Year 6: Building a better society – Beowulf Are we the heroes of our own journey?
Year 6 English National Curriculum
Reading comprehension
Maintain positive attitudes to reading and an understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction books (lesson 18) Reading books that are structured in different ways and reading for a range of purposes (Lesson 5) (lesson 17) Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions (Lesson 1, 3) Identifying and discussing themes and conventions in and across a wide range of writing (Lesson 6, 7, 8) (lesson 18, 19) Making comparisons within and across books (Lesson 1) (Lesson 8) (lesson 17) Read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience (Lesson 4) Understand what they read by: Discussing their understanding and exploring the meaning of words in context (Lesson 1) Asking questions to improve their understanding (Lesson 1) drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence (Lesson 7) (Lesson 11) Predicting what might happen from details stated and implied (Lesson 2) Summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas (Lesson 3) Identifying how language, structure and presentation contribute to meaning (Lesson 9) (lesson 13) Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader (Lesson 5) Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously (Lesson 7) Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary provide reasoned justifications for their views (Lesson 7)
Writing - transcription
Spelling - see English appendix 1 use further prefixes and suffixes and understand the guidance for adding them spell some words with ‘silent’ letters [for example, knight, psalm, solemn] continue to distinguish between homophones and other words which are often confused use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English appendix 1 use dictionaries to check the spelling and meaning of words use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary use a thesaurus
plan their writing by: (Lesson 14) (lesson 19, 20, 21) identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own noting and developing initial ideas, drawing on reading and research where necessary in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed draft and write by: (Lesson 15) (lesson 22) selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action précising longer passages using a wide range of devices to build cohesion within and across paragraphs using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] evaluate and edit by: (Lesson 16) (lesson 23) assessing the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning ensuring the consistent and correct use of tense throughout a piece of writing ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register proofread for spelling and punctuation errors perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear (lesson 24)
Writing - vocabulary, grammar and punctuation
develop their understanding of the concepts set out in English appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms using passive verbs to affect the presentation of information in a sentence using the perfect form of verbs to mark relationships of time and cause using expanded noun phrases to convey complicated information concisely (Lesson 12) using modal verbs or adverbs to indicate degrees of possibility using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun learning the grammar for years 5 and 6 in English appendix 2 (lesson 18) indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing (Lesson 12) using hyphens to avoid ambiguity (Lesson 5) using brackets, dashes or commas to indicate parenthesis (lesson 17) using semicolons, colons or dashes to mark boundaries between independent clauses using a colon to introduce a list punctuating bullet points consistently (Lesson 3) use and understand the grammatical terminology in English appendix 2 accurately and appropriately in discussing their writing and reading (Lesson 16) (lesson 23)
Art Vocabulary Evaluate and analyse creative works using the language of art, craft and design
Music Vocabulary Appreciating and understanding a wide range of high-quality music drawn from influential composers and musicians
Poetry – Prosody Speaking audibly and fluently, Gaining, maintaining and monitoring the interest of the listener Using appropriate registers for effective communication
Week 1: Socio-historic context Lesson 1: Increasing their familiarity with a wide range of books Lesson 2: Predicting what might happen from details stated and implied Lesson 3: Summarising the main ideas Lesson 4: Preparing poems and plays to read aloud and to perform
Week 4: Descriptive Writing Lesson 13: identifying how language, structure and presentation contribute to meaning Lesson 14: Planning descriptive writing Lesson 15: Drafting descriptive writing Lesson 16: Editing descriptive writing
Week 2: Themes Lesson 5: Reading books that are structured in different ways Lesson 6: Identifying and discussing themes Lesson 7: Participate in discussions about books/ Drawing inference Lesson 8: Identifying and discussing themes/ Making comparisons within and across books
Week 5: Features of a narrative Lesson 17: Making comparisons within and across books Lesson 18: Identifying and discussing themes/ continuing to read and discuss an increasingly wide range of fiction books Lesson 19: Planning a narrative Lesson 20: Planning a narrative
Week 3: Writing focus Lesson 9: Identifying how language, structure and presentation contribute to meaning Lesson 10: Trip to Rutland Water Lesson 11: Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Lesson 12: Using expanded noun phrases to convey complicated information concisely
Week 6: Writing narrative Lesson 21: Planning a narrative Lesson 22: Drafting Narrative Lesson 23: Editing Narrative Lesson 24: Perform their own compositions
Plot Overview:
The Old English epic poem Beowulf tells the story of a young Geatish warrior who comes to the aid of Hrothgar, the King of the Danes, whose kingdom is being terrorised by a monster named Grendel. Beowulf uses his epic strength and bravery to slay Grendel in Hrothgar’s mead hall, Heorot, and then to slay Grendel’s vengeful mother in her underwater lair. Beowulf’s fame spreads, and he returns home to Geatland laden with treasure for his king, Hygelac. Beowulf later becomes the king of the Geats and rules for a peaceful fifty years. When a dragon begins to pose a threat to Geatland, Beowulf and
Week 1 – Socio historic Context 1. Increasing their
familiarity with a wide range of books Discussing their understanding and exploring the meaning of words in context Making comparisons within and across books
What time period is the language from? Does this language have connections to English? Why has the language changed? Does language ever stop changing? What are the meanings of some of the words? What is an epic and why are they important? What are they key features of an epic? When was the poem written? Where was it written?
To make comparisons between books To understand and explain what an epic is To describe the features of an epic To explain why we are learning about Epics
Increase familiarity off books (across school) The Lord of the Rings (Yr 5) The Odyssey (Yr 5) The Iliad (Yr 4) Frankenstein (Yr 4) Epic of Gilgamesh (Yr 4) Discussing understanding and exploring meaning of words in context (KS2)
Starter: Play an audio clip of Beowulf using old English. Are students able to recognise the language and the time period it is from? Does it remind them of other languages they may have heard? Give students the written version of old English. What do they notice about the Anglo- Saxon alphabet? The English is such old English that it seems like a foreign language to us today; our words have changed so much since it was written. Think back to Anglo Saxon unit from year 4 – what do you know about English and where it came from? It's a glimpse of an ancient Anglo-Saxon and Scandinavian culture. Why do you think the language has changed so much? Why does language continue to change over time? Will language ever stop changing? Why/why not? Activity 1: Ask chn to read written version of old English through using prosody and see if they can hear or spot any words that we use today? What do they think some words mean? Feedback and discuss What is an epic? (For the future years - What epics have chn come across/remember from KS2?) Why are epics important and why do we learn about them? What do they teach us about history? (human condition, heroism)
Who was the original author? Why is Beowulf a translation?
Explain this half term, we are going to increase our familiarity of books by studying an epic poem called Beowulf. Beowulf is the oldest major work of literature in English. What makes an epic an epic? What are its key elements? Discuss 6 key features and tie back in to other texts they may have read. (For future cohorts this will be a recap and chn should be able to make their own connections between features and events in the text) Activity 2: Chn to collaboratively research the socio historic context of Beowulf:
- How were stories told 1,000 years ago? - When was the poem originally written? - Where was it written? - Who is the original author? - Why are there so many unanswered questions?
We are going to study “Beowulf” translated by Seamus Heaney. Focus on ‘translated’ – why is it a translation? What is the difference between translation and interpretation? (Future cohorts - refer back to Iliad – what are the benefits of translation vs interpretation?) Plenary: Tell chn the poem was lost for almost 1,000 years until it was translated into English. Why was the poem lost? How was it rediscovered? How does the rediscovery signify the importance of the poem? 2
. Predicting what might happen from details stated and implied Grammar focus – coordinating/subordinating conjunctions
Why is it important to understand the context? What is the importance of immortality? What are common themes associated with epics?
To make informed predictions based on the socio historic context of the book
Making predictions The Iliad, Epic of Gilgamesh, Breadwinner (Yr 4) The tempest (Yr 5) The Odyssey, Lord of the Rings (Yr 5)
Grammar focus – revisit coordinating/subordinating conjunctions Review: Previous lesson, talked about Beowulf being a translation. It took Seamus Heaney a long time to translate but he persevered. Why? Starter: If you wanted fame – how would you achieve it? Immortality Discuss authors becoming immortalised through books – link to characters in epics being immortalised. What is immortality and
What is a prediction? What have you learnt about predictions previously? What makes an effective prediction?
Immortality – The Iliad (yr 4) The Epic of Gilgamesh (Yr 4)
why is immortality important? (For future cohorts link theme of immortality to previous learning - Iliad/Gilgamesh) Activity 1: Discuss the title - Beowulf – before showing students a range of front covers. Discuss what chn think about the meaning of the title - Is it a name/place? Could it be the name of the protagonist/antagonist? How and why do the front covers differ to each other? (link back to translations and interpretations) Activity 2: Considering the socio-historic context (previous learning- history of the Anglo-Saxon's), the time frame it was written in, and previous learning about the elements of an epic children to collaboratively make predictions on tables about what this epic poem will be about. Chn to use prosody and oracy to refine predictions and add justifications with partners before feedback to class. Activity 3: Write up predictions with justifications into books. 3
. Increasing their familiarity with a wide range of books summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas Grammar focus – using bullet points
Why is Beowulf worth studying? What is omniscient? What is a summary? How to summarise effectively? How to use bullet points in summaries? What are the main events of the story?
Show an understanding of the basic plot of Beowulf Concisely summarise the key events in Beowulf
Summarising main ideas - The Iliad, Epic of Gilgamesh, Breadwinner (Yr 4) The Odyssey, The Lord of the Rings (Yr 5)
Beowulf is more than a story, it is something worth studying, just like The Iliad and The Odyssey. Many original scholars and critics didn't think it was very good as a work of literature. (Many pointed to the awkwardly organized story and Beowulf's lack of character development, while others simply thought a story about fighting dragons and monsters was not a subject worthy of ''serious literature.'') Beowulf is an example of masterful storytelling; it is not a historical document: it is a poem a work of art. It is so successful as a poem that it has created the sense that is historical. Explain why there is no big reveal, there is no suspense - the narrator is omniscient and tells us what is going to happen before it happens. We are going to analyse and look deeper into the meaning of the text to see how this is achieved.
Before we can do this, it is important to understand the story. Explain the importance of familiarising ourselves with the plot before we delve deeper into the study of the book. Activity 1: What is a summary? How to summarise effectively? What mistakes might someone make when summarising? Grammar focus - How can we use bullet points when summarising? Activity 2: Watch all six parts of animated clip (5 minute each), stop and summarise events after each clip as a class, modelling the use of bullet points. https://www.youtube.com/watch?v=AJ_N3XH3ntI After watching clips, refer back to chn’s predictions – were they correct? Plenary: Discuss the three main events of the story. Chn to write a summary paragraph of their own using the bullet pointed notes. 4
. Preparing poems and plays to read aloud and to perform
What are the main events of Beowulf? How to create an effective performance? How to be an effective performer? What is prosody? What are prosodic features? Which prosodic features will help us to express meaning to the audience?
Using drama to deepen understanding of reading Use prosody in performance To explain how prosody can improve performance
Preparing to perform – Role play - Frankenstein, Epic of Gilgamesh, The Iliad, poetry – romanticism (Yr 4)
Starter: Using notes and summaries from previous lesson, chn to remind each other of the plot of Beowulf – focussing on the three key events in the story. We know Beowulf was retold orally through time before being written down, what methods can we use to retell the story? (Music/performance/art) Activity 1: Tell chn we are going to retell the story through a dramatic performance to really embed our understanding of the plot. Discuss importance and effectiveness of performance. Activity 2: Chn to use drama to summarise and retell key event(s) in groups using oracy and prosody. Activity 3: Perform and evaluate
Children will come back to this performance in lesson 24. Tell chn we are going to work on turning this piece of literature into a modern day prose later this half term, explain we will then create a second performance to see how studying the epic has an effect on our second performance.
Week 2 - Themes
5. R
eadin
g
Reading books that are structured in different ways Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Grammar focus - hyphens
Do epic poems contain poetic features? What are poetic features? Is alliteration used in this epic poem? Why is the alliteration different? What is a hyphen? What is a kenning? How to identify what a kenning describes Why were poems meant to be heard? Why did Heaney include alliteration in his translation of Beowulf?
Discuss understanding and explore meanings of word in context Consider the impact of the use of language
Poetic features Floodland (Yr 5)
Grammar focus – hyphens (what are they? How are they used?) Starter: Tell chn we are going to begin our study of Heaney’s Beowulf. We know this is an epic poem, but does it actually contain poetic features? Discuss common poetic features, what do they recall from their previous learning? Activity 1: Read lines 1 – 209. Are chn able to identify themes in the text independently whilst reading? (If not, prompt next lesson, future cohorts should begin to identify themes independently) Do chn notice hyphenated words whilst reading? Introduce the term kennings –The kenning is a device used in Old English poetry when a compound term is used to describe something without actually naming it, for example ‘sea-floater’ for ship. Activity 2: On tables, place 10 kennings, chn to work collaboratively to work out the meaning of the kenning thus providing a scaffold for them to continue independently later. Kennings were used both for variety and to engage listeners in a mental challenge. Poems like this were meant to be heard. Why were poems meant to be heard? – recap method stories were shared (link to topic) Activity 3: Do chn notice the use of alliteration? Why is the alliteration used in this poem different to what they are normally used to? (Alliteration fits naturally with the prosodic patterns of
early Germanic and Heaney has tried to replicate this as close as possible) Give chn a photocopy of the lines– chn to re-read in pairs using prosody and highlight the alliteration and kennings they find. Chn to consider the impact of the alliteration and depict the meaning of the kennings. Plenary: Why did Heaney choose to include alliteration in his translation? Continue reading until approx. line 450 (Beowulf declares he will fight Grendel). 6
. Analysing authors use of language Identifying and discussing themes and conventions in and across a wide range of writing Grammar focus – word class
What is a leitmotif? Can characters be represented through music? How can music help us with our writing? How does music relate to themes? What are themes? Why are themes important? Which themes have you come across before in previous novels? What are the themes in Beowulf?
Consider the link between themes, music and characters
Identifying and discussing themes The Iliad, Frankenstein, Epic of Gilgamesh, Breadwinner (Yr 4) Floodlands, The Odyssey, Lord of the Rings (Yr 5)
Grammar starter – word class (abstract nouns) Starter: Beowulf is the simplest kind of epic there is. It's about the conflict between a courageous, mighty, loyal warrior and the demons and dragons of hell itself. Chn to sequence the story using images. Listen to two sound clips Clip 1 – Everybody’s gone to the rapture – Aurora Clip 2 – Everybody’s gone to the rapture - A storm over Yaughton. When listening to the clips, chn to consider what part of the story they think each clip represents? Why? – How does each sound clip differ? What feelings do they associate with each sound clip and how do these link back to the characters (leitmotif)? Use the clips to develop vocabulary for upcoming descriptive writing piece. (Let chn know they will be doing something similar in music lesson for topic.) Activity 1: How do sound clips link to themes? Link discussion from music with themes (death/heroism) - What are themes? Why are themes important? When have they previously learnt about themes? What themes are associated with an epic?
Give chn a range of themes and examples of them from different books, chn to match up examples to correct theme (for future cohorts make explicit links to themes from the epics they have studied). Activity 2: Based on the reading from yesterday, what themes have we come across so far? Chn to consider the themes in pairs and feedback. Make a list for working wall. Write up the themes they have come across so far. Plenary: Based on knowledge of the elements of epics, what other themes do we expect to see? Continue reading 7
. Identifying and discussing themes Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Grammar focus – word class
What are themes? What is the characteristic of a hero? Why are heroes important in a story? What distinguishes a hero against a villain? Is boasting the character of a good hero? What is boasting? How does Seamus Heaney use language to portray Beowulf as the hero?
Participate in discussions about books explain and discuss their understanding of what they have read Infer characters feelings and motives from their actions Justify inferences
Drawing inferences about characters in The Iliad, Frankenstein, Epic of Gilgamesh, Breadwinner (Yr 4) Floodland, The Tempest, Richard 3rd, The Odyssey, Lord of the Rings (Yr 5)
Grammar focus – word class Starter: Follow on from yesterday, recap themes, and what themes we have read about so far. Activity 1: Look at the character of Beowulf: Questions to consider: How do we learn who Beowulf is? What information does the narrator give about Beowulf? What does Beowulf himself say? How do other characters describe him? How does a warrior establish a "permanent" identity that will outlive him (immortality)? Activity 2: Focus on theme of Heroism – Beowulf is the (obvious) hero. What are the characteristics of a hero? Why are heroes important in a story? Which heroes have you previously come across? What distinguishes a hero from a villain? Is boasting the character of a good hero? Clarify meaning of boasting. Discuss characters from other books (link to previous learning characters of Achilles/Gilgamesh) – consider the traits of these characters – how much of their characteristic can be described as confidence vs arrogance?
Being important is crucial – doing good things, how you view yourself allows you to influence others
Why does Beowulf boast about his achievements? Ask chn about boasting – is it a good trait? Do they boast? What’s the difference between pride and arrogance? What is the impact of boasting? Activity 3: Play devil’s advocate – Could Beowulf be perceived as the villain and Grendel/Grendel’s mother the hero? The point is not that humans are the real monsters of Beowulf, nor that monsters are the true heroes. Rather, it’s that the same qualities can be found in both – for better or worse. Chn to make inferences about the similarities between the characters of Beowulf and Grendel. (T Table in busy books) E. g. Beowulf’s supreme strength brings his character uncomfortably close to Grendel’s, but it also makes him the only one capable of standing up to the monster. Activity 4: Chn to consider whether they think of Beowulf as the hero or villain. In literacy books - How has Seamus Heaney used language to portray Beowulf as the hero/villain in the poem? Chn to use the text to justify their opinions. Continue reading 8
. Identifying and discussing themes: suffering/ justice Making comparisons within and across books
What are themes? What themes have we come across in Beowulf? Is the theme of equality and fairness pertinent in Beowulf? What is the difference between fairness and justice?
To make comparisons between the descriptions of two extracts Define equality To understand the difference between fairness and justice
Making comparisons within and across books The Iliad, Frankenstein, Epic of Gilgamesh, Breadwinner (Yr 4) Floodland, The Tempest, Richard 3rd, The Odyssey,
Starter: what are themes? What theme did we look at yesterday? Activity 1: Today, consider the theme of equality/fairness – is this a common theme? Have you come across this theme before in other novels/epics studied? Why is equality and fairness a common theme across books? Do we see equality in Beowulf? Can chn illicit equality during Beowulf’s fight with Grendel? How was equality portrayed here?
How is the theme of justice represented in different ways? How to get into character and hot seat effectively? Are themes represented differently across different texts?
Lord of the Rings (Yr 5)
Another theme linked closely to fairness is justice – what is the difference between fairness and justice? Chn to use dictionaries/iPads to clarify the meaning and difference between fairness/justice Activity 2: How is the theme of justice represented in this poem? Chn to discuss on tables – feedback. Can chn ilicit the difference in the way characters need justice? Hot seat – Beowulf wanting justice for Heorot and Grendel’s mother wanting justice to avenge her son’s death. Activity 3: Are themes represented differently across different interpretations of the poem? Tell chn we are going to look at a different representation of the poem (JRR Tolkien) and compare it to Heaney’s. Who is JRR Tolkien? What is he known for? (For future cohorts – which books have you read? What inspired Tolkien to write those books? How are the books similar/different to Beowulf) Focus on description of Grendel eating a knight prior to his fight with Beowulf. Compare Tolkien’s translation of Grendel eating a knight to Heaney’s –
The monster seizes the man, “biting the bone-joints, drinking blood from veins, great gobbets gorging down. Quickly he took
all of that lifeless thing to be his food, even feet and hands.”
In Heaney’s translation, the monster, picking up the knight, bit into his bone-lappings, bolted down his blood and gorged on him in lumps, leaving the body
utterly lifeless, eaten up hand and foot.
Stick extracts into books and answer questions: - What theme is represented in these extracts?
- What are the similarities and differences between the two extracts? - Which is more effective and why? Chn to read the extracts and unpick the vocabulary that makes each of them effective.
Week 3 – Writing focus
9. Identifying how
language, structure and presentation contribute to meaning Grammar focus – sentence types
What is descriptive writing and its purpose? What is mood? What is tone? What is atmosphere? How are they linked together? How can we be successful with descriptive writing? How does Heaney create mood and atmosphere in his translation of Beowulf? How is the theme of justice represented in Beowulf?
Identify how language contributes to meaning
How language contributes to meaning Frankenstein (Yr 4) The Odyssey, Lord of the Rings (Yr 5)
Over the next week, we are going to use descriptive writing to set the mood at the lake just before Beowulf plunges in to the water to fight Grendel’s mother. Link this back to topic lesson – they will be creating a backing track for the same scene. Activity 1: Chn discuss:
- What is the purpose of descriptive writing? - What is mood/tone/atmosphere? - What is the difference and how are they linked?
Mood is the feeling created in the reader. This is a result of the tone and atmosphere in the story. Tone is the author’s attitude or approach to a character or situation which sets the mood for the story. Atmosphere is the feeling created by mood and tone. The atmosphere takes the reader to where the story is happening and lets them experience it much like the characters. Activity 2: Develop success criteria for descriptive writing as a class. - purpose and audience - expanded noun phrases
- Creating imagery using similes/metaphors/personification/ onomatopoeia - show not tell - using a range of sentences and punctuation Activity 3: As we read - read from “Grendel’s mother attacks” (page 43) until the end of “the expedition to the mere” (page 47) - focus on and consider the mood and atmosphere that is created by Heaney. Activity 4: Listen to a few more sound clips from Everybody’s gone to the rapture soundtrack. Which clip would they associate with this part of the poem? Why would music be important in this part of the book? (building tension) Activity 5: Provide a photocopy of the section “The expedition to the mere”. Chn to work in pairs, re-read the text using prosody and then look at authors choice of vocabulary – what makes this section so effective? Teacher model using “discovered the dismal wood” 1
0.
Describe setting using 5 senses
Trip to Rutland Water – chn to make notes about mood/atmosphere to support descriptive writing piece
11.
Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
How can we make our descriptive writing stand out? What is show not tell? How do authors make us use our imagination when reading?
Draw inferences from actions
Drawing inferences The Iliad, Epic of Gilgamesh, Breadwinner (Yr 4) Floodland, The Tempest, Richard 3rd, The Odyssey, Lord of the Rings (Yr 5)
Starter: Chn to share vocabulary and descriptions. Ask chn about how they would describe the setting to their friend in another class who had not been on the trip yet. Emphasise lack of imagery in their descriptions - they are telling us what they saw but not creating an image. If someone was reading about their trip they would be bored. Writers want to engage the reader, they use their writing to purposefully describe, using the most precise vocabulary which allows us to imagine and makes us feel as though we are there
How does Beowulf feel before his fight with Grendel’s mother? How can we show emotions? (role play) What inferences can we make about Beowulf before his fight with Grendel’s mother?
Show not tell (Yr4/5)
with them. Link this back to SC from previous lesson. To ensure our descriptive writing is amazing we need to make sure we are showing the audience and not telling. Activity 1: Revisit ‘Show not tell’ - What does this mean? Why is it an important writing technique used by authors? Allows us (the reader) to be engaged. Previous learning – when have they used show not tell in descriptive writing before? Can they think of examples? Think back to trip from yesterday, chn to work in pairs to consider how they felt and their 5 senses in describing. How can they improve their descriptions for someone who has never been? Peer feedback. Activity 2: Revisit “the expedition to the mere” How is Beowulf feeling at this point in time? Create a bank of emotions. Model telling – Beowulf was feeling anxious. Beowulf was feeling worried. Beowulf felt tense. (Emphasise the boring sentences with lack of prosody) Role play activity–Give chn a range of emotions, work in pairs: one person role plays the emotion whilst the other person makes a note of their facial expressions and body language – chn to write down what can they see in busy book. Begin with emotions – happy/sad/angry, then begin to unpick how someone would show they are nervous. Class feedback Activity 3: Chn to look at examples in the text and make inferences about how Beowulf feels before the fight. Chn to then represent these inferences in their role play, writing further notes about the way the emotion is shown.
Using expanded noun phrases to convey complicated information concisely Grammar focus - commas
What is show not tell? Is show not tell only used in writing? Are there similarities between show not tell in books vs films? Is show not tell more effective in books or films and why? What is an expanded noun phrase? How to create an effective expanded noun phrase? What mistakes might someone make when creating an expanded noun phrase?
Consider he impact of show not tell when writing descriptions Consider how to create mood/atmosphere in writing Create descriptions using five senses Creating expanded noun phrases to convey information
Descriptive writing Narrative Setting – Frankenstein (Yr 4) The Tempest, he Odyssey, The Lord of the Rings (Yr 5) Narrative – Epic of Gilgamesh (Yr 4) Narrative sequel – Floodlands (Yr 5)
Grammar – commas (to support with expanded noun phrases) Starter – Recap previous lesson with show not tell. Write an emotion on the bored, chn to model how they would show it. Is show not tell only used in writing? Where else is the feature used? Discuss ‘show not tell’ being used in the media – television programmes/films. Chn to contemplate whether show not tell is used in media the same way as it is when it is written? What are the features of show not tell? How can we be successful? - by including a description using 5 senses. Activity 1: Show chn video of lake scene from Harry Potter and the Goblet of Fire. Discuss similarities and differences between show not tell being used in a book vs film clip. Which is more effective? Why? Revisit key words (mood, tone and atmosphere). Discuss as a class what mood/tone/atmosphere is created in the video, Does the video link to Beowulf? Could this video be a representation of Grendel’s lake? Why/Why not? Activity 2: Chn to use their 5 senses to describe the video. Think about how the video makes them feel – why? How is this achieved? Why is sound important when creating suspense? Make notes in books. Recap - what is an expanded noun phrase? Teacher model turning noun from sense description into an expanded noun phrase – thinking aloud. Activity 3: Chn to then work as a table to create expanded noun phrases using the vocabulary from the video and thesaurus (iPads) to enhance vocabulary choice. Feedback as a class – make a list for a working wall of the best ones.
Discuss common errors of expanded noun phrases (simply writing a noun phrase, error in the position of commas, lack of ambitious vocabulary). Plenary: Class feedback to each other about why the expanded noun phrases they heard were successful/unsuccessful and give feedback on improvements? Remembering to always consider the best/most precise vocabulary.
Week 4 – Descriptive Writing
13.
Identifying how language, structure and presentation contribute to meaning Grammar focus – adverbials
How to improve expanded noun phrases? What is imagery? Why is imagery an important technique in writing descriptions? How can we create imagery? What is a simile? What is a metaphor? What is personification? Why are these techniques effective?
To understand the different aspects of imagery Be able to identify the difference between a simile and metaphor Create similes and metaphors
Using imagery in descriptive writing Narrative Setting – Frankenstein, Breadwinner (Yr 4) The Tempest, he Odyssey, The Lord of the Rings (Yr 5) Narrative – Epic of Gilgamesh (Yr 4) Narrative sequel – Floodlands (Yr 5)
Starter: Recap expanded noun phrases – show students an example of an incorrect one. Chn to discuss why it is not an expanded noun phrase and should then improve it. Activity 1: Today we are looking at imagery. What is imagery? Why is imagery an important technique? How can we create imagery? What is a simile/metaphor/personification? Why are they used? How do they help to create an image? Focus on similes and metaphors. OP: Personification Discuss the difference between the two, and highlight both can be used - there is no right or wrong answer. When using similes or metaphors it depends on the most effective description and how you - the author - want to describe something. Activity 2: Re-watch video of lake from yesterday. Revisit sense descriptions. Are chn able to create similes independently? Teacher model turning a description into a simile. Why is a simile more effective than a simple description?
Repeat for metaphor whilst using prosody to convey meaning. Activity 3: Chn to work on tables to create similes/metaphors for description of the lake, providing the scaffold for independent task later in the lesson. Feedback to class - chn to use oracy and prosody to convey meaning.
Give chn picture of a mere – stick into books, working in pairs, describe it using 5 senses before turning descriptions into similes/metaphors with partner. Peer feedback. Add best descriptions to working wall. Ext: Personification? Continue reading. 1
4.
Planning descriptive writing
Why do we need to plan? How can planning help us to write more effectively? Who is the audience of our writing? What is the purpose of our writing? Why is it important to include paragraphs? What is the success criteria?
Plan effectively noting and developing initial ideas proof-read for spelling and punctuation errors
Planning Descriptive setting Frankenstein, Breadwinner (Yr 4) The Tempest, he Odyssey, The Lord of the Rings (Yr 5) Narrative – Epic of Gilgamesh (Yr 4) Narrative sequel – Floodlands (Yr 5)
Review success criteria of descriptive writing. Discuss prior learning and that we are now ready to plan our descriptive writing. Why should we plan? Explain our first ideas are not always the best, and planning gives us the opportunity to revisit ideas and edit our work accordingly. Teacher model planning and changing ideas – think aloud and emphasise that the work is not wrong - model adapting and editing. Chn to use work from previous week to begin planning their ideas about the mood and atmosphere of the setting, before Beowulf’s fight with Grendel’s mother. Plan using whiteboards and busy books. Share initial ideas across tables. Continue reading
Why is it important to draft? What is the purpose of drafting? How can drafting help us to create our best writing? How to draft?
Selecting appropriate grammar and vocabulary Understanding how choices change and enhance meaning Using a wide range of devices to build cohesion within and across paragraphs proof-read
Drafting Descriptive setting – Frankenstein and Breadwinner (Yr 4) The Tempest, he Odyssey, The Lord of the Rings (Yr 5) Narrative – Epic of Gilgamesh (Yr 4) Narrative sequel – Floodlands (Yr 5)
Re look at work from previous lesson in pairs. - Does it make sense? - Is there repetition? - Are their ideas concise? - Is the tense accurate? - Has the most precise vocabulary been used? - Is it cohesive?
Model how to take initial ideas and turn them into descriptive paragraphs ensuring cohesion. Model looking back at expanded noun phrases/similes and metaphors and embedding this into writing. Model reflection process and editing sentences. Model considering the use of punctuation and making those changes to enhance writing. Chn to share ideas and draft in busy books. Continue reading
16.
Editing descriptive writing
Why is it important to edit? What is the purpose of editing? How to use prosody to enhance meaning? How can editing help us to create the best writing? How to edit effectively? How to peer edit effectively?
Assessing the effectiveness of their own and others’ writing Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning Ensuring the consistent and correct use of tense
Editing Descriptive setting – Frankenstein and Breadwinner (Yr 4) The Tempest, he Odyssey, The Lord of the Rings (Yr 5) Narrative – Epic of Gilgamesh (Yr 4) Narrative sequel – Floodlands (Yr 5)
We have been editing our work throughout the process, so why should we edit again? What is the difference between self and peer editing? Ensure chn self-edit before editing with partner. Explain importance of peer editing – it is more than just about partners reading your work – together we succeed – it is about supporting each other and making you reconsider and justify your choices in writing and punctuation. Read your descriptive writing to your partner using oracy and prosody. Model process of peer editing and reading aloud with prosody- teacher model this being done well and badly. Chn to question each other about their choices of vocabulary/sentences structure and punctuation. Why did they choose a particular word/why did they choose this punctuation?
throughout a piece of writing proof-read for spelling and punctuation errors
Do they notice cohesion in their work? How can cohesion be created? HA to support MA/LA Make further edits based on feedback from peers. Continue reading
Week 5 – Features of a narrative
17.
Making comparisons within and across books reading books that are structured in different ways Grammar focus – parenthesis
What is a supernatural force? How are super natural forces depicted in literature? What makes a monster a monster? What is symbolism? What do monsters symbolise? Why are monsters depicted in a negative light? What is the advantage of reading a broad range of the same text?
Make comparisons between differed interpretations of the same extract of Beowulf
Making comparisons within and across books The Iliad (Yr 4) Frankenstein (Yr 4) The Odyssey (Yr 5) The Lord of the Rings (Yr 5) Gods/Goddesses (Yr 4/5)
All epic poems involve supernatural or other worldly forces. (For future cohorts – chn to identify and recall the supernatural elements of epic poems studied). Starter: What is a super natural force? What are mythological creatures? Why are they important to epics? Which mythological creatures have you come across before? (Links to Iliad, Frankenstein, Odyssey) Where do they originate? Activity 1: How is super natural force depicted in literature? Is it always considered in a positive light? Talk about how Gods/Goddesses are seen to be positive, whereas “monsters” are given a negative image. What makes a monster a monster? Compare descriptions of Grendel to Frankenstein/Cyclops. Why are monsters depicted negatively? Introduce notion of symbolism briefly, then ask, what do monsters symbolise? Activity 2: This half term, we have been appreciating Seamus Heaney’s translation of Beowulf. Just like this translation, there
How is Grendel introduced in different interpretations of Beowulf? Does the overall representation of Grendel differ?
have been other versions of Beowulf (link back to first week, looking at the different front covers and the extract we looked at from Tolkien). What is the advantage of reading a broad range of the same text? This poem has been interpreted differently by different authors. Show students a range of extracts introducing Grendel – one extract per table – chn to compare the version they have been given to Heaney’s translation. Thinking about the year it was written, how does the language differ? Are some easier to understand than others? Think about the structure it is written in – is it the same? Does it add to the meaning? Plenary: Even though they are different interpretations, does the overall meaning change?
1
8.
Identifying and discussing themes: continuing to read and discuss an increasingly wide range of fiction books Grammar focus – relative clauses
Why is death important in this poem? Why is Beowulf not immortal? What is a narrative? What is prose? How to develop a success criteria for a narrative?
Read and discuss events in the third fight Identify themes
Reading and discussing books The Iliad, Frankenstein, Epic of Gilgamesh, Breadwinner (Yr 4) Richard 3rd, The Tempest, The Odyssey, Lord of the Rings (Yr 5)
This week, we are going to begin writing our narrative to turn a
part of the epic poem into a modern day prose for the children of
the future.
Just like Heaney translated it from old English, we are going to
translate his version into a modern day prose for our modern day
audience.
However, we do not have as long as Heaney did so we are not
going to translate the entire poem, instead we are going to focus
on translating the final event – Beowulf’s fight with the dragon.
Activity 1: Read the final part of the poem as a class. Chn to
summarise the key events of this part of the poem and make
notes of the themes.
Activity 2: Discuss the themes of pride, loyalty, bravery and death. Even though Beowulf has super strength, he is not immortal – he experiences death. Why is that an important part of this poem? (For future cohorts make comparisons with characters who are immortal)
Activity 3: Explain we are going to write a narrative in modern day prose. Just like Heaney translated it for us to enjoy, we want to translate it so that future generations are able to enjoy it (as we know language changes – link back to first lesson). Rather than starting a narrative from scratch, we are going to use Beowulf to help us understand the structure of the narrative. What is a narrative? What is prose?
Illicit features of narrative – what do chn already know? Generate success criteria – - Introduce with a hook - (Dragon awakening) - Setting - characters – Beowulf and? - Dialogue between characters (Beowulf and Wiglaf) - Problem and resolution (Dragon and killing dragon) - Voice to show the mood and emotions of the characters - punctuation Clarify things chn are unsure of and let them know we will work towards these in the next few lessons. As teacher reads to the chn, they should begin to make notes to help them with ideas for their narrative. 1
9.
Planning a narrative Grammar focus - speech
Why do we need to plan? How can planning help us to write more effectively? Who is the audience of our writing? What is the purpose of our writing?
Plan effectively noting and developing initial ideas proof-read for spelling and punctuation errors
Planning a narrative Narrative – Epic of Gilgamesh (Yr 4) Narrative sequel – Floodlands (Yr 5) Narrative – The Odyssey (Yr 5)
Plan the beginning of narrative.
We are going to write our modern day narrative about the third
fight - Beowulf’s fight with the dragon. This narrative is going to
be different, as a class this final fight is what we will base our
narrative on, however you can decide whether you want to write
about the beginning, middle or end of the fight.
Review success criteria of a narrative. Discuss prior learning and
remind chn that it doesn’t matter which part they are going to
write about, the features are always the same.
Chn to discuss with partner which part of the narrative they will
Why is it important to include paragraphs? What is the success criteria?
For those who plan to write the beginning - begin with
summarising key events from “the dragon awakens” page 70 till
“the dragon wreaks havoc on the Geats” page 73.
Think about the setting, the dragon and what it has been
guarding.
Feedback.
For those who plan to write the middle - to summarise from
“Beowulf’s ominous feeling about the dragon” Page 74 until
“Beowulf’s sword fails him” page 81.
Thinking about Beowulf, his pride, and building tension to
approaching the dragon, beginning the fight and the part his
sword fails him.
For those who plan to write the ending – to summarise from
“Wiglaf stands by his lord” until “he returns with treasure”.
Discuss importance of summarising and really focussing on the
detail of the events that occur.
20.
Planning a narrative Grammar focus – varying sentence lengths/sentence types
Why do we need to plan? How can planning help us to write more effectively? Who is the audience of our writing? What is the purpose of our writing?
Plan effectively noting and developing initial ideas proof-read for spelling and punctuation errors
Planning Narrative – Epic of Gilgamesh (Yr 4) Narrative sequel – Floodlands (Yr 5) Narrative – The Odyssey (Yr 5)
Why should we plan a narrative? Explain to chn, that even though we know the plot, we need to consider the best way to include all the writing features we have learnt this half term. We need to break the plot down into a beginning, middle and end section. We want to ensure cohesion so we need to focus on each part carefully. Chn to use the summaries to begin planning their narrative. Plan using whiteboards and busy books. Share initial ideas across tables. Review success criteria of a narrative. Discuss prior learning and
that we are now ready to plan the second event in our narrative.
Why is it important to include paragraphs? What is the success criteria?
Chn to use summaries to begin planning their narrative. Plan using whiteboards and busy books. Share initial ideas across tables.
Week 6 – Writing a narrative
21.
Planning a narrative
Why do we need to plan? How can planning help us to write more effectively? Who is the audience of our writing? What is the purpose of our writing? Why is it important to include paragraphs? What is the success criteria?
Plan effectively noting and developing initial ideas proof-read for spelling and punctuation errors
Planning Narrative – Epic of Gilgamesh (Yr 4) Narrative sequel – Floodlands (Yr 5) Narrative – The Odyssey (Yr 5)
Review success criteria of a narrative. Discuss prior learning.
Chn to continue using summaries to plan their narrative. Plan
using whiteboards and busy books. Share initial ideas across
tables.
22.
Drafting Narrative Why is it important to draft? What is the purpose of drafting?? How can drafting help us to create our best writing?
Selecting appropriate grammar and vocabulary Understanding how such choices can change and
Re look at work from previous lesson in pairs. Does it make sense? Is there a beginning, middle and end? Have you included the main events? Does it build suspense? Have you used a variety of sentence types? Is it cohesive? Have they included speech? Are their ideas concise? Is their tense accurate? Has the most precise vocabulary been used? Model looking back at grammar elements e.g. relative clauses, parenthesis, and speech and add it to work.
enhance meaning Using a wide range of devices to build cohesion within and across paragraphs proof-read for spelling and punctuation errors
Model reflection process and editing sentences. Model considering the use of punctuation and making those changes to enhance writing. Chn to share ideas and draft in busy books.
23.
Editing Narrative Why is it important to edit? What is the purpose of editing? How can editing help us to create the best writing? How to edit effectively? How to peer edit effectively?
Assessing the effectiveness of their own and others’ writing Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning Ensuring the consistent and correct use of tense throughout a piece of writing proof-read for spelling and
We have been editing our work throughout the process, so why should we edit again? What is the difference between self and peer editing? Ensure chn self-edit before editing with partner. Explain importance of peer editing – it is more than just about partners reading your work – together we succeed – it is about supporting each other and making you reconsider and justify your choices in writing and punctuation. Read your narrative to your partner using oracy and prosody. Model process of peer editing and reading aloud with prosody- teacher model this being done well and badly. Chn to question each other about their choices of vocabulary/sentences structure and punctuation. Why did they choose a particular word/why did they choose this punctuation? Do they notice cohesion in their work? How can cohesion be created? HA to support MA/LA Make further edits based on feedback from peers.
Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
What are the main events of Beowulf? How to be an effective performer? How to create an effective performance? How to evaluate effectively?
Using drama to deepen understanding of reading
Using drama to show meaning Role play - Frankenstein, Epic of Gilgamesh, The Iliad, poetry – romanticism (Yr 4)
Use as a further editing lesson if needed. Chn to use their narratives to give a second performance of Beowulf. Evaluate performance – how does this performance differ from the first? What worked well, which one did they find easier to perform? Why?
