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' and 'me'

a way of planning a paragraphs by preparing the first and final sentences, as well the detail in the middle

Planning a narrative using the five part narrative structure

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

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

Immoral behaviour or minor criminal offences, e.g. shoplifting, graffiti.

Depiction or discussion of upsetting content

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

the first sentence of a paragraph stating its main idea

the vocabulary and techniques you will rely on in the paragraph

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

Which section(s) of the single paragraph outline should be written in note form? ('Myths, legends and stories that inspire')

Each section equals one paragraph in your story.

Each section requires the same number of paragraphs.

It is a way of sequencing a story that is clear and compelling.

What is true of the five part narrative structure? ('Myths, legends and stories that inspire')

You thought you were being wily but I saw through your tricks.

She told the story truthfully and wilily. 

He came up with a very wily story to avoid getting into trouble.

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

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

The five part narrative structure is made up of exposition, rising action, {{ }}, falling action and resolution ('Myths, legends and stories that inspire').

Starting with the first, put these sub-headings from the five part narrative structure ('Myths, legends and stories that inspire') in chronological order.

establishes character/setting; introduces a problem

most intense, and often deciding moment, of a story

Match the sub-headings of the five part narrative structure to their function. ('Myths, legends and stories that inspire')

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

the narrator speaks directly to the reader using 'you'

narrator isn't a character in the story, explores multiple characters

narrator isn't a character in the story, focuses on one character

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

What do we learn about the character of the Miller in Chaucer's 'The Canterbury Tales'? ('Myths, legends and stories that inspire')

Match each character, all from 'Myths, legends and stories that inspire', to what we know about them.

The five part narrative structure is made up of exposition, rising action, climax, {{ }} and resolution ('Myths, legends and stories that inspire').

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

Planning a narrative using the five part narrative structure

Lesson outcome

Content guidance

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