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'

of an emotion, to keep it hidden or bottled up

Writing a full descriptive piece: ‘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

Third person omniscient writing: ‘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

repeat certain ideas or phrases from your first paragraph

What might you do in your final paragraph of a piece of descriptive writing? (Myths, legends and stories that inspire').

A {{ }} is the first sentence of a paragraph and states the paragraph's main focus ('Myths, legends and stories that inspire').

"I will never forget this horror," she said.

I murmured under my breath that I forgave him.

She forgave me immediately, without a second thought.

She felt the block beneath her hand; the wood was splintered and rough.

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

She looked ensnaringly at the executioner.

She wound her hands through the dress, ensnaring them in the fabric.

Previously, her hands had been ensnared in chains, but now they were free.

The time had come for her to be ensnared by the axe.

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

The word {{ }} means expensive looking, luxurious and rich and is often used to describe fabric ('Myths, legends and stories that inspire').

When talking about an emotion, the word {{ }} means to bottle this emotion up, or to conceal it ('Myths, legends and stories that inspire').

a person who works at the Tower of London 

In 'Myths, legends and stories that inspire', we look at a painting called 'The Execution of Lady Jane Grey'. Who is in this painting?

first sentence of your paragraph stating its main focus

notes 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').

Lady Jane Grey was executed in 1553 after {{ }} days, making her the shortest reigning monarch in English history ('Myths, legends and stories that inspire'). 

A {{ }} omniscient 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 sumptuous fur cloak draped against the young girl's arms.

The axe was sumptuous, with a sharp, shining blade.

The sumptuous dress lay in her lap, and she stroked its golden threads.

Would she always remember the sumptuousness of the cell?

Which 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?

She wanted to cry out, but she suppressed her sobs.

She looked round suppressively, hoping someone would come to her aid.

The executioner suppressed his axe, laying it on the ground until needed.

There were many emotions in the cell, but each chose to suppress them.

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

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

Lesson outcome

Content guidance