Transcript Persuasive Writing

Our learning objectives are:
To
investigate and classify the key features of myths,
legends and fables;
To
recognise how stories change over time and differences
of culture and place that are expressed in stories;
To write our own versions of myths, legends and fables,
using inspiration from our reading;

To
review and edit writing to meet the needs of a certain
audience;
To
listen to stories written by other children;
To explore and develop ideas through discussion,
expressing our own views clearly, and listening to the views
of others.
 To use checklists to support writing;
 To use a wider range of connectives.
Tell/ retell a story using notes designed to cue techniques,
such as repetition, recap and humour.
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FABLES
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A story that has a lesson – a meaning that we can
learn from
It has a MORAL – the lesson to be learned.
Morals can be used to finish the stories.
Animals as characters
Often set outside
E.g, the boy who cried wolf.
Often we have a thoughtless character who does
not understand the moral. They suffer for this.
The other is thoughtful and clever.
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Fables are short stories that teach a useful moral lesson.
Aesop was the most famous writer of fables, but many countries
have fables of their own.
The key features of fables are:
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A story that has a lesson – a meaning that we can learn
from
It has a MORAL – the lesson to be learned.
Morals can be used to finish the stories.
Animals as characters
Often set outside
E.g, the boy who cried wolf.
Often we have a thoughtless character who does not
understand the moral. They suffer for this.
The other is thoughtful and clever.
TODAY OUR OBJECTIVES ARE:
In Reading:
To investigate and classify the key features of
fables.
In Speaking and Listening:
To explore and develop ideas through talk,
expressing our own views clearly, and listening
to the views of others.
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Fables are short stories that teach a useful moral lesson.
Aesop was the most famous writer of fables, but many countries
have fables of their own.
The key features of fables are:
 Fables teach you what to do and what not to do
 We normally have two types of character: 1 = a good character
who does the right thing and follows the lesson, 2 = a character
who does the opposite and not what he needs to do. Someone
who doesn’t listen.
 Characters are usually animals or people
 Usually set outside, in the countryside - and habitats.
 There should still be a story to them so that they can entertain.
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Fables are short stories that teach a useful moral lesson.
Aesop was the most famous writer of fables, but many countries
have fables of their own.
The key features of fables are:
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Something for you to learn or a warning to remember
There is always a wise character who knows what’s
coming next. He follows the moral.
There is always a thoughtless or lazy character, who does
not follow the moral. We learn what not to do from this
character.
Sometimes exciting
Set in a field, in the summer… …
Two situations: the second shows us the consequences of
not following the moral.
Fables are short stories that teach a useful moral lesson.
 Aesop was the most famous writer of fables, but many
countries have fables of their own.
The key features of fables are:
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A moral: a good lesson for us to learn from;
Benefits of following the moral;
Consequences of not following the moral;
A good, wise character, who follows the moral;
A lazy, or foolish character who does not follow the moral;
Animals as main characters;
An outdoor, countryside setting;
Once upon a time, a long time ago, there lived a spider named
Anansi. Anansi's wife was a very good cook. But always,
Anansi loved to taste the food that others in the village made
for themselves and for their families.
One day, he stopped by Rabbit's house. Rabbit was
his good friend.
"There are greens in your pot," cried Anansi
excitedly. Anansi loved greens.
"They are not quite done," said Rabbit. "But they will
be soon. Stay and eat with me."
"I would love to, Rabbit, but I have some things to do,"
Anansi said hurriedly. If he waited at Rabbit's house,
Rabbit would certainly give him jobs to do. "I know," said
Anansi. "I'll spin a web. I'll tie one end around my leg and
one end to your pot. When the greens are done, tug on
the web, and I'll come running!"
Rabbit thought that was a great idea. And so it was done.
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"I smell beans," Anansi sniffed excitedly as he ambled
along. "Delicious beans, cooking in a pot."
"Come eat our beans with us," cried the monkeys.
"They are almost done."
"I would love to Father Monkey," said Anansi. And
again, Anansi suggested he spin a web, with one end tied
around his leg, and one end tied to the big bean pot.
Father Monkey thought that was a great idea. All his
children thought so, too. And so it was done.
"I smell sweet potatoes," Anansi sniffed happily as he
ambled along. "Sweet potatoes and honey, I do believe!"
It is best to prepare for
the days of necessity.
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"Anansi," called his friend Hog. "My pot is full of
sweet potatoes and honey! Come share my food
with me."
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"I would love to," said Anansi. And again, Anansi
suggested he spin a web, with one end tied around
his leg, and one end tied to the sweet potato pot.
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His friend Hog thought that was a great idea. And
so it was done.
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By the time Anansi arrived at the river, he had one web tied
to each of his eight legs.
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"This was a wonderful idea," Anansi told himself proudly. "I
wonder whose pot will be ready first?"
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Just then, Anansi felt a tug at his leg. "Ah," said Anansi. "That
is the web string tied to Rabbit's greens." He felt another.
And another. Anansi was pulled three ways at once.
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"Oh dear," said Anansi as he felt the fourth web string pull.
Just then, he felt the fifth web string tug. And the sixth.
And the seventh. And the eighth. Anansi was pulled this
way and that way, as everyone pulled on the web strings
at once. His legs were pulled thinner and thinner. Anansi
rolled quickly into the river. When all the webs had
washed away, Anansi pulled himself painfully up on
shore.
"Oh my, oh my," sighed Anansi. "Perhaps that was not
such a good idea after all."
To this day, Anansi the Spider has eight very thin legs.
And he never got any food that day at all.
Questions:
Why did Anansi decide not to wait at Rabbit's house
until the greens were done cooking?
How did Anansi save himself from being pulled into
pieces?
What is the moral of this story?
TODAY OUR OBJECTIVES ARE:
In Reading:
To investigate different versions of the same
story in print, in order to recognise how stories
change over time and differences of culture and
place are expressed in stories;
To respond imaginatively, using drawing
and jotting to engage with texts
and develop our own ideas.
Key features of fables are:
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A moral: a good lesson for us to learn from;
Benefits of following the moral;
Consequences of not following the moral;
A good, wise character, who follows the moral;
A lazy, or foolish character who does not follow
the moral;
Animals as main characters;
An outdoor, countryside setting;
What do these common phrases mean?
It is best to prepare
for
the days of necessity.
Be prepared / Be prepared for
tomorrow
Be prepared for today/ it is best to
prepare for the future
Think before you do
Look before you leap.
Too many cooks spoil
the broth.
United we stand,
divided we fall.
.
Look before you act – but don’t get
scared.
Too many people can spoil things that
you are doing on your own/
Too many people can spoil the thing
you’re doing
It’s best to have friends than be
alone/ work together/
Four eyes are better than two!
A proverb is a simple saying that is
popularly known and repeated. It
expresses a truth based on common
sense or the practical experience of
mankind.
A chick that will grow into a cock can be spotted the very day it
hatches.
A child's fingers are not scalded by a piece of hot yam which
his mother puts into his palm.
An old woman is always uneasy when dry bones are
mentioned in a proverb.
A man who pays respect to the great paves the way for his own
greatness.
A proud heart can survive a general failure because such a
failure does not prick its pride.
As the dog said, 'If I fall down for you and you fall down for
me, it is playing.'
A wise man who knows proverbs, reconciles difficulties.
Do not look where you fell, but where you slipped.
If a child washes his hands he could eat with kings.
If you don't stand for something, you will fall for something.
It takes a whole village to raise a child.
People should not talk while they are eating or pepper may
go down the wrong way.
There was once a young girl from a village far way
who had a special talent for finding the very best
foods in the bush. Her oranges were just a little
sweeter, her plums just a little larger, and her
bananas had just a little more flavour. Everyone
wondered where she located such delicious fruits.
"
But, nobody ever asked the girl about her secrets of
the bush. That is, nobody asked her after they heard
the story about Spider and this young girl.
One day Spider asked this young girl to help him look
for food. He was too lazy to work for himself and was
sure he could trick this girl into sharing her secrets. He
didn't know how clever this girl could be.
"Little girl, nobody finds fruits as sweet as yours," cooed
the spider. "Will you please take me with you when you
go looking in the bush?"
"I've never done that before," replied the girl.
"It would mean so much if you could do it one time,"
pleaded Spider.
"Well, I suppose I can do it just once," agreed the girl.
"Do you promise to keep my secrets?"
"You can trust me," promised the lazy spider.
"What do you like to eat?"
"Well, I like plums and bananas, of course, but I especially love
honey."
"I think I can help you," grinned the girl.
Spider couldn't believe his luck.
The girl lead Spider along the path into the bush. She took him
down trails into areas where people rarely ever go. Spider grinned
because he knew he was about to learn her secret places for finding
the very best food. After learning this, he would never again have to
work hard for good food.
"This plum tree," explained the girl, "does not have much fruit so
most people ignore it, but its plums are the sweetest ones in all of
the bush."
Now Spider was just as greedy as he was lazy. As soon as the young girl showed
him the secret plums, his eyes became wide and his mouth began to water. Then,
Spider shoved the little girl into the bushes. He rushed past her and climbed up into
the tree. Then, he ate every single one of the plums. He didn't even leave one plum
for the little girl. And, he didn't even say thank you!
After his feast, Spider rubbed his very full belly and thought, "This is the best day of
my life! What a great idea! I can't believe she showed me where her plums are
found. I wonder if she will take me to any bananas? She must be very foolish."
Spider looked down at the girl with his biggest smile and she asked politely, "Do you
want any of my special bananas?"
He raced down out of the tree before the girl could change her mind.
The girl continued down the path showing Spider her secrets of the bush. They
walked further down the trail into areas where people rarely ever go. "Over here is a
small patch of the very best bananas," declared the young girl. Again, as soon as
Spider learned the secret, his eyes became wide and his mouth began to water.
Again, he shoved the little girl into the bushes. He rushed past her and climbed the
banana plants. He ate every single one of the ripe bananas. Again, he left the
young girl with nothing -- not even one banana. And once again, he didn't even say
thank you!
His belly was so full, but Spider was not satisfied. He wanted to learn more of the
secret places of the bush. He thought to himself, "This girl is really foolish. But, as
long as she guides me, I will continue to eat all of her food."
Again, Spider looked down at the little girl and smiled. Once again, the young girl
looked up at Spider and politely asked, "Are you too full or would you like to find
some honey?"
One more time, Spider rushed out of the tree and followed the girl down the trail
before she had a chance to change her mind.
The young girl guided Spider deeper and deeper into the bush where people rarely
ever go. "Over here," she instructed, "is a very special tree. Deep inside a small hole
is the most delicious honey in all of the bush."
Now this girl was not nearly as foolish as Spider thought. She had a plan to teach
this greedy spider a lesson. She remembered that Spider loved honey and was not
surprised at all when his eyes became wide and his mouth started to water. She
also wasn't surprised when he shoved her into the bushes, ran past her, climbed up
the tree, and squeezed into the hole. Again, he ate all of the sweet golden honey,
sharing nothing with the young girl. He didn't even share one drop. And once again,
he didn't even say thank you.
When Spider had eaten his fill, he tried to climb out of the tree but he couldn't get out
the hole. His stomach had grown too large. He was stuck!
"Help me, young girl," cried the spider. "I cannot get out of the tree!"
"You wouldn't be stuck if you hadn't been so selfish," scolded the girl.
"I'm sorry for what I did! Please call for help," cried Spider.
"I am not as foolish as you think. You aren't sorry for what you did. You are only sorry
you are caught in the tree."
"No, you're wrong," lied the spider but in his heart he knew she was right. He had
enjoyed every minute, every bite of food, as long as he thought he was tricking the
young girl. He never expected his idea to turn into such a problem for him. "Please call
for help! I am trapped!"
Finally, a smile crossed over the little girl's face and she said she would do as the
spider asked. She cried for help -- as softly as she could, "Help! Help! The foolish
spider is caught inside the honey tree. Help! Somebody come and help this greedy
spider!" Of course, nobody could hear her whispers for help. And, nobody could hear
Spider's cries from deep inside the tree. They were too far into the bush where people
rarely ever go.
Finally, the little girl looked up at Spider with a clever grin. "Good
bye, Spider, I am going to get some huge oranges for my family. If
you want to eat some, just follow me there." She waved to him as
she left to go down the trail.
Being greedy causes trouble or the English proverb “Give the devil
his due.”
The Two Boys
and The Sweets
Once upon a time, there were two boys called
The TwoT
Sam and Alex.
Both decided to go out Trick or Treating.
Sam was a very greedy child and Alex was
very kind and gentle.
Alex knew which house to go to for the sweets
and so Sam followed along.
When the boys arrived at the first house, they both shouted, “Trick or
Treat!”
A kind lady came to the door and commented on how super their vampire
costumes looked. She offered the boys some sweets from her bowl with a
smile.
“Thank you very much and happy Halloween,” replied Alex. No reply came
from Sam who was greedily eating his sweets.
The boys continued onto the second house. They both shouted, “Trick or
Treat!”
A funny man came to the door pretending to have lost his leg. This made
the boys laugh. He offered the boys some sweets from his bowl with a
grin.
“Thank you very much and happy Halloween,” replied Alex. No reply came
from Sam who was greedily eating his sweets.
The boys continued onto the final house . They both shouted, “Trick or
Treat!”
A group of excited children came to the door with a bowlful of sweets.
“Thank you very much and happy Halloween,” replied Alex. No reply came
from Sam who was greedily eating his sweets.
When the boys arrived home, Alex had a bag full of sweets. Meanwhile,
Sam’s bag was empty and he felt very sick.
Their mother asked Sam why he had not got any sweets from his night but Sam was
doubled over with tummy ache.
Suddenly, the phone rang and mother answered it. When she put the phone down,
she went over to Alex and said that the kind lady he had thanked phoned to say how
polite and well mannered he was. She had recommended him to her son, from the
second house for a Saturday job on the sweety counter as he would be so polite
with the customers and not eat all the sweets.
Alex was overjoyed with the news and started his new post the following Saturday.
Instead of sweets he was paid £20 for his work and saved a lot of money unlike his
selfish brother who had none.
Being greedy causes trouble or the English proverb “Give the devil his due.”
SPOT THE DIFFERENCE
The animals are changed to humans
 The boys are young. A young audience can
understand their language & identify with
them.
 Sweets instead of fruit = man-made
 Modern language that’s easier to understand
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The moral of my story is…
The Setting
The Characters
What behaviour is
recommended?
What behaviour is
advised against?
The Moral
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The Characters
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How does your fable teach us the moral?
The Setting
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Name: …..……………………………….
As we have done in class, see if you can translate these 6 sayings by writing them in
language that is easier to understand for you and other modern readers.
Don’t judge a book by
its cover.
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A watched pot never boils.
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Fools rush in where
angels fear to tread.
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A bird in the hand is
worth two in the bush.
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Birds of a feather flock
together.
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Don’t put all your eggs
in one basket.
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TODAY OUR OBJECTIVES ARE:
In Writing:
T2 T11: To write our own versions of modern fables for
younger readers.
To use a checklist of key features of a fable to support
our writing.
T2 T13: To review and edit our writing to produce a final
fable, matched to the needs of our modern younger
audience.
In Speaking and Listening:
To listen to stories written by other children.
King of the Birds (A Traditional Zulu Story)
"Gogo?" Thobeka was the first to break the silence around the fire this
night.
Gogo looked at the most inquisitive of her grandchildren with a broad
smile.
"Yes, my dear one," she answered.
"Gogo, I know that the mighty Lion, Bhubesi, is king of all the animals.
Is he King also of the birds?"
"Ah, that is an interesting question, Thobeka." The children sensed a
story coming and drew even closer together. "You are right when you
say that Lion is the king of all the animals. And as for the birds, well, I
will have to tell you about the time they decided to have a leader of their
own. . . Kwasuka sukela. . . ."
Some time after the Creator had finished making the beasts of the sea, land
and sky, as He was busy putting the finishing touch to His work by creating
People, Nkwazi (nkwah'-zee), the great Fish Eagle, called a meeting of all the
birds. And they came, from the Flamingo to the Weaver, from the Warbler to
the Owl, they came.
"Ah-hem," Nkwazi began by clearing his throat. The chatter died down as
everyone turned their gaze on the magnificent eagle. "I have asked you all to
be here for a very important reason. As you all know, Lion, the great Bhubesi,
is the king of all the beast of the land. But he hardly dare speak for us, the
great winged creatures of the air! It is my suggestion that we choose from
among our number a bird to be our sovereign leader!" A ripple of chattering
began again as the birds turned to one another to discuss the idea. "Ah-hem!"
Nkwazi cleared his throat once more. He waited until he had the attention of
all present. "As I am the most majestic and regal bird present, I suggest that I,
Nkwazi, be the King of the birds!"
A great deal of mumbling began from all corners of the gathering. Then one
voice rose above the others, demanding attention.
"Yes, Nkwazi, you are indeed majestic." It was the giant Eagle Owl, Khova
(koh'-vah) speaking. "However I actually think that it is I who should be the
King of the winged animals. You see, I have the largest eyes of any of the
birds. I can see everything that happens, and therefore am very wise. It is
wisdom we need in a leader more than stateliness."
Again a low murmur went through the crowd until a third voice demanded
attention. "I acknowledge Khova's wisdom and Nkwazi's regal bearing,
however I would propose that I be King of the birds." Kori Bustard, Ngqithi
(ng*ee'-tee) walked to the centre of the circle as he spoke. "I am the largest of
all the winged kingdom. Certainly strength is an important factor in
leadership!"
All the birds began to speak at once. Some threw their support behind the
Eagle, some believed the Owl should be the King, while others liked the Kori
Bustard. Finally after a long period of arguing, a little voice was heard rising
above the din.
"Excuse me. Excuse me, please!" It was Ncede (n~ay'-day), the tiny Neddicky
(a small, quick-moving southern African warbler). He was so small and
insignificant looking that he was easily overlooked. Finally the crowd became
silent and allowed the little bird his say. "If we are going to elect a King of the
birds, well, I think it should me !"
Everyone broke into laughter. Surely this miniature warbler was jesting!
Ncede, King of the birds! Unthinkable! Silly creature for even thinking it! What,
the audacity of this little thing! What arrogance! What impudence!
"And what reason would you give for having us elect you as our King?" asked
Nkwazi staring into Ncede's eyes.
"Well," began Ncede, "no real reason, besides to say that I should be given
every bit as much opportunity as anyone else!"
While they laughed at Ncede's suggestion, the assembly was impressed with
the little fellow's courage!
"What we need is a competition!" decided Nkwazi. "We will have a contest to
see who is fit to be our King!" Everyone seemed to like this idea. It was agreed
that on the first day after the full moon the birds would again gather. They would
meet on the open veld when the sun was high in the sky. And when the sun
touched the tallest tip of the mountain, the birds would become airborne. The
one who could then fly the highest and touch the hand of God would become
the King.
On the appointed day the birds assembled. Patiently they watched the sun
make her way down from the sky. At the exact moment she touched the tallest
peak of the mountain, the birds all rose into the air. It was a magnificent sight to
see.
Now, little Ncede was there. He was determined to prove that he had just as
much right as anyone else to the kingship. But he knew that his little wings
could not lift him very far. He had therefore made a special plan. Just before the
birds took off, Ncede silently crept underneath the wing of the mighty Fish
Eagle. He carefully pushed his way deep down into the raptor's largest
feathers. Nkwazi was so busy concentrating on the descent of the sun, he didn't
feel a thing.
Higher and higher the birds soared. The little ones fell out of the race after a short
time. Slowly they drifted back down to earth to watch the others. Soon all but three
of the birds had dropped out of the competition. Eagle, Owl and Bustard fought to
see who would claim the prize. They were so tired, but they pushed on, higher and
higher. The strain was too much for owl, and with a resigned "Hoo-hoo" he dived
back toward firm ground. Now it was Nkwazi and Ngqithi. Up and up they went,
closer and closer to the hand of God. But no matter how much he tried, the feat
was too much for the heavy Bustard. After a final pull with his mighty wings, he
called to Nkwazi. "Ah, my friend, it seems you are the winner. I can go no further."
That confession seemed to temporarily strengthen the almost spent Eagle; he
gathered his last bit of strength and climbed beyond the Bustard.
"Wheeeee-whee-whee!" The victorious sound of Nkwazi's call filled the sky.
"Not so fast, Nkwazi!" chirped Ncede, and he shot out from under one of the
mighty bird's feathers. "You have not won yet!" And with that Ncede rose above
Nkwazi to touch the hand of God. No matter how hard he tried, Nkwezi just didn't
have the strength left to climb any farther. With a groan he allowed himself to
begin gliding down to earth.
Now, all the birds below had watched this and were angered by Ncede's
trickery. As Ncede returned to the soil he did not find the kingly welcome he
expected. Instead every bird in the kingdom was ready to pluck the feathers
from little Ncede's back. But the quick little bird saw their anger and quickly flew
into a deserted snake hole.
"Come out, Ncede!" snapped the bustard. "Come out and get the prize that you
deserve!"
"Yes!" echoed all the other birds. "Come on, Ncede! Where's your brave face
now?"
But Ncede stayed hidden. The birds guarded the hole until long after sunset,
waiting for Ncede to show his face. All through the night they waited, thinking
that Ncede had to come out for food or water soon. In the morning Ncede had
still not appeared. "Listen," said Nkwazi, "I am faint from hunger. We do not all
need to guard the hole. I suggest we take turns until the little jokester decides to
come out!" Everyone agreed, most of them being terribly tired.
"I am not yet weary or hungry," volunteered the owl. "I do not mind taking the
first watch. Just mind that someone comes back in an hour or two to relieve
me!"
A quick roster was drawn up and everyone but owl went off to sleep or hunt for
food. Owl was used to being still and waiting for his prey. He waited and waited it
seemed to him forever. Finally he decided to close just one of his eyes. "After
all," he thought, "even one of my eyes is bigger and can see better than both
eyes on any other bird!" He closed his right eye and peered into the dark hole
with his left eye. Several minutes later Owl decided to switch and so he open the
right eye and closed the left. This went on for quite a while, until one time Owl
forgot to open the right eye when he closed the left. There he was, both eyes
closed! And he fell fast asleep.
Now this was the moment for which Ncede had been waiting. Before the
opportunity was lost, Ncede shot out of the hole and disappeared into the forest.
Eagle, who was on his way to relieve Owl, saw the little creature leave and cried
out. He went to owl and found the bird in a deep sleep.
"Wake up, you fool!" he shouted at owl. "You fell asleep and Ncede got away!"
Well, Owl was so embarrassed by his mistake, to this day he sleeps during the
day and does his hunting at night so that none of the other birds will bother him
about having been caught sleeping on the job. And Ncede, he hides out in the
forest, flittering from here to there, never stopping anywhere long enough to be
caught.
"So," Gogo," asked Thobeka when several moments of silence had elapsed, "who
then became the king of the birds?"
"That, my child," Gogo looked at her granddaughter with a smile, "no one knows. I
think they are arguing to this day about the position!"
The birds were arguing as to who would be
the king of the birds.
Act out the story of each bird.
Who do you think should be king? Have a
debate and a vote.
We can target our modern fables for year 3
pupils by:
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Making sure that the language is easy enough
for them to understand;
Including humour to entertain readers;
Including action to add excitement (which can
be shown with punctuation too, e.g. with
exclamation marks);
Adding sad and happy bits to attract different
interests;
Adding gruesome parts because they might like
to be scared;
Having a happy ending (e.g. with character
making friends and helping each other).
We can target our modern fables for year 3
pupils by:
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

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
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Making sure that the language is easy enough
for them to understand;
Including humour to entertain readers;
Including action to add excitement (which can
be shown with punctuation too, e.g. with
exclamation marks);
Adding sad and happy bits to attract different
interests;
Adding gruesome parts because they might like
to be scared;
Having a happy ending (e.g. with character
making friends and helping each other).
We can target our modern fables for year 2
pupils by:

Key features of fables are:
o
o
o
o
o
o
o
A moral: a good lesson for us to learn from;
Benefits of following the moral;
Consequences of not following the moral;
A good, wise character, who follows the moral;
A lazy, or foolish character who does not follow
the moral;
Animals as main characters;
An outdoor, countryside setting;
TODAY OUR OBJECTIVES ARE:
In Writing:
To use a checklist of key features of a fable to support
our writing.
T2 T13: To review and edit our writing to produce a final
fable, matched to the needs of our modern younger
audience.
In Speaking and Listening:
To listen to stories written by other children.
In Reading:
T2 T2: To appreciate the differences of culture and place
that are expressed in stories.
5CLO2: TODAY OUR OBJECTIVES
ARE:
In Speaking and Listening:
To understand how to be a constructive listener,
by listening to stories written by other children and offer
positive ideas and suggestions for improvement.
In Writing:
To be able to use a checklist of key features of a
fable to support our writing.
5CLO1: TODAY OUR OBJECTIVES
ARE:
In Speaking and Listening:
To understand how to be a constructive listener,
by listening to stories written by other children and offer
positive ideas and suggestions for improvement.
In Writing:
To be able to use a checklist of key features of a
fable to support our writing.
T2 T13: To understand and be able to review
and edit our writing to produce a final fable, matched
to the needs of our modern younger audience.
5CLO1: TODAY OUR OBJECTIVES
ARE:
In Reading:
To understand and be able to investigate the
key features of myths, legends and fables;
In Speaking and Listening:
To explore and develop ideas through
discussion, expressing our own views clearly,
and listening to the views of others.
5CLO2: TODAY OUR OBJECTIVES
ARE:
In Reading:
To understand and be able to investigate the
key features of myths, legends and fables;
In Speaking and Listening:
To explore and develop ideas through
discussion, expressing our own views clearly,
and listening to the views of others.
 Not a story to read out – not written down;
 A tale passed around the country – passed down by
generations;
 An ancient story. We don’t know whether it is true
or not;
 Are religious stories myths?
 Gods & mythical creatures (unfamiliar, unrealistic
characters)
 Myths tell of beginnings and ends, creation and
destruction, life and death. They explain the how and
why of life.
 The word ‘myth’ comes from the Greek muthos,
meaning a fable or word.
 Wherever people have lived together, they have told
stories about how the world came to be made, how people
and animals came to live in it, and the characters and
actions of the god or gods they worshipped.
 When a myth comes into existence it is
believed in a people’s heart and soul.
Because of this, myths are more than just
stories; every myth has a glimmer or truth.
 All mythologies start by telling of the creation of
the world and mankind.
The Greeks, the Vikings, the Egyptians, the
Chinese, the Japanese, all the peoples of Africa, and
all the 500 nations of the Native Americans each had
their own version or versions of the creation.
Our Questions:
 How did the world begin?
How were people created, and why?
DISCOVERING THE KEY FEATURES OF
MYTHS
Group: ……………..………..…….......………………........./ Date: …..…….………
What we KNOW about myths
from Myth (1)
• Magical and unrealistic
events – hard to believe
• Mythical creatures, e.g.
Pan –ku
• One person creating/
building the earth
(hammer and chisel)
• Order of creation
• There is no moral to
teach
•
What do we WANT TO KNOW
about myths?
What KEY FEATURES can we
recognise in Myth (2)?
What have we LEARNED about
myths?
•
Myths are…..
• Starting with chaos (riot/ madness)
Myths are…..
• Monsters or creatures
Magical stories
• Earth and sky
Mystical (weird things
happen!)
• Powerful creatures
Different stories from a
long time ago.
• The world
• The first mystical animals (e.g., unicorn,
phoenix and dragon)
• Sometimes have heroes
• Nature and mountains/ land
• Have made- up animals!
• Forces (e.g. Yin and Yang)
Powerful
Made up?
From different countries
Amazing! Unbelievable!
Exciting! Ancient
 Start with CHAOS!
Myths are…..
 Mythical creatures
•Make believe
 Big characters that can hold the
earth together
• Magical
 We have to have the ground and
the sun
 We have 2 different forces at the
start
 They start with a creation
 There is some sort of god/ gods
 Creatures & people
• Complicated
• Adventurous
• Quite weird!
• Historical
• Exciting
• Plain
 In the beginning the world is chaos, or
covered in ice, or swamped with water.
 A creator god comes and sets to work,
separating the earth from the heavens, the
sea from the land, and shaping the landscape.
Then the creator peoples the earth, making
human beings from drops of sweat, from
plants and animals, from mud – or even from
his own fleas!
5CLO1: TODAY OUR OBJECTIVE IS
TO:
In Reading and Writing:
To be able to investigate and
compare how the same myth
can be presented differently
between cultures.
5CLO1: TODAY OUR OBJECTIVE IS
TO:
In Reading and Writing:
To be able to investigate and compare
how the same myth can be presented
differently between cultures.
 To be able to present and retell part of a
written myth in a new form for others.
 While creator gods may choose to
leave the world once their work is
done, other gods and goddesses
constantly meddled in the lives of men
and women.

Boshongo(Bantu Tribe):
In the beginning there was only darkness,
water, and the great god Bumba. One day
Bumba, in pain from a stomach ache, vomited
up the sun. The sun dried up some of the
water, leaving land. Still in pain, Bumba
vomited up the moon, the stars, and then
some animals: the leopard, the crocodile, the
turtle, and, finally, some men, one of whom,
Yoko Lima was white like Bumba.
THE ORIGIN OF MAN
Story
Cartoon
Name:
No …: ………………………………….
1. Efik(Central Nigeria):
The creator, Abassi, created two humans and then
decided to not allow them to live on earth. His wife,
Atai, persuaded him to let them do so. In order to
control the humans, Abassi insisted that they eat all
their meals with him, thereby keeping them from
growing or hunting food. He also forbade them to
procreate. Soon, though, the woman began growing
food in the earth, and they stopped showing up to eat
with Abassi. Then the man joined his wife in the
fields, and before long there were children also.
Abassi blamed his wife for the way things had turned
out, but she told him she would handle it. She sent to
earth death and discord to keep the people in their
place.
2. Ekoi(South Nigeria):
In the beginning there were two gods, Obassi
Osaw and Obassi Nsi. The two gods created
everything together. Then Obassi Osaw decided
to live in the sky and Obassi Nsi decided to live
on the earth. The god in the sky gives light and
moisture, but also brings drought and storms.
The god of the earth nurtures, and takes the
people back to him when they die. One day long
ago Obassi Osaw made a man and a woman,
and placed them upon the earth. They knew
nothing so Obassi Nsi taught them about
planting and hunting to get food.
2.
Fans(Bantu):
In the beginning there was nothing but Nzame. This god is
really three: Nzame, Mebere, and Nkwa. It was the Nzame
part of the god that created the universe and the earth, and
brought life to it. Whle the three parts of Nzame were
admiring this creation, it was decided to create a ruler for
the earth. So was created the elephant, the leopard, and
the monkey, but it was decided that something better had
to be created. Between the three of them they made a new
creature in their image, and called him Fam (power), and
told him to rule the earth. Before long, Fam grew arrogant,
he mistreated the animals and stopped worshipping
Nzame. Nzame, angered, brought forth thunder and
lightning and destroyed everything that was, except Fam,
who had been promised immortality.
Nzame, in his three aspects, decided to renew the earth
and try again. He applied a new layer of earth to the planet,
and a tree grew upon it. The tree dropped seeds which
grew into more trees. Leaves that dropped from them into
the water became fish, those that dropped on land became
animals. The old parched earth still lies below this new one,
and if one digs deep enough it can be found in the form of
coal. Nzame made a new man, one who would know
death, and called him Sekume. Sekume fashioned a
woman, Mbongwe, from a tree. These people were made
with both Gnoul (body) and Nissim (soul). Nissim gives life
to Gnoul. When Gnoul dies, Nissim lives on. They
produced many children and prospered.
Yoruba:
1.
In the beginning was only the sky above, water
and marshland below. The chief god Olorun ruled
the sky, and the goddess Olokun ruled what was
below. Obatala, another god, reflected upon this
situation, then went to Olorun for permission to
create dry land for all kinds of living creatures to
inhabit. He was given permission, so he sought
advice from Orunmila, oldest son of Olorun and
the god of prophecy.
He was told he would need a gold chain long enough to
reach below, a snail's shell filled with sand, a white hen, a
black cat, and a palm nut, all of which he was to carry in a
bag. All the gods contributed what gold they had, and
Orunmila supplied the articles for the bag. When all was
ready, Obatala hung the chain from a corner of the sky,
placed the bag over his shoulder, and started the downward
climb. When he reached the end of the chain he saw he still
had some distance to go. From above he heard Orunmila
instruct him to pour the sand from the snail's shell, and to
immediately release the white hen. He did as he was told,
whereupon the hen landing on the sand began scratching
and scattering it about. Wherever the sand landed it formed
dry land, the bigger piles becoming hills and the smaller piles
valleys. Obatala jumped to a hill and named the place Ife.
The dry land now extended as far as he could see.
He dug a hole, planted the palm nut, and saw it grow to
maturity in a flash. The mature palm tree dropped more palm
nuts on the ground, each of which grew immediately to maturity
and repeated the process. Obatala settled down with the cat for
company. Many months passed, and he grew bored with his
routine. He decided to create beings like himself to keep him
company. He dug into the sand and soon found clay with which
to mold figures like himself and started on his task, but he soon
grew tired and decided to take a break. He made wine from a
nearby palm tree, and drank bowl after bowl. Not realizing he
was drunk, Obatala returned to his task of fashioning the new
beings; because of his condition he fashioned many imperfect
figures. Without realizing this, he called out to Olorun to breathe
life into his creatures.
The next day he realized what he had done and swore never
to drink again, and to take care of those who were deformed,
thus becoming Protector of the Deformed. The new people
built huts as Obatala had done and soon Ife prospered and
became a city. All the other gods were happy with what
Obatala had done, and visited the land often, except for
Olokun, the ruler of all below the sky.
5. Zimbabwe:
Modimo was the creator. He distributed good things, appeared in the east
and belonged to the element water. At the same time he was a
destroyer, a terrifying creature responsible for drought, hail, cyclones
and earthquakes. When these things happened he appeared in the
west and was part of the element fire. Modimo was also sky and light,
earth and root. He was unique and singular. He had no ancestors, no
past or future. He pervaded the whole of creation. His name was taboo
and could be spoken only by priests and seers.
6. Zulu:
The Ancient One, known as Unkulunkulu, is the Zulu creator. He came
from the reeds (uthlanga, means source) and from them he brought
forth the people and the cattle. He created everything that is:
mountains,streams, snakes, etc. He taught the Zulu how to hunt, how
to make fire, and how to grow food. He is considered to be the First
Man and is in everything that he created.
Spot the difference between the creation stories:
Yoruba:
Zimbabwe:
Zulu:
DESCRIBE WHAT WAS IN THE BAG OF
OBTALA
For the journey Obtala took.
Now describe the objects using adjectives.
Make them into full sentences describing each object in
detail.
IMPROVING SENTENCES WITH DESCRIPTION
The chief God Olurun ruled the sky. He was a _______________
and very ___________________ ruler.
The goddess Olokun ruled the Earth. She was
_____________________ and ____________________.
He was told he would need a _______ chain long enough to
reach below.
He would need a snail's shell filled with ________sand, a
_________white hen, a _________black cat, and a
________palm nut.
Mighty, wise, beautiful, gentle, gold, soft, pure, jet, small
QUESTIONS FOR OUR PANEL
Obtala
Olurun
Olokun

5CLO2: TODAY OUR OBJECTIVES
ARE:
In Writing:
To be able to present and retell part of a
written myth in a new form for others.
To use a wider range of connectives;
CONNECTIVES
Connectives are words that join
sentences or parts of sentences
together.
Examples: and, then, so, meanwhile, also, soon
after, even, because, whenever, whether,
indeed, once, later, earlier, next, after all,
while, for instance, finally, first, suddenly.

5CLO1: OUR OBJECTIVES TODAY
ARE:

To begin to investigate the key features of
legends and fables;

To explore and develop ideas through
discussion, expressing our own views
clearly, and listening to the views of others.

Tell/ retell a story using notes designed to
cue techniques, such as repetition, recap
and humour.
Photos taken from Nottingham castle. © Copyright Nottingham Castle. Used with kind permission.
Who is
Robin Hood?
WHO IS ROBIN HOOD?










He’s cool
He’s good at archery – and
has a bow & arrow
He has a good aim
He’s a legend
He’s strong
He wears green
He’s clever
He fights
He is in love with Maid
Marion, the old sheriff’s
daughter
He’s brave
• He lives Sherwood
forest, near Nottingham
• His friends are the
merry men: together,
they fight, and they rob
the rich and give to the
poor
• The sheriff of
Nottingham is his arch
nemesis!
DISCOVERING THE KEY FEATURES OF
LEGENDS
Group: ……………..………..…….......………………........./ Date: …..…….………
What I KNOW about Robin
Hood
What I KNOW about Legends
Key Features:
What I WANT TO KNOW about
Legends?
What I have LEARNED about
Robin Hood
What I have LEARNED about
Legends
DISCOVERING THE KEY FEATURES OF
LEGENDS:
ROBIN HOOD (5CLO1)
What I KNOW about Robin Hood
He is strong and
muscular
He is a good marksman
(archer)
He is heroic and brave
He slays bad people
He stole from the rich and
gave to the poor
He had a bow and arrow
He looks like a fox
He lives in Sherwood
forest
What I WANT TO KNOW
about Legends?
What I have LEARNED about
Robin Hood
Did Robin Hood He became an outlaw
by shooting one of
have a wife?
Was Robin
Hood a
murderer?
the king’s deer
The real Robin hood
probably lived in
Yorkshire
The real RH robbed
the rich, and probably
the poor too,
What I have LEARNED about
Legends
They keep on getting
passed down
Characters always get
DISCOVERING THE KEY FEATURES OF
LEGENDS:
ROBIN
WhatHOOD
I KNOW about Robin Hood
12 merry men (lots of friends)
Stinks and is scruffy
Delivers money to the poor
Enemy = Sheriff of Nottingham
Feather in funny hat?
Always has plans
Red bow and arrow.
Shoots people with bow & arrow
Fear
He kills people
Always wears green
He is legendary
Loves maid Marion
Lives in a forest: Sherwood forest
What I WANT TO KNOW
about Legends?
What I have LEARNED about
Robin Hood
What I have LEARNED about
Legends
Two men crept ever closer. Clouds shifted. Moonlight
seeped into the dark night. The figures paused.
“How on earth…?” Will Scarlett’s whisper was
swallowed by the blackness as the battlements of
Nottingham Castle were revealed. “We’ll never get in
there, Robin.”
No reply came so Will turned. He could see Robin’s
furrowed brow as his eyes scanned the castle defences.
It was six hours since Maid Marian had disappeared.
Their clothes still reeked from the smoke of the hamlet
the Sheriff’s men had torched and where Marion had
been giving food to the poor.
Robin’s face, taut with anger and determination,
was reply enough. To their right was the
drawbridge that led to the gatehouse. The
sharpened teeth of the portcullis warned against
entering the very mouth of the castle. The outer
curtain walls reared above them, arrow slits within
the crenulated stone. Chain mail rattled as they
walked the battlements, their shadows gliding
across the keep behind them.
Darkened murder holes that could spit forth rock,
or oil or fire lay beneath the walkways.
“Mortimer,” muttered Robin, “they never found
out about Mortimer. Come, Will. These walls are
too strong for us but they have a weakness.”
With that Robin stepped out onto the highway. He
hoisted his heavy sack onto his broad shoulders,
nestling next to his bow and quiver. The smell of
stale ale spread from Ye Olde Trip to Jerusalem
together with the sound of the last singing drunk.
Robin ducked swiftly though the inn’s courtyard
and to the stables behind. Will strode after him,
shaking his head. Wherever he was going, he was
sure to be going in to trouble.
Will saw Robin flitting to the back of the stables, where an outcrop of
rock jutted out below the castle. As he came up closer to him he stepped
behind a huge tree trunk and began feeling along the sandstone wall.
“Help me, Will.”
“What am I looking for?”
“ There should be an outline of a King’s crown
chiselled into the rock. King Edward used it to get
into the castle to murder Mortimer, long ago. They
never knew how he got in.”
“So how did you know…?”
“My father served King Edward, the hole that is
behind here leads right up into the castle, he was
with him the night Mortimer was killed.”
Will’s fingers slid across the rock, rough to the
touch and cold as bone. Indentations caused him
to stop and feel closer but then he would move on,
exploring, exploring, exploring. He moved Robin’s
sack to one side and felt along the ground.
“It’s not on the wall at all but here, Robin, on the floor.” He placed Robin’s
palm onto a carved crown. As soon as Robin felt it he stood up and kicked
hard. Once.
Silence. More silence. Will dared not breathe. Glancing down he saw that
inside the crown was a heavy, iron ring. They both grasped it and heaved. The
earth beneath them moved aside and revealed a gaping hole, Mortimer’s hole.
We’ve no light, thought Will. No shields,
no hauberks … no idea where we are going
to come out…but then neither have they…
The passage led down on sandstone steps
but quickly it begin to rise up, winding
their path into the castle. Robin and Will
slipped stealthily into the heart of danger.
At last their way was blocked by an iron
gate that rose above them. "See that, Will.
The light?”
Will nodded.
“That shines down onto the dungeon
where I reckon they’ll have Marion. Some
fool seems to have left the gate ajar. Come
on.”
Crouching as they eased their way up the steps, they prepared every
muscle to spring should there be a trap. Robin glanced through the gaps,
his eyes slowly finding the iron grille that covered the dungeon hole.
They slid through the open gate and peered down into the dungeon. Eyes
adjusted to the dark, cavernous pit.
“There!” Will could see the cloak of a woman huddled and curled around
her knees but with eyes of fire.
Clink!
Robin reeled around in time to evade a towering blow from a gleaming
sword.
“Trapped!” roared a voice that Robin knew only too well, “like rats at the
cheese…”
What?
Who?
Two men crept ever closer. Clouds shifted. Moonlight
seeped into the dark night. The figures paused.
“How on earth…?” Will Scarlett’s whisper was
swallowed by the blackness as the battlements of
Nottingham Castle were revealed. “We’ll never get in
there, Robin.”
No reply came so Will turned. He could see Robin’s
furrowed brow as his eyes scanned the castle defences.
It was six hours since Maid Marian had disappeared.
Their clothes still reeked from the smoke of the hamlet
the Sheriff’s men had torched and where Marion had
been giving food to the poor.
Robin’s face, taut with anger and determination,
was reply enough. To their right was the
drawbridge that led to the gatehouse. The
sharpened teeth of the portcullis warned against
entering the very mouth of the castle. The outer
curtain walls reared above them, arrow slits within
the crenulated stone. Chain mail rattled as they
walked the battlements, their shadows gliding
across the keep behind them.
Darkened murder holes that could spit forth rock,
or oil or fire lay beneath the walkways.
“Mortimer,” muttered Robin, “they never found
out about Mortimer. Come, Will. These walls are
too strong for us but they have a weakness.”
With that Robin stepped out onto the highway. He
hoisted his heavy sack onto his broad shoulders,
nestling next to his bow and quiver. The smell of
stale ale spread from Ye Olde Trip to Jerusalem
together with the sound of the last singing drunk.
Robin ducked swiftly though the inn’s courtyard
and to the stables behind. Will strode after him,
shaking his head. Wherever he was going, he was
sure to be going in to trouble.
Will saw Robin flitting to the back of the stables, where an outcrop of
rock jutted out below the castle. As he came up closer to him he stepped
behind a huge tree trunk and began feeling along the sandstone wall.
“Help me, Will.”
“What am I looking for?”
“ There should be an outline of a King’s crown
chiselled into the rock. King Edward used it to get
into the castle to murder Mortimer, long ago. They
never knew how he got in.”
“So how did you know…?”
“My father served King Edward, the hole that is
behind here leads right up into the castle, he was
with him the night Mortimer was killed.”
Will’s fingers slid across the rock, rough to the
touch and cold as bone. Indentations caused him
to stop and feel closer but then his would move on,
exploring, exploring, exploring. He moved Robin’s
sack to one side and felt along the ground.
“It’s not on the wall at all but here, Robin, on the floor.” He placed Robin’s
palm onto a carved crown. As soon as Robin felt it he stood up and kicked
hard. Once.
Silence. More silence. Will dared not breathe. Glancing down he saw that
inside the crown was a heavy, iron ring. They both grasped it and heaved. The
earth beneath them moved aside and revealed a gaping hole, Mortimer’s hole.
We’ve no light, thought Will. No shields,
no hauberks … no idea where we are going
to come out…but then neither have they…
The passage led down on sandstone steps
but quickly it begin to rise up, winding
their path into the castle. Robin and Will
slipped stealthily into the heart of danger.
At last their way was blocked by an iron
gate that rose above them. "See that, Will.
The light?”
Will nodded.
“That shines down onto the dungeon
where I reckon they’ll have Marion. Some
fool seems to have left the gate ajar. Come
on.”
Crouching as they eased their way up the steps, they prepared every
muscle to spring should there be a trap. Robin glanced through the gaps,
his eyes slowly finding the iron grille that covered the dungeon hole.
They slid through the open gate and peered down into the dungeon. Eyes
adjusted to the dark, cavernous pit.
“There!” Will could see the cloak of a woman huddled and curled around
her knees but with eyes of fire.
Clink!
Robin reeled around in time to evade a towering blow from a gleaming
sword.
“Trapped!” roared a voice that Robin knew only too well, “like rats at the
cheese…”
Maid Marian Robin Hood
The Sheriff of
Will Scarlett Nottingham
THE LEGEND OF ROBIN HOOD
Main sections:
1.
Robin and Will: Climbing up the castle walls to
try and get in. Dark. Trying to find stones to
climb on. Worried and anxious
2.
They hear ‘the last singing drunk’. In the stables
to find the crown. Apprehensive
3.
Finding King Edward’s hidden passageway.
Robin relieved. Will excited. Marion – does she
hear?
4.
Finding the steps leading to the dungeons and
MARION! Worried, relieved they are in. Pleased,
but scared.
5.
Seeing Maid Marion, then suddenly CLINK!
Trapped in the castle ‘like rats to the cheese’.
Absolutely beaten. Scared – don’t want to die!
THE LEGEND OF ROBIN HOOD
Main sections:
1.
2.
3.
4.
5.
Two men creeping to the castle: Will and Robin Hood
(RH)
The men talk of Mortimer. Robin steps onto the
highway and into the courtyard. Reaching the stable
walls.
Robin says there should be a crown on the wall. Will
finds the crown on the floor and RH kicks it hard.
When the men pull on the ring they find a hole.
No light or protection in the dungeons. Passage leads
down sandstone steps. They find a metal gate ajar.
They slide through the open gate and peer down into
the dungeons. Cloaked woman? The men are
TRAPPED by the Sheriff.
Name:
ROBIN HOOD TRAPPED:
VISUALISING THE STORY WITH THE HEART RATE GRAPH
Expected heart rate of reader
(beats per minute)
y
x
Main sections of the story
Now that we have decided on the main sections of our story, think about how dramatic they are and plot an
X on your graph ( = a high, dramatic point, with lots of action, and = a low, calm point in the story. This
might be when there is lots of description, instead of action.) Then join up your points so that we see how
the story develops for readers.
Can you find these suspense techniques?
Questions of the reader
Character reaction
Varying sentence length for effect
Flashback or detail to make reader wait
Repetition for impact
Similes for added weight to description
Hiding
Ellipsis (...)
STORYTELLING TECHNIQUES
AUDIO:
 Pitch varies, showing emotions/ allowing the storyteller to sound
like characters
 Metaphors
 Similes
 Alliteration
 Making it sound exciting
 Expression
 Giving description
 Builds tempo when it gets exciting
 ‘That’s for another feast’: making the reader want to come back
for more.
 Sound effects
STORYTELLING TECHNIQUES
AUDIO:










Sound effects and pauses
Changes the tempo & pitch according to what’s
happening
Exciting connectives
Gets slower when the sheriff is approaching: a moment
of suspense
Creates pressure to match the character’s pressure
Explains well
Metaphors (e.g. heart of stone)
Alliteration
Similes
Onomatopoeia, e.g. ‘clink’
STORYTELLING TECHNIQUES
AUDIO (sound):







Sound effects (incl. music)
Speaking clearly
Changing your voice (TONE, PITCH, VOLUME) to make it
appropriate for characters pitch is lower for the sheriff, and
softer for Marion.
Reading with expression to make the action exciting
Strong vocabulary: metaphors, alliteration, similes,
onomatopoeia
Explanation & description during the story
Pulling in the audience by talking to them: incl. rhetorical
questions
STORYTELLING TECHNIQUES
AUDIO (sound):

Dramatic pauses
Volume, pitch, speed
Expression
Sound effects (birds; )
Imagining what’s happening
Changing the tone of your voice for different character
and feelings/ mood
Clear voice
Describing the action/ scene
Talking to audience – asking rhetorical Qs

Similes, metaphors, alliteration, onomatopoeia








STORYTELLING TECHNIQUES
VISUAL:

Squinting when something strange was happening
Looking angry when talking about the sheriff: showing the
sheriff’s emotions, Robin’s emotions and the storyteller’s
emotions

Expressions and body language explained words.

STORYTELLING TECHNIQUES
VISUAL:






Action/ events (e.g. a fight)
Facial expression to show how characters are feeling
Background effects to show WHERE the people are
and the mood of the story (e.g. wind/ weather)
Animations
Camera shots: close ups; far away shots; different
angles)
Body language (e.g. hand movements)
STORYTELLING TECHNIQUES
VISUAL (what you can see):
 Actions/ movements: body language
 PowerPoint/ movies – technology
 People acting as the characters
 Looking up from the script and at the
audience (or just above)
 Facial expressions – they can encourage the
audience by showing your emotions
 Background
ROBIN HOOD TRAPPED!
AUDIO
VISUAL
STORYTELLING TECHNIQUES
VISUAL:
 Facial expressions
 Body movements
 Hand movements
 Moving cameras? More than one camera?
 Storyteller’s actions match character’s actions
 Cameras move faster for more exciting/ dramatic
moments
 Holding breath because he really wanted to tell us
information. Holding his breath like characters would if
they are scared?
 Eye movements – all the time!
•
MARIAN’S THOUGHTS…
I am Marian. I’m alone, in the dungeon. Alone.
I’m frightened. Where’s Robin? I hope he hasn’t hurt himself, or
worse, been captured.
Where’s everyone else?
I thought I heard a sound…but maybe it was just the rats…
It’s dark, and cold.
Robin…? Is that you?
I DON’T deserve to be here. Locked up. Imprisoned. What if I die
here?
It’s pitch black down here. I’m really scared.
I’m lonely.
Will? Robin? HELP!
Marian’s Thoughts
I’m in the dark. Alone. I’m not … quite sure
where, but I’m worried.
I wonder, if I’m going to die tonight.
What am I going to do? Is there any way out?
Whatever happens, in my heart I’m happy, because
I just know Robin will come. I love him with all
my heart.
BUT…
What if Robin doesn’t come?
SENTENCE STRUCTURE
Simple Sentences have one main clause of meaning that mak
sense on its own.
E.g. The television was broken.
Compound Sentences
They are made up of 2 simple sentences, joined by ‘and’ or ‘but’.
E.g. The television was broken and smoke came out of the back.
Complex Sentences
They are made up of 2 or more clauses.
One = the MAIN CLAUSE (makes sense on its own)
Two = the SUBORDINATE CLAUSE (Does not make sense without the
main clause)
E.g. The television, which was broken, was thrown out.
How many different ways could we
combine
these sentences?
Robin's hands trembled as he picked up the arrow.
Robin was scared of the sheriff.
Reorder the words?
Use a comma?
Use a connective?
List the new sentences
Which do you prefer and why?
Make up two sentences for a partner to combine in
different ways.
Discuss : what would make these sentences clearer?
The dungeon dark as pitch spat fear into the bones of any man
woman or beast that entered it some of whom of course would
never leave.
Trembling with cold and the terror of pain Marian crouched
gasping with the grave-still air determined to kill the guard
about to enter her cell.
Why would we want such long sentences?
Make up some more with a partner!
The TFD Map:
Thoughts, Feelings, and Dialogue of
Robin Hood
As a group of Robins, discuss and decide on
what you think this hero might think, feel and
say during the story of Robin Hood.
The TFD Map:
Thoughts, Feelings, and Dialogue of
Maid Marian
As a group of Marians, discuss and decide on
what you think this maiden might think, feel
and say during the story of Robin Hood.
The TFD Map:
Thoughts, Feelings, and Dialogue of
the Sheriff of Nottingham
As a group of Sheriffs, discuss and decide on
what you think this villain might think, feel and
say during the story of Robin Hood.
The TFD Map:
Thoughts, Feelings, and Dialogue of
Will Scarlett
As a group of Wills, discuss and decide on
what you think this man might think, feel and
say during the story of Robin Hood.
Nouns ending in
hissing, buzzing and
shushing sounds (s/
x/ ch/sh) add es
in the plural. (E.g.
buses)
Nouns ending in
hissing, buzzing and
shushing sounds (s/
x/ ch/sh) add es
in the plural. (E.g.
buses)
Nouns ending in
hissing, buzzing and
shushing sounds (s/
x/ ch/sh) add es
in the plural. (E.g.
buses)
Nouns ending in
hissing, buzzing and
shushing sounds (s/
x/ ch/sh) add es
in the plural. (E.g.
buses)
Nouns ending in
hissing, buzzing and
shushing sounds (s/
x/ ch/sh) add es
in the plural. (E.g.
buses)
Nouns ending in
Nouns ending in
Nouns ending in
Nouns ending in
Nouns ending in
a vowel and a a vowel and a a vowel and a a vowel and a a vowel and a
y add s in the
y add s in the
y add s in the
y add s in the
y add s in the
plural. (E.g.
plural. (E.g.
plural. (E.g.
plural. (E.g.
plural. (E.g.
monkeys)
monkeys)
monkeys)
monkeys)
monkeys)
Nouns ending in a
Nouns ending in a
Nouns ending in a
Nouns ending in a
Nouns ending in a
consonant and consonant and
a y change the y a y change the y
to an i and add to an i and add
es in the plural.
es in the plural.
consonant and
a y change the y
to an i and
add es in the
consonant and consonant and
a y change the y a y change the y
to an i and add to an i and add
es in the plural.
es in the plural.
(E.g. babies)
(E.g. babies)
plural. (E.g. babies)
(E.g. babies)
(E.g. babies)
Several older
nouns ending in
an o add es in
the plural. (E.g.
potatoes)
Several older
nouns ending in
an o add es in
the plural. (E.g.
potatoes)
Several older
nouns ending in
an o add es in
the plural. (E.g.
potatoes)
Several older
nouns ending in
an o add es in
the plural. (E.g.
potatoes)
Several older
nouns ending in
an o add es in
the plural. (E.g.
potatoes)
witch
cry
box
domino
city
puppy
lunch
fish
tomato
party
hiss
lolly
potato
Nouns ending in
hissing, buzzing and
shushing sounds (s/
x/ ch/sh) add es
in the plural. (E.g.
buses)
Nouns ending in
hissing, buzzing and
shushing sounds (s/
x/ ch/sh) add es
in the plural. (E.g.
buses)
Nouns ending in
hissing, buzzing and
shushing sounds (s/
x/ ch/sh) add es
in the plural. (E.g.
buses)
Nouns ending in
hissing, buzzing and
shushing sounds (s/
x/ ch/sh) add es
in the plural. (E.g.
buses)
Nouns ending in
hissing, buzzing and
shushing sounds (s/
x/ ch/sh) add es
in the plural. (E.g.
buses)
Nouns ending in
Nouns ending in
Nouns ending in
Nouns ending in
Nouns ending in
a vowel and a a vowel and a a vowel and a a vowel and a a vowel and a
y add s in the
y add s in the
y add s in the
y add s in the
y add s in the
plural. (E.g.
plural. (E.g.
plural. (E.g.
plural. (E.g.
plural. (E.g.
monkeys)
monkeys)
monkeys)
monkeys)
monkeys)
Nouns ending in a
Nouns ending in a
Nouns ending in a
Nouns ending in a
Nouns ending in a
consonant and consonant and
a y change the y a y change the y
to an i and add to an i and add
es in the plural.
es in the plural.
consonant and
a y change the y
to an i and
add es in the
consonant and consonant and
a y change the y a y change the y
to an i and add to an i and add
es in the plural.
es in the plural.
(E.g. babies)
(E.g. babies)
plural. (E.g. babies)
(E.g. babies)
(E.g. babies)
Several older
nouns ending in
an o add es in
the plural. (E.g.
potatoes)
Several older
nouns ending in
an o add es in
the plural. (E.g.
potatoes)
Several older
nouns ending in
an o add es in
the plural. (E.g.
potatoes)
Several older
nouns ending in
an o add es in
the plural. (E.g.
potatoes)
Several older
nouns ending in
an o add es in
the plural. (E.g.
potatoes)
Monday 25th February
TOP TIPS FOR STORYTELLING!
AUDIO:




Changing voice: tempo;
pitch; volume
Expression
Pauses for suspense &
dramatic effect
Sound effects, e.g.
gasping
VISUAL:
• Facial expressions;
• Movements;
• Eye movements
• Body language
(hands)
• Moving cameras
• Signs
Friday 22nd February
TOP TIPS FOR STORYTELLING!
AUDIO:






Make it clear
Alliteration
Change your voice: change
tempo; change pitch;
change volume
Sound effects &
onomatopoeia
Pausing for suspense
Make it exciting
VISUAL:
• Use objects around you
– such as a chair.
•
Body language
•
Act like a character
•
Smile
•
Eyebrows & facial
expression (pulling
faces)
•
Movement/ acting out
words
READING

imagination
Robin Hood Storytelling Challenge
Robin Hood Storytelling Challenge
Peer Assessment Card
Peer Assessment Card
Name: ……………..…….......……….…………./ Date: ……….…
Pair/
Group
Audio
techniques
Visual
Techniques
?/
10
Name: ……………..…….......……….…………./ Date: ……….
Pair/
Group
Audio
techniques
Visual
Techniques
?/
10
Robin Hood Storytelling Challenge
Robin Hood Storytelling Challenge
Peer Assessment Card
Peer Assessment Card
Pair/
Group
Audio
techniques
Visual
Techniques
?/
10
Pair/
Group
Audio
techniques
Visual
Techniques
?/
10