the tools a writer uses to create their work; simile, adjective, and adverb are all examples of methods

in English, this means looking at something carefully and considering why it was written in that way

a way of planning an analytical paragraph by preparing the first and final sentences, as well as your quotations

a main story that surrounds shorter stories

Exploring the theme of power in Hanan Al-Shaykh's ‘One Thousand and One Nights’

English

Bruegel's Landscape with the Fall of Icarus: how the myth inspired the painting

Exploring William Carlos Williams’s poem ‘Landscape with the fall of Icarus’

Exploring W.H. Auden's poem 'Musée des Beaux Arts'

Exploring William Carlos Williams's poem 'The Hunters in the Snow'

Exploring Walter de la Mare's poem 'Brueghel's Winter'

Comparing poems: 'Brueghel's Winter' and 'The Hunters in the Snow'

Alfred, Lord Tennyson's 'The Lady of Shalott': understanding the ballad

Symbolism in Alfred, Lord Tennyson's ‘The Lady of Shalott’

Exploring enjambment in Alfred, Lord Tennyson's ‘The Lady of Shalott’

Descriptive writing using Lord Tennyson's 'The Lady of Shalott' as stimulus

Effective sensory language using ‘The Execution of Lady Jane Grey’ as stimulus

Third person omniscient writing: ‘The Execution of Lady Jane Grey’ as stimulus

Writing a full descriptive piece: ‘The Execution of Lady Jane Grey' as stimulus

Reviewing and refining descriptive writing: alliteration, plosives and sibilance

Natasha Bowen's ‘Skin of the Sea’: understanding the extract

Writing inspired by ‘Skin of the Sea’: varying sentence types to create rhythm

Use of flashback in Natasha Bowen's 'Skin of the Sea'

Geoffrey Chaucer's ‘The Canterbury Tales’: compelling characterisation

Creating convincing characters using ‘The Canterbury Tales’ as stimulus

Pat Barker's 'The Silence of the Girls': understanding the extract

Madeline Miller's 'The Song of Achilles': understanding the extract

Comparative paragraphs: 'The Silence of the Girls' and 'The Song of Achilles'

Hanan Al-Shaykh's ‘The Fisherman and the Jinni’: understanding the story

The five part narrative structure

Planning a narrative using the five part narrative structure

Writing a full narrative piece using the five part narrative structure

Improving and proofreading a piece of narrative writing

In 'Myths and Legends Re-Told', pupils explore how they can alter traditional stories to convey modern ideas and morals. In 'Animal Farm: the Pigs and Power', pupils learn about Orwell's allegory and understand how he uses an apparently simple fairy story to convey a political message. 

In 'Step Into the Unknown', pupils look at the ways in which famous children's writers create convincing settings, particularly through descriptions of windows and doors. In 'Myths and Legends Re-Told', pupils take inspiration from the ways in which writers and poets use powerful imagery and symbolism, to inspire their own writing. 

In this unit, pupils read and explore a range of text types in connection to classical myths and legends. They first look at poetry before doing some descriptive writing inspired by poetry and paintings. They then explore Chaucer and modern retellings of myths to inspire their narrative writing.

Myths, legends and stories that inspire

Discriminatory behaviour or images, whether on the grounds of race, gender, disability, religion or belief or sexual orientation, or otherwise.

Depiction or discussion of discriminatory behaviour

Depiction or discussion of violence or fighting, including threats of violence or the aftermath of violence.

Depiction or discussion of violence or suffering

Depiction or discussion of sexual or domestic abuse or violence, including  threats of or the aftermath of.

Depiction or discussion of sexual violence

Depiction or discussion of sex or sexual body parts, including sex education.

Depiction or discussion of sexual content

the first sentence of a paragraph stating its main idea

a final sentence which sums up the paragraph

Match each aspect of a single paragraph outline to its function ('Myths, legends and stories that inspire').

Match each piece of vocabulary to its definition ('Myths, legends and stories that inspire').

You should analyse more than one per paragraph.

You should analyse the methods used in the quotation.

You should include quotations in all topic sentences.

You should include one long quotation per paragraph.

What is true of analysing quotations? ('Myths, legends and stories that inspire')

Analytical paragraphs should begin with a {{ }} which states the paragraph's main idea ('Myths, legends and stories that inspire').

She looked strong; I knew she would be a formidable opponent.

He is a formidable chess player, and the speed with which he wins is incredible.

She was exhausted and had never felt so formidable.

Which sentences use the word formidable (or a form of it) correctly? ('Myths, legends and stories that inspire')

The story was full of wit and everyone fell asleep.

Shahrazad is renowned for her wit: her intelligence overpowers a king.

She kept interrupting my story to say something wit.

She was a wit and everyone was captivated by her.

Which sentences use the word wit correctly? ('Myths, legends and stories that inspire')

the first sentence of a paragraph which states its main idea

in English, commenting on why a writer made particular decisions

the tools a writer uses to create their work

Match each word to its definition ('Myths, legends and stories that inspire').

He pardons Shahrazad at the end of the story.

In 'One Thousand and One Nights', why might we describe King Shahrayar as a tyrant? ('Myths, legends and stories that inspire')

The king is constantly interrupting her stories in the frame narrative.

She knows how to tell stories that will captivate her audience.

The king knows more stories than she does.

The king is so eager to hear her stories that he doesn't have her killed.

In 'One Thousand and One Nights', how do we know that Shahrazad is a formidable storyteller? ('Myths, legends and stories that inspire')

The fisherman finds a jar which has a jinni in it.

The jinni threatens the fisherman with a gruesome death.

The fisherman manages to trick the jinni into returning to the jar.

With the jinni in the jar, the fisherman tells him a story about a king.

The fisherman's story convinces the jinni to be nice to the fisherman.

The jinni rewards the fisherman with jewels.

Starting with the first, put these plot points from 'The Fisherman and the Jinni'? ('Myths, legends and stories that inspire') in chronological order.

They both tell stories that save their lives.

They are both rewarded with jewels for telling their stories.

They both seek revenge on those who try and harm them.

In what ways are 'One Thousand and One Night's' characters of Shahrazad and the fisherman similar? ('Myths, legends and stories that inspire')

A {{ }} is a device whereby a main story surrounds shorter stories. ('Myths, legends and stories that inspire').

This lesson will be removed by end of Summer Term 2025.

Exploring the theme of power in Hanan Al-Shaykh's ‘One Thousand and One Nights’

Lesson outcome

Content guidance

This lesson will be removed by end of Summer Term 2025.