to read through a piece of written work and correct any errors

Improving and proofreading a piece of narrative writing

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

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

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

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

Depiction or discussion of distress or humiliation e.g. bullying.

Depiction or discussion of peer pressure or bullying

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

Depiction or discussion of violence or suffering

To {{ }} means to read through a piece of written work and correct any errors.

Achilles was the youngest, fittest and most decrepit athlete there.

The medals looked stunning. They had just been made so were very decrepit.

The athletes were impressive, but the racetrack looked decrepit and unusable.

The crowd was full of young decrepit children and their parents.

Which sentence uses the word 'decrepit' correctly? ('Myths, legends and stories that inspire')

The fisherman hadn't eaten for three days and was beginning to look haggard.

The jinni looked powerful as he haggardly threatened the fisherman.

After spending every night telling stories, she was beginning to look haggard.

The jinni rewarded the fisherman with many haggard and precious jewels.

Which sentences use the word 'haggard', or its forms, correctly? ('Myths, legends and stories that inspire')

Briseis knew her men had lost the war and began to lament their deaths. 

They were happy, entering the city with loud lamentation.

Briseis saw the children playing and considered how much lament they had left.

Achilles uttered a huge battle lament knowing he was about to be victorious.

Which sentence uses the word 'lament', or a form of it, correctly? ('Myths, legends and stories that inspire')

Confused and aching, the miller lay his back. 

He sat surrounded by the blood of the fight.

Proofread each sentence and select which need corrections so they make grammatical sense. ('Myths, legends and stories that inspire')

What is the error in this sentence? "He could here the river." ('Myths, legends and stories that inspire')

Match these words to their definitions. ('Myths, legends and stories that inspire')

the most dramatic or intense moment of the story

In a story which follows the five part narrative structure, what is the focus of the rising action? ('Myths, legends and stories that inspire')

In a story which follows the five part narrative structure, what is the focus of the climax? ('Myths, legends and stories that inspire')

Carefully, he started to prepare his disguise,

Carefully he started to prepare his disguise.

Carefully he, started to prepare his disguise.

Carefully, he started to prepare his disguise.

Carefully he started, to prepare his disguise,

Which sentence is punctuated correctly? ('Myths, legends and stories that inspire')

Swinging his arms to warm up he started, to size up his opponent.

Swinging his arms to warm up, he started to size up his opponent.

Swinging, his arms to warm up he started to size up his opponent.

Swinging his arms to warm up he started to size up his opponent.

Swinging his arms to warm up he started to size up his opponent

Exit Quiz

To means to read through a piece of written work and correct any errors.