the narrator isn’t a character in the story and presents the feelings and experiences of one character using pronouns like 'she', 'he', 'they', 'it'

the narrator isn’t a character in the story and presents the feelings and experiences of multiple characters using pronouns like 'she', 'he', 'they', 'it'

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

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

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

Depiction or discussion of violence or suffering

introduces the main focus of your paragraph

notes on vocabulary, techniques and ideas you will include

completes your ideas and leads onto the next paragraph

Match each section of the single paragraph outline to its function ('Myths, Legends and stories that inspire').

They can present the feelings and experiences of multiple characters.

They can still focus on a central character who is the main focus.

They must devote a paragraph to each character.

This means there can be no central character; all the characters are equal.

They don't need to describe each character in equal detail.

What is true of a third person omniscient narrator? ('Myths, Legends and stories that inspire').

The dress lay like a sumptuous in her lap.

The sumptuousness of the dress contrasted with the bleak prison cell.

What was she to do with it? Could she really throw something so sumptuous away?

The prison cell was sumptuous, with cold, bare walls and dirty windows.

Which of these sentences, all inspired by 'The Execution of Lady Jane Grey' ('Myths, Legends and stories that inspire'), use the word 'sumptuous' (or a form of it) correctly?

They should each repeat your topic sentence to provide clarity.

They could link to the next topic sentence to provide structure.

They should include your most impressive technique.

They start with 'In conclusion,' to show you are finishing the paragraph.

They should always be written in the third person.

What is true of concluding sentences of descriptive paragraphs? ('Myths, Legends and stories that inspire').

A third person {{ }} narrator is when the narrator isn't a character in the story and presents the feelings and experiences of one character using pronouns like 'she', 'he', 'they', 'it'. 

A third person {{ }} narrator is when the narrator isn't a character in the story and presents the feelings and experiences of multiple characters using pronouns like 'she', 'he', 'they', 'it'.

the narrator is a character in the story, using pronouns like 'I'

the narrator is speaking directly to the reader, using 'you'

the narrator isn't a character in the story; 'her', 'he', 'it', 'they'

Match each narrative to perspective to its definition ('Myths, Legends and stories that inspire’).

Edward VI nominated her to be the monarch.

Lady Jane Grey was killed for refusing to accept her role as monarch.

Lady Jane Grey is the shortest reigning monarch in English history.

In 'Myths, Legends and stories that inspire', we look at an historical figure called Lady Jane Grey. What is true of Lady Jane Grey?

describing something still (often water or air) that smells bad

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

a word for a specific place, or the name of someone

a word which can be used in place of a noun

What is a pronoun? ('Myths, Legends and stories that inspire').

She had been suppressing her sobs all day.

I could smell the stagnant air, feel its oppressive heat.

He fidgeted with the axe and I heard it scrape the floor.

His hand tenderly guided mine towards the block.

Which sentences, all inspired by 'The Execution of Lady Jane Grey' ('Myths, Legends and stories that inspire'), are written using the first person?

I had never seen someone so young approach the block.

"The block is in front of you," he whispered sadly.

I lay my head against the wall and closed my eyes.

Which sentences, all inspired by 'The Execution of Lady Jane Grey' ('Myths, Legends and stories that inspire'), are written using the third person?

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

Lesson outcome

Content guidance