of a myth probably still told byte people of theAmazon. Check understanding:


What was the worldlike at the very beginning?

Where was the firstnight found?

What happened whenthe palm-nut was opened?

Why did the GreatSnakes daughter create the birds?

Why were the boysturned into monkeys?



This is anothercreation story like In the Beginning ask for similiarities betweenthe two myths:


       both are about thebeginning of things

       in both no creaturesexist at the beginning

       palm-nut is likePandoras box

       voices inside palmnut and Pandoras Box





       no night at thebeginning

       a boy, not a woman,is too curious

       real animals come outof the palm-nut

       nothing like Hopecomes out of the Palm nut at the end



To answer questionsin full sentences using the text for reference



Children to answer aset of questions in full sentences on the text.



SEN reorder &sequence the text.

Revise & recap onlearning so far


To plan and write amyth based on a known model


Text: How Night Came(SHORT VERSION)


Tell children theyare going to write their own myth explaining how somethingstarted.

howclouds/moon/stars/seasons started.


To plan and write amyth based on a known model


Model using theplanner to make a short plan and write opening to the myth.



To plan and write amyth based on a known model


Children can useblank planner RS4 to create their own myth or use the ideas fromStorm Bringer if struggling for ideas.


SEN complete acloze procedure passage filling in the words to a simplifiedmyth.

Children to marktheir work using marking ladder against success criteria




Week 3

To know thedifference between a myth and a legend


Text: St George andthe Dragon


Explain to thechildren that they are going to read a new story and compare it tothe myths in the previous sessions.


Draw up a list ofsimilarities and differences.


W4 to explorespelling patterns of consonants and formulate rules


e.g doubling whenadding ing


adding suffix fulto a words


W4 to explorespelling patterns of consonants and formulate rules



Children to completeworksheet on adding suffix ful to words, then inserting them intoa sentence


extension ly to theword


SEN group onStarspell



Revise features oflegends or test words learned in independent on whiteboards.




To know the featuresof legends


Text: Odysseus andCyclops


Explain that Odysseusis the hero of a Greek legend.

Read through text anddiscuss features of legends:


       story aboutpeople

       little mention ofgods/goddesses

       possible basis oftruth


       emphasis on braveryand daring deeds


       distinction madebetween honour and dishonour

       good defeatsevil

       features atraditional ending


Revise storystructure:


beginning, middle,problem, resolution and ending.


Legends often havestrong ideas running through them e.g cunning v stupidityetc


What is the themerunning through this legend?




To sequence a mythand retell in own words


Children have toplace pictures in correct order and write sentences underneath toretell the story.


SEN to fill in themissing words.






To recap knowledgeand understanding


Revise features oflegends and list any legends that the children know.



To identify thefeatures of myths, legends and fables


Text: Perseus andthe Gorgons Head


Read through the textand discuss features.

Is it a myth orlegend?

Use checklist to workout.






Read a differentversion of Perseus and Medusa and compare the 2 versions.


Discuss similaritiesand differences.

To map out thestructure of a myth


LA - In pairs orindividually children to read each box and place on correct placeon story mountain.


HA complete blankstory mountain


This version ofPerseus has the basic ingredients, but not many details to bringthe story alive so that we can picture it vivdly in ourheads.


Think of ways to makethe story more interesting.


Setting What wouldit be like? Hot or cold?


Powerful verbs






To know what directand reported speech is


Text: Pandoras BoxExtract 2 (Scholastic)


1.      Revise the use ofdirect and reported speech.

2.     Use examples fromPandoras box Extract 1 to show children how to change todirect speech to reported speech. For example Close your eyes!he commanded (direct); Zeus commanded Epimetheus andPrometheus to close their eyes (reported).

3.     Discuss thedifference between the two forms with the children one being thecharacters voice, the other more the voice of a narrator.


To know what directand reported speech is


Practise usingvarious sentences turning direct speech into reported and viceversa.

To be able to changedirect speech into reported and vice versa




1.      Provide children witha number of different examples of direct speech and ask them toturn these into reported speech.

2.     They should identifyeach time which words they have used to turn it to reported speech,for example she said that


LA/SEN - practiseorally or practise direct speech only simple sentences



Return toPandoras Box Extract 2 and show what effect turning thedirect speech to reported speech has on the narrative.



Explain that it isbetter to have a balance between the two types of speech.




To identify keyparts of the story and the characters motivations


To work in role anduse different narrative forms


1.      Why did Pandora doit?

Read Pandoras boxExtract 2 with the children the point where Pandora opens thebox.


2.     Discuss how thewriter shows that the box is irresistible to Pandora, for examplethe use of rhetorical questions, the description of the boxsbehaviour and so on.


3.     Remind the childrenof the Story mountain from the CD-ROM and to identify which part ofthe story structure this extract is from. Then ask: What arePandoras choices? How do we know that her need to open the box isgreater than her need to obey Epimetheus?

Speaking andlistening


1.      Explain to thechildren that they are going to explore Pandoras thoughts at twokey moments in the story. One just before she opens the box and oneat the point when the box is open.

2.     Use the conscience alley method. Divide the children in two lines;choose one child to be Pandora; explain that one line is going tovoice all the thoughts that tell her she has to open the box, whilethe other is going to voice all the thoughts that tell her notto.

3.     Encourage the children to think carefully about theircontributions, referencing them from within the story.


To identify keyparts of the story and the characters motivations


To work in role anduse different narrative forms



Recap Pandorasthoughts as a class. Then briefly discuss what Epimetheus mightthink when he sees the box open. Discuss how the relationshipbetween Pandora and Epimetheus might have changed.




Week 4

W4 To explorespelling patterns

To know that c isusually soft when followed by I e.g circus



W4 To explorespelling patterns

To know that c isusually soft when followed by I e.g circus



Spelling Bank p45-47(ON IWB)



W4 To explorespelling patterns

To know that c isusually soft when followed by I e.g circus



Brodie SET:


Children to completea table & fill in the correct word in the missing sentences.


Group onStarspell




Test spellings onwhiteboards and check children understand the meaning.


Collins p46: Theseusand the Minotaur


Read through the textand answer questions orally to check understanding of text.



To know what anadjectival clause is


Use Collins p48 fordefinition of adjectival clause.


Using sentences onthe board practise inserting adjectival clauses.

To be able to add anadjectival clause into a sentence


Children to completea sheet on adjectival clauses.


Using the textdiscuss different ways of starting sentences when writing:



Pronoun (name ofcharacter)




Write a list ofsentence starters on board to he later in the week withwriting.



To start sentencesin various ways


Show children varioussentences starting in different ways e.g:


adverb Cautiously


Time ConnectiveSoon after that


simileLike a

prepositionAt the end of



To know what acomplex sentence is

To start sentencesin various ways


Using individualwhiteboards children have to start a sentence using one of thesentence starters- try to link to myths and legends which will helpthem with their writing.

To know what acomplex sentence is

To start sentencesin various ways




Children to write upsome sentences in their Literacy books.



SEN simplesentences fill in the missing word.

To know what acomplex sentence is

To start sentencesin various ways


Give children thesentence starters and they have to finish sentence using a joiningword.



To identify goodlanguage features from texts read

To learn about theuse of imagery


Text: The MagicHead


1.      Explainto the children that all good writers have learned about effectivewords and phrases from texts they have read.

2.     Usethe extracts from Cornerstones pupils book p33 -36 of beginningsand settings in legends & characters.

3.     Discusswith the children what made the words effective and what images orpictures they create in the readers mind.


Revise the term simile andmetaphor




Imagery use oflanguage to create a picture often visual


How can this beachieved:


vocabulary powerfulverbs

interesting adjectives


simile like oras


metaphor comparingto something else.


Pick out thesefeatures in the text.




1.      Ask the children tocreate their own list of good storytelling words and phrases fromthe text extracts from the CD-ROM or from other texts that they arecurrently reading.

2.     The children shouldthen categorise the words and phrases that describe charactersactions and feelings at certain points in the story.

3.     Ask them to look forconnectives that join paragraphs and events together.




Devise a golden rulesfor good storytelling.



Text: DescribingCharacters


Read through thedescriptions of the characters.

What makes aneffective description?

Creating a vividpicture in the readers mind.


Talk about othermonsters in stories.

Use pictures as astimulus/video clips



Using table model howto complete the table using the cyclops description.


Discuss successcriteria:


powerful verbs


different sentencestarters

use senses


To write aneffective description


Children to write avivid description of the Medusa or other made up fantasticalbeast.



SEN use picture tohelp and word bank.


Read out an exampleof a childs work and pick out 3 good things & 1imrpovement.


Peer marking usingsuccess criteria.




Week 5

To look at problemsand resolutions in myths and legends


Text: Jason and theGolden Fleece (Letts p34


What problems doheroes face in myths and legends?


How do they overcomethese problems? (help from gods special powers etc)


Discussproblems/resolutions in stories already read.



To look at problemsand resolutions in myths and legends



Model using tableformat noting down problems and resolutions faced by heroes inmyths/legends.

To look at problemsand resolutions in myths and legends



Children to completetable writing down the heros problems and how they overcome theproblem.


Extension make upown problem/resolution.




Discuss what we havelearned about myths, legends etc and explain to children that nextweek they will be planning their own myth/legend.





To plan amyth



1.      Explain to thechildren that over the next two lessons they are going to plan anddevise their own myths which include a quest theme and challengesfor the hero.

2.     Discuss the keyaspects of different ancient Greek super heroes, for example Jason,Pandora, Hercules, and Achilles and so on.

3.     Discuss theircharacteristics and strengths.








Use shared writing to model the start of the myth. Ensure that youprovide the context for the myth you are modelling, for examplewhich god has commanded that the prize be found. Refer back tophotocopiable page 48 completed in the whole-class work yesterdayand also to the list of good story-telling phrases collected onPhase 3, Day 3.








To redraft and editown writing


Choose an example ofa childs writing to discuss in class.

Look at the order ofthe events.


Identify with thechildren where more description and events could have been added tomaintain the readers interest.


Re-draft theparagraph, showing the children how to start sentences in differentways, for example not always starting with Then he but usingdifferent connectives

To redraft and editown writing



To redraft and editown writing


Ask the children toselect their own paragraph to work on.


They should read thisto a response partner who can identify what they would like to knowmore about in the story.


The children shouldthen use these responses and teacher marking to redraft theirparagraph.


Invite the childrento read out their revised paragraphs to their response partners anddiscuss how the changes have enhanced the writing.





To redraft and editown writing

To plan and write amyth



Return the class tothe modelled plan you made for the story and remind the childrenthat the third challenge is the climax of the story as this is theone that enables the hero to go through to collect the prize andreturn victorious.


Discuss with thechildren how to end the story you have devised together. Use sharedwriting to write the climax and ending of the story, applying thetechniques taught over the course of the Unit, for example use ofgood story-telling phrases, description, strong authorialvoice.


As you write,challenge the children to identify the key language features youare using, for example direct and reported speech, story-tellingconnectives and descriptive words and phrases.


To redraft and editown writing

To plan and write amyth


To redraft and editown writing

To plan and write amyth



Ask the childrencontinue to write their own version of their myth using thecharacters they have planned and their list of useful words andphrases. Ensure that all children have written a completed myth bythe end of this session.