when two or more words start with the same consonant

use of letters 'p', 't', 'k', 'b', 'd' and 'g' to make a harsh sound; unlike alliteration, these letters don’t have to be found at the start of a word.

words which sound like the noise they describe e.g. crash

repetition of the letter 's' in successive words

Reviewing and refining descriptive writing: alliteration, plosives and sibilance

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

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

{{ }} is when two or more words start with the same consonant ('Myths, legends and stories that inspire').

{{ }} is the repetition of the 's' sound in successive words ('Myths, legends and stories that inspire').

{{ }} are the sounds the letters 'p', 't', 'k', 'd' and 'g' create. Writers use these to create effects in their writing ('Myths, legends and stories that inspire').

{{ }} is when words sounds like the noise they describe ('Myths, legends and stories that inspire').

It would never work: the safest thing to do was to remain kneeling.

She heard the stifled sobs from the shadows.

The sharp blade dragged along the covered floor.

She moaned quietly, then supressed her fears.

Which sentence uses sibilance? ('Myths, legends and stories that inspire').

Slowly, imperceptibly, she straightened up and stared at the executioner.

In the little cell, each lonely figure was left with their thoughts.

Thud. The blade landed on the floor dully, but loudly.

Which of the following sentences use alliteration? ('Myths, legends and stories that inspire')

trying to find the executioner's block while blindfolded

In 'Myths, legends and stories that inspire', we look at a painting called 'The Execution of Lady Jane Grey'. Match each figure in the painting to what they are doing.

In 'Myths, legends and stories that inspire', we look at a painting called 'The Execution of Lady Jane Grey'. Which of the following items are in the picture?

two or more words that start with the same consonant

use of the letters 'p', 't', 'k', 'b', 'd', 'g' for effect

words which sound like the noise they describe

Match these key terms, all useful to the descriptive writing completed in 'Myths, legends and stories that inspire', to their definitions.

Which of these words is an example of onomatopoeia? ('Myths, legends and stories that inspire').

The safest thing to do is slink away silently.

Sibilance is the repetition of the letter 's' in successive words. Which of the following sentences are examples of sibilance? ('Myths, legends and stories that inspire').

She wailed against the wall, weeping openly now.

The sharp blade screeched and scratched against the floor.

The brutal block stood brashly in the centre of the room.

Alliteration is when two or more words start with the same consonant. Which of the following sentences are examples of alliteration? ('Myths, legends and stories that inspire').

This lesson was made for home learning during the pandemic.

Reviewing and refining descriptive writing: alliteration, plosives and sibilance

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.