Y3: Spring Fiction 1: Myths and Legends Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean

Wk 1 Monday Tuesday Wednesday Thursday Friday

Introduce The Orchard Book of Greek
Myths and read the blurb. Read the
foreword which explains the importance
of the myths to the Ancient Greeks and
why people still tell the stories today.
Whole class teaching
Flick through The Orchard
Book of Greek Myths; look at
illustrations/titles. Do chn
know any of them? Look at
Marcia Williams Greek
Working together from memory, list
the main events from story of
Daedalus and Icarus on f/c. Write
the main events as chn recount them
to you. Check back with the story
Use Resources PPT Slides 1-5
(see resources) to revise verbs
and tense. Remind chn how we
can recognise a verb (it has
tense/it has a subject, e.g. he/she
Begin your shared version
of Icarus to learn by heart.
Using your main events
list from Wednesday,
write a short opening

Write Prometheus and Epimetheus at the
top of a flip chart. Have some fun
practising saying the names; find the small
words in the names to help with this (me-
the-us etc.). Then read pp 9&10 and top of
p11 to chn. Explain this is a creation myth
and most cultures have myths which
explain how the Earth/animals/ people
came to be. Give chn time to discuss story
why was the gift of fire so important?
Comprehension 1
Objectives
c. use relevant strategies to build vocab
Language
Spoken
Myths. Together, read names
of some mythical characters
(see resource). Break the
words into syllables and test
out different pronunciations.
Read the story of Daedalus
and Icarus from The Orchard
Book of Greek Myths p29.
After reading it, discuss how
chn feel sad? Annoyed?
Word Reading 1
1. Wednesday: Discussing the story of Icarus in a group
from The Orchard Book of Greek
Myths p29. Have you got things in
the right order? Explain that there
are lots of versions of myths as many
people have retold them over the
years in slightly different ways. They
are ORAL stories. Show Marcia
Williams Greek Myths here they
are retold in cartoons. Chn will now
read different versions in groups.
Spoken Language 1 / Word Reading
2 / Comprehension 2
Dimension
See Comprehension 2/Word Reading 2
or I/you). Powerful verbs are
descriptive, giving more detail or
creating more impact. Look at
words/ phrases chn picked out in
group reading yesterday and
write any powerful verbs that
arose on the f/c. Introduce the
independent tasks and plan
resource; read through together
explaining the activity.
Grammar 1
paragraph together, based
on the first event
sentence. Limit your
sentences to 3 or 4. Draw
a couple of sketches
alongside (see resources
for example). Begin to
learn sentences by heart
prompted by sketches.
Grammar 2/
Composition 1
Resources
As Comprehension 2

f. maintain attention and participate
actively in collaborative conversations
l. select and use appropriate registers for
effective communication
Develop positive attitudes to reading by:
a. listening to and discussing fiction
e. identifying themes/conventions in books
g. discussing words and phrases that capture
the readers interest and imagination
Comprehension
(Input) As a class discuss and list the main events in the version of the Daedalus and Icarus myth that was
read yesterday. Chn volunteer to recount sections of the story and respond to others recollections.
Encourage them to speak clearly, with relevant tone and volume, slightly more slowly than usual. Discuss
how myths have been passed down as oral stories. Plenary: See Comprehension 2.
1. Monday: Reading the story of Pandora Photocopy of pages 11-14
Chn work in mixed ability pairs to carefully read/listen to the story of Pandora p11-14. Chn discuss the from The Orchard Book of
story, using the response frame to guide discussions. In pairs or individually, chn write answers to Greek Myths for each pair
questions about Pandoras Box (see resources) and write what they think the message of the story is. of chn.
Plenary: Explain that people still use the phrase Its like Pandoras Box to describe an action/actions Response frame for

Understand what they read by:
d. identifying main ideas drawn from more
than one paragraph and summarising these
Understand what they read by:
d. identifying main ideas drawn from more
than one paragraph; summarising these
Develop positive attitudes to reading by:
g. discussing words and phrases that
capture readers interest and imagination
which may lead to unintended and maybe unpleasant consequences. Read the last short chapter of the Pandoras box
book p111-112 Freedom for Prometheus just to cheer everyone up a bit! (see resources)
2. Wednesday: Group reading of the story of Icarus See Spoken Language 1/ Word Reading 2 Three levels of group
Give groups copies of the myth (see resources for easier/harder versions plus use Marcia Williams and reading texts
Hamilton Group Reader). Chn read story. They pick out examples of vocabulary they think is particularly Icarus (see resources);
expressive. When finished, chn work together to list the main events and discuss how it differs from/is Hamilton Group Reader;
the same as other versions they know (including film or TV versions). Marcia Williams Greek
Plenary: Can chn suggest any more events to add to the main event list you made on w/b? Use this as an Myths;
opportunity to change the order and improve clarity.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3: Spring Fiction 1: Myths and Legends
Reading: a. apply their growing knowledge
of root words, prefixes and suffixes, both
to read aloud and to understand the
meaning of new words they meet
Word Reading
Transcription
Spelling: Apply knowledge of suffixes and
understand how to add these.
Reading: a. Apply growing knowledge of
words to read and understand the
meaning of new words that they read
b. Read further exception words
Understand and use grammatical
terminology
Develop their understanding of the
concepts set out in Appendix 2 by:
Grammar
b. using verbs appropriately
Understand and use grammatical
terminology
Develop their understanding of the
concepts set out in Appendix 2 by:
b. using verbs appropriately
Draft and write by:
Composition
a. composing and rehearsing sentences
orally
b. organising paragraphs around a theme
c. in narratives, creating settings,
characters and plot
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
1. Tuesday: Exploring the endings of Greek names List of mythical names (see
Chn read the names of Greek characters and explore the different endings (see resources). They resources)
underline names that end in a in red, us in blue o in green and e orange. Chn write about what they
notice (i.e. most boys names end in o or us, while most girls names end in a or e).
Provide a sheet with words of Greek origin and ask chn to think of at least one more in each category.
Y4 then write a sentence to include as many words of Greek origin as possible. How many can they get
into one sentence?!
Plenary: Watch and discuss this simple dance interpretation of the Icarus story at
http://www.bbc.co.uk/learningzone/clips/once-upon-a-time-icarus/11999.html.
2. Wednesday: Reading more Greek myths See Comprehension 2 / Spoken Language 1 As Comprehension 2
In reading ability groups, chn read different versions of the myth. They read and discuss any new
vocabulary.
Plenary: See Comprehension 2.
1. Thursday: Identifying and using powerful verbs Resources PPT
Underline the powerful verbs on plan resource as discussed in introduction, etc. Then chn write their own Two levels of sentences
sentences using powerful verbs, including one of these synonyms for fell plummeted, plunged, dived, with powerful verbs to
tumbled, dropped. underline (see resources)
Plenary: Chn read out their sentences. Who has used descriptive and imaginative powerful verbs?
2. Friday: Writing sentences using powerful verbs See Composition 1 Thesauruses
Chn should include some powerful verbs in todays writing. Provide chn with thesauruses to help with
this. You might write some key powerful verbs to support least able: e.g. construct, trap, gaze, wish,
creep, soar, plummet, yell, etc.
Plenary: See Composition 1.
1. Friday: Using paragraphs to write part of a Greek myth See Grammar 2 None
Divide the class into small groups - as many groups as events on your list. Then allocate different main
events of the story to each group. Chn work collaboratively in their groups to expand one of these main
events into a story paragraph (see resources for example).
Plenary: Groups read out their paragraphs in order, to retell the whole story.
Collect writing and type up this story before Monday leave any mistakes as they are.
 Y3: Spring Fiction 1: Myths and Legends
Wk 2 Monday
NB: Before this session you will
need to type up the version of
Icarus that the chn wrote together
on Friday. Leave chns mistakes in
text to edit.
Model editing with an enlarged
Whole class teaching
Tuesday
Ask who can still
remember the first
paragraph of the story
learnt on Friday. Take a bit
of time to practise it. Then
read the final draft of the
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
Wednesday Thursday Friday
Use Resources PPT Slides 6 - 10 (see Explain that learning about suffixes can Today chn will think more
resources) to revise conjunctions to help us read and write new words. The about magic objects used
express time or cause. Look at the class suffix logy refers to the study of [a in Greek myths, including
Icarus story and together choose some certain subject]. Chn write the 3 that helped Perseus
single-clause sentences to extend by logy on whiteboards. Almost all words on his quest to kill
encouraging chn to think about when or have an o added before the suffix. Medusa (see resources).

draft of the Icarus story class wrote
together. Go through the first two
paragraphs, identifying spelling and
punctuation mistakes and
correcting them. Use colour to
show changes made. Can chn
suggest how to improve the
vocabulary and ensure subject/
verb agreement? Chn will learn this
story by heart so encourage use of
repeated phrases and sentences
which are easy to say.
Composition 2
Objectives
Pupils should be taught to:
e. give well-structured narratives for
Language
Spoken
story together. Work why a thing happened, e.g. Icarus was Chn write an o before logy. For lots of Read through the list of
together make a story map confused when he saw the wings. As examples of -ology words see website objects together and what
or board of the 2nd you write, show which letters are best http://www.affixes.org/l/-logy.html or they can do. Many stories
paragraph of the story joined and which are best left unjoined. see resources. use objects with special
using quick sketches. The Then read the story of Perseus in The Have a go at reading the list of words powers. In pairs, think of
purpose of the map is to Orchard Book of Greek Myths p46, stop together, on an enlarged version; examples and write them
plot events and prompt in the middle of p49. List the magic underline -ology on each word. Then on whiteboards, e.g.
oral retelling. Keep weapons that the gods gave to Perseus - chn write the beginning of words you wands in Harry Potter,
practising the class myth at feathered shoes from Hermes, a bright select, e.g. astr-o-logy. Erase the Mario flowers in computer
convenient moments until shield from Athene and a helmet of beginning and try another word. games, etc.
most chn know it. invisibility and a bag from Pluto. Word Reading 4 Grammar 4 /
Spoken Language 2 / Word Reading 3 / Comprehension 3 /
Composition 3 Grammar 3 Spoken Language 3
Dimension Resources
2. Tuesday: Learning to tell a story by heart See Composition 3 Class version of Icarus
(Input) Volunteers recite the first paragraph of the class Icarus story (written on Friday). Then give all chn story

different purposes
i. participate in performances
a. Listen and respond appropriately to
adults and peers
Handwriting
a. use the diagonal/horizontal strokes
needed to join letters and understand
Word Reading
time to practise saying the whole story off by heart before reciting it as a class.
Plenary: See Composition 3.
3. Friday: Listening to dialogue in storytelling See Comprehension 3 / Grammar 4 Hamilton Play story of
Listen to story of Perseus (33 min) at https://player.hamilton-trust.org.uk/story_telling_year.php?year=Y3. Perseus (online)
3. Wednesday: Using joined handwriting See Grammar 3 None
Discuss writing extended sentences together with teacher modelling correct diagonal and horizontal strokes
for joining letters. Apply this in todays grammar activity.

which letters, are best left unjoined Plenary: See Grammar 3.

Transcription

Apply their growing knowledge of root
words, prefixes and suffixes, both to
read aloud and to understand the
meaning of new words they meet
Spelling
a. use further prefixes and suffixes and
understand how to add them (App 1)
4. Thursday: Learning to read and spell words ending in -ology 2 differentiated lists of
Distribute resource list of words ending in -ology. Most chn choose several words that interest them -ology words and
(according to ability) to copy and learn. They also copy the definition using careful handwriting. definitions
Easy: Give chn easier list of words and definitions (see resources) to learn. They can do mini illustrations to (see resources)
show what they mean.
Plenary: Have some fun making up some -ology words of your own, e.g. spiderology, pizzaology,
teacherology, annoying little sisterology!!!

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3: Spring Fiction 1: Myths and Legends
Develop positive attitudes by:
Comprehension
a. listening to a wide range of fiction
d. increasing familiarity with myths
e. identifying themes and conventions
in myths
g. discussing words and phrases that
capture the listeners imagination
Develop their understanding of the
concepts set out in Appendix 2 by:
e. using conjunctions, adverbs and
prepositions to express time and cause
Grammar
Indicate grammatical and other
features by:
c. using and punctuating direct speech
Evaluate and edit by:
b. proposing changes to grammar and
vocabulary to improve consistency
Proof-read for spelling and
Composition
punctuation errors
Draft and write by:
a. composing and rehearsing
sentences orally (including dialogue),
progressively building a varied and rich
vocabulary and an increasing range of
sentence structures (see Appendix 2)
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
3. Friday: Listening to and discussing a live storytelling See Spoken Language 3 / Grammar 4 Hamilton Play story of
Listen to the story of Perseus (33 min) at https://player.hamilton-trust.org.uk/story_telling_year.php?year=Y3. Perseus (online)
Plenary: Discuss the storytelling. What features of the story made it like other myths chn have read/listened Greek Myths by Marcia
to? Do they like being told a myth or reading it? If time, read Marcia Williams version do they like cartoon Williams
versions?
Outside session, read Persephone and the Pomegranate seeds p15 in preparation for next week.
3. Wednesday: Recognising and using conjunctions to express time and cause See Word Reading 3 Resources PPT
Provide chn with appropriate level of plan resource, using conjunctions to link clauses. Two levels of
Hard: With a partner, write sentences about the magic items, using conjunctions to join the clauses. conjunction activity
Medium: Choose the best conjunction to link the given clauses, then write own two-clause sentences. (see resources)
Easy: Choose the best conjunction to link the given clauses.
Plenary: Finish reading the story of Perseus. Chn listen out for the conjunctions you have been discussing.
4. Friday: Listening to dialogue in storytelling See Spoken Language 3 / Comprehension 3 Hamilton Play story of
Listen to the story of Perseus. Discuss use of dialogue in the story. How could chn spot the dialogue? Did the Perseus (online)
story come to life when the storyteller was taking the parts of the different characters? How would this be
shown in print?
Plenary: See Comprehension 3.
2. Monday: Editing a rough draft Photocopies of unedited
Give chn copies of the unedited draft of the class story. Send more able chn off in pairs to improve and edit draft of class Icarus story
the story using coloured pens/pencils. Keep less able chn in a group and continue to correct and improve the
text together looking out for spelling and punctuation mistakes, etc.
Plenary: Edit to make a final version of the myth taking account of chns editing suggestions. Try to keep it
concise but impactful. Explain that they are going to learn this off by heart.
3. Tuesday: Making story maps/boards See Spoken Language 2 Greek Myths by Marcia
Chn continue to make a story map of the Icarus story to help them articulate and remember it. Stress that chn Williams
are learning the story off-by-heart. Some chn may want to use Marcia Williams version to help them. Hamilton Group Reader
Easy: Use the Hamilton Group Reader version to act as a prompt and to help them remember the sequence of version of Icarus
events. (see below plan)
Plenary: Chn take turns to tell their story to a partner using story maps.
Y3: Spring Fiction 1: Myths and Legends
Wk 3 Monday
st rd
Introduce or revise 1 and 3
person using Resources PPT Slides
11-14 (see resources). Reread
Persephone and the Pomegranate
seeds p15. In pairs, chn make up
one question to ask a character in
Whole class teaching
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
Tuesday Wednesday Thursday Friday
Revise/learn how to punctuate Today chn will plan a longer piece of Read the opening sentences of Extended writing
speech using Resources PPT writing. They will retell a Greek myth some myths in The Orchard Book session. Ask chn to share
Slides 15 and 16 (see resources). writing it in the first person. List possible of Greek Myths, e.g. At the very their myths so far in
Ask 2 chn to come to the front. myths on a f/c. Include myths from this beginning, All the goddesses liked pairs, reading them out
Hold large speech marks either unit and any other chn may have read to run through the silent woods loud to a partner. What
side of child 1 who asks child 2 a elsewhere. Each time encourage chn to on Mount Olympus (see do they like about their

the story. Share a selection of
questions and practise answering
in role (1st person) and as a reader
(3rd person). Do this in pairs and as
a class. Then use extracts (see
resources) to model editing to
change from the 3rd to the 1st
person, as if Demeter is speaking,
i.e. But Pluto did not come to me
and ask to marry my daughter; he
knew I would say no.
Grammar 5 / Comprehension 4 /
Spoken Language 4
Objectives
b. ask relevant questions to extend their
understanding and knowledge
Spoken Language
question in role (see resources). consider possible narrators, e.g. Icarus resources). Notice how the partners work so far?
You say asked Icarus for or Daedalus could tell their story; King opening often gives us a clue Can they spot any
example. Then hold the speech Minos would not be a good narrator as about the story. Ask chn to mistakes and help to
marks either side of child 2 who he did not witness most of it. Remind decide what their opening correct them? Has
answers. You say answered chn how to make a story plan using your sentence will be. They can decide anyone managed to use
Daedalus. Stress it is what comes preferred method. Talk about work we to copy a sentence, write speech marks yet? Ask a
out of the characters mouths did on choosing the most powerful verbs something similar or do confident child to share
that is written between the for impact. Watch this excellent clip of something completely different. what they have done.
speech marks. Repeat activity, Perseus, listening for powerful verbs. They discuss their ideas with a Help make corrections
recording what is said as https://www.youtube.com/watch?v=qb partner. Remind chn they will be as necessary.
punctuated speech. YkejgeAXc using first person. Spoken Language 5 /
Grammar 6 Composition 4 Composition 5 / Word Reading 5 Composition 6
Dimension Resources
4. Monday: Asking/answering questions See Grammar 5 / Comprehension 4 None
(Input) Chn prepare, ask and answer questions for and about characters from Greek myths. They use a role

e. give well-structured descriptions and
explanations for different purposes.
i. participate in role play
Pupils should be taught to:
a. listen and respond appropriately to their peers
f. participate actively in collaborative conversations
b. increase the legibility and quality of their
Word Reading
Transcription
play to explore characters thoughts, feelings and motives.
Plenary: See Comprehension 4.
5. Friday: Sharing excerpts from their stories See Composition 6 Chns own
(Input) Chn read out their stories so far to a response partner who gives them positive feedback. Discuss how myths
chn should praise the good parts of their partners story and give some constructive suggestions about how it
could be improved. Ask a volunteer to share their story with the whole class and model making appropriate
corrections or modifications. Plenary: See Composition 6.
5. Thursday: Writing legibly for an audience See Composition 5 None

handwriting, e.g. by ensuring that the down Remind chn to use careful well-spaced handwriting and to check spellings. Clear writing will help them when
strokes of letters are parallel and equidistant; that they come to share their myths.
lines of writing are spaced sufficiently so that the Plenary: See Composition 5.
ascenders and descenders of letters do not touch

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3: Spring Fiction 1: Myths and Legends
Understand what they read by:
Comprehension
a. drawing inferences, such as
inferring characters' feelings,
thoughts and motives from their
action
indicate grammatical and other
features by:
c. using and punctuating direct
Grammar
speech
Develop their understanding by:
c. choosing pronouns
appropriately
Draft and write by:
c. in narrative texts, creating
settings, characters and plot
Draft and write by:
a. composing and rehearsing
sentences orally (incl. dialogue),
Composition
progressively building a varied
rich vocabulary
b. organising paragraphs around
a theme
Proof-read for spelling and
punctuation errors
Read aloud own writing, to a
group or whole class, using
appropriate intonation and
controlling tone and volume so
that the meaning is clear
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
4. Monday: Deepening understanding through questioning See Grammar 5 / Spoken Language 4 Simple extracts
Give most chn extracts from different myths in pairs (see resources). First they read the extracts carefully. Then chn say them to change from
in role (first person). Chn edit the extracts using coloured pens to change them to first person. 3rd to 1st person
Easy: Adult led: As a group discuss, generate and record some more questions for the mythical characters met so far. Chn (see resources)
work in pairs to prepare and share some answers in role with the group. When chn are confident in using 1 st person correctly,
ask them to record one or more answers. (Question ideas: Why didnt you try and escape from the underworld? Why did you
want to marry Persephone? What did you think when Pluto snatched you? Did you regret tricking Persephone?)
Plenary: Say a sentence in 1st person. Ask chn to say it back in 3rd person. Then swap. (I have 3 heads/she has 3 heads etc.)
5. Monday: Changing sentences from the 3rd to 1st person See Spoken Language 4 / Comprehension 4 None
Chn use first person to speak and write in role, using correct pronouns and verb endings. Plenary: See Comprehension 4.
6. Tuesday: Using speech marks to punctuate direct speech Marcia
Most: Write punctuated dialogue between two characters from the myths they have heard or choose a different one from Williams Greek
Greek Myths (Marcia Williams). Provide Checklist (see resources) for chn to refer to. Myths
Easy: Chn draw 2 characters and write a short speech bubble conversation. Support chn to rewrite as punctuated dialogue, Checklist
focusing on using speech marks to hug the speech bubble words and adding reporting clauses. (see resources)
Plenary: Ask chn to check punctuation with a partner. Which rules have they followed? Which are they not sure about?
4. Wednesday: Making a story plan using pictures and key words None
Help chn to plan their myths, thinking about characters, settings, build up, problems and resolutions. They should write
powerful verbs they might use on the plans. Chn might plan using storyboards or story maps.
Plenary: Chn tell their myths to a partner. What is good? What could be even better?
5. Thursday: Writing the opening of a myth See Word Reading 5 None
Chn write the opening of their myth. Remind them to rehearse their sentences out loud first. They need to include dialogue
and think about punctuation and handwriting. They need to be careful not to get too caught up in dialogue and find ways to
move story on.
Plenary: Choose a child to read a good sentence they have written which uses powerful verbs. Discuss the impact. Ask chn to
identify verbs in their own writing and to pick one to power up.
6. Friday: Completing the writing of a myth See Spoken Language 5 None
Give chn time to continue with and finish their myth today. They should read their myth through out loud, to make sure it
makes sense and to try and spot and change errors.
Plenary: Share some finished myths now and over the next few days. Discuss Orchard Book of Greek Myths and Greek Myths
by Williams. Which has been the favourite myth so far? Tell chn there are many more Greek myths to enjoy.
You may wish to leave the books out for chn to read during independent reading times.
Y3: Spring Fiction 1: Myths and Legends Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
Books:
The Orchard Book of Greek Myths by Geraldine McCaughrean, Orchard Books (3 Oct. 2013) ISBN: 1408324377
The Hamilton Book of Traditional Tales found at http://www.hamiltoneducation.org.uk/Books.php (Plan resource Icarus is taken from this book)
Greek Myths by Marcia Williams, Walker Books, ISBN: 9781406303476
Icarus Hamilton Group Reader, available in sets of six from: http://www.hamiltoneducation.org.uk/collections/group-readers-1/4-ks2

Websites used in plan:

http://www.bbc.co.uk/learningzone/clips/once-upon-a-time-icarus/11999.html Icarus an interpretive dance
https://player.hamilton-trust.org.uk/story_telling_year.php?year=Y3 Listen to the story of Perseus
https://www.youtube.com/watch?v=qbYkejgeAXc Excellent clip of Perseus

Other useful websites:

http://www.dltk-kids.com/world/greece/index.htm Activities and resources
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/gods_and_heroes/ Ancient Greek Gods and Heroes
http://www.mythweb.com/gods/index.html An interactive look at the Olympians hover over a god or goddess to find out about them
http://www.mythweb.com/heroes/heroes.html Find out about Greek heroes
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/ BBC information about Ancient Greeks
http://www.starfall.com/n/level-c/greek-myths/load.htm?f Simple Greek myths at KS1 reading level (and a read to me function)
http://greece.mrdonn.org/greekgods/index.html Click on the names of gods to find out more about them
http://storynory.com/2008/08/24/the-boy-who-flew-too-high/ The story of Icarus (audio clip and transcript)

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the Links) have been checked by Hamilton Trust (being the
operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trusts knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or
any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links,
changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability
for any loss or damage arising from the use of any Links.
Scroll down for Outcomes

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3: Spring Fiction 1: Myths and Legends
Outcomes
Monday
1. Describe how and why myths
have been passed down the
generations.
2. Discuss features of myths.
3. Read and discuss a myth.
1. Continue to learn a Greek myth
off by heart.
2. Edit draft of class myth.
3. Look for ways to improve a text
for accuracy and impact.
1. Identify whether a text is
written in first or third person.
2. Understand how to use 1st and
3rd person.
3. Ask/answer questions in role.
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Tuesday
1. Discuss the feelings stimulated
by a Greek myth.
2. Explore the endings of Greek
names.
3. Recognise that many English
words have Greek roots.
1. Create a story map or
storyboard to show the events in a
myth the class have listened to.
2. Learn a Greek myth off by heart.
1. Understand how to use speech
punctuation.
2. Write punctuated dialogue.
Main text: The Orchard Book of Greek Myths by Geraldine McCaughrean
Wednesday
1. List main events in a Greek
myth.
2. Identify new and/or interesting
vocabulary.
3. Read a Greek myth as a group.
1. Recognise and Identify a clause
and extend sentences by adding
clauses.
2. Use conjunctions to express
cause and time.
3. Practise correct shape of letters
and diagonal and horizontal joins.
1. Create settings, characters and
plot for own retelling of a myth.
2. Use pictures to plan.
3. Give constructive feedback to a
peer.
Thursday
1. Understand and use past and
present tense.
2. Identify powerful verbs.
3. Write sentences including
powerful verbs.
1. Investigate the Greek suffix
-logy.
2. Learn spelling of words with
suffix -ology.
1. Write a strong opening sentence
for a myth.
2. Use powerful verbs for impact.
3. Write in role (first person).
Friday
1. Write collaboratively.
2. Use powerful verbs.
3. Use paragraphs.
4. Begin to memorise parts of a
myth.
1. Discuss features of myths.
2. Listen to a Greek myth.
3. Compare reading a myth with
listening to a storyteller.
1. Finish retelling their myth.
2. Read their writing aloud.
3. Proofread and edit their own
writing.