a spell put on someone meaning something bad will happen to them

to form fabric by interlacing different threads together

a legendary place (that is, not real) where King Arthur (a legendary King) was said to hold court.

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

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'

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

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

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

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

Depiction or discussion of sexual content

In 'Myths, Legends and stories that inspire’, we read a poem called ‘The Lady of Shalott’. Who wrote ‘The Lady of Shalott’?

We learn the Lady of Shalott is cursed and must constantly weave at her loom.

We learn the Lady of Shalott sees people via a mirror.

The Lady of Shalott says she is “sick” of “shadows”.

The Lady of Shalott gets up from her weaving to see Sir Lancelot.

The Lady of Shalott realises the curse is upon her and will kill her.

The Lady of Shalott’s body is found in a boat floating towards Camelot.

Starting with the first, put these plot points narrating the story of ‘The Lady of Shalott’ ('Myths, Legends and stories that inspire’) in chronological order.

In ‘The Lady of Shalott’ ('Myths, Legends and stories that inspire’), who does the Lady of Shalott get up to see out of the tower window?

The Lady of Shalott must constantly look out of the tower’s window.

The Lady of Shalott is not certain what the curse is.

The Lady of Shalott chooses to take her own life.

The Lady of Shalott must weave the images she sees in a mirror facing a window.

In ‘The Lady of Shalott’ ('Myths, Legends and stories that inspire’), what is true of the curse?

‘The Lady of Shalott’ ('Myths, Legends and stories that inspire’) is a {{ }} which means it is a poem that tells a story.

In stanza eight of ‘The Lady of Shalott’ ('Myths, Legends and stories that inspire’), we hear the first piece of dialogue from the Lady of Shalott herself. She says, “I am half sick of ...”.

to make short notes about important words and phrases

to write your own poem inspired by the one you have read

In 'Myths, Legends and stories that inspire’, we read poems. Sometimes we annotate these poems. What does it mean to annotate?

Match these words, all important to 'The Lady of Shallot' ('Myths, Legends and stories that inspire’), to their meaning.

a poem that is inspired by a piece of art and describes it

In 'Myths, Legends and stories that inspire’, we come across different types of poems. Indeed, there are so many different forms of poetry. Match just a few examples to their definitions.

a group of lines forming a verse of a poem

when two or more words have the same sound as each other

when a word or phrase is used more than once

when there is no punctuation at the end of a line of poetry

In 'Myths, Legends and stories that inspire’, we come across different types of poems. Match each poetic term to its definition. 

In 'Myths, Legends and stories that inspire’, we will read a poem written by Alfred, Lord Tennyson who was born in 1809 and died in 1892. Who was the British monarch for most of Tennyson's adult life?

In 'Myths, Legends and stories that inspire’, we will read a poem written by Alfred, Lord Tennyson who was an important poet in the Victorian era. When was the Victorian era?

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