Fiction

English Year 6 Spring Percy Jackson and Greek Myths: Complete Revision for SATs

Percy Jackson and Greek Myths

Plunge into your Spring Revision Term with our Greek Myth-Themed Y6 Revision Block.

Revise all necessary grammar, punctuation and spelling for the Y6 SPaG tests, as well as reading, comprehension and writing activities within an inspirational term's work that follows the sequence of selected Greek Myths & Percy Jackson and the Lightning Thief.

This block covers the whole of Spring Term. You can teach it all or pick and mix: the units are devised for maximum flexibility to suit your children’s needs and revision timeframe.

This Y6 English revision block is designed to provide a truly inspirational term's work. It is divided into six units that guarantee an exciting and stimulating literary experience, as well as covering all necessary revision, including the grammar, punctuation and spelling for the SPAG tests as well as reading, comprehension and writing.

Hamilton's Pinterest Boards have lots of ideas and inspiration for themed activities and crafts, celebration ideas and creating an inspiring classroom.

Core
Unit 1 Core: Introduce Greek Mythology and explore story openings
(suggested as 7 days)

Objectives

Spoken Language
-- Speak audibly and fluently with an increasing command of Standard English.
-- Participate in discussions and presentations.
-- Gain, maintain and monitor the interest of the listener(s).
-- Listen and respond appropriately.
-- Articulate and justify answers, arguments and opinions.
-- Consider and evaluate different viewpoints, attending to and building on the contributions of others.
-- Select and use appropriate registers for effective communication.
-- Use spoken language to explore ideas; Consider and evaluate different viewpoints.

Word Reading
None for this unit.

Comprehension
--
Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
-- Retrieve, record and present information from non-fiction.
-- Participate in discussions about books, building on their own and others’ ideas and challenging views courteously.
-- Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.
-- Predict what might happen from details stated and implied.
-- Identify how language, structure and presentation contribute to meaning.

 

Transcription
-- Use the first three or four letters of a word to check meaning in a dictionary.
-- Spelling: Use further prefixes and suffixes and understand the guidance for adding them.

Composition
-- Identify the audience for and purpose of the writing.
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

Grammar
-- Learn the grammar for years 5 and 6 in English Appendix 2 (and revise years 3 & 4).
-- Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading [Sentence, clause, subject, object, verb].
-- Recognise the difference between structures and vocabulary typical of informal speech and appropriate for formal speech and writing.
-- Use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading [Word classes: noun, verb, adjective, adverb, preposition, determiner, pronoun, conjunction].

You Will Need

Texts
Percy Jackson and the Lightning Thief by Rick Riordan
Greek Myths by Ann Turnbull

Optional Texts
Greek Myths by Marcia Williams
The Lightning Thief: Audiobook – (Unabridged) Narrated by Jesse Bernstein
Any children’s reference books on Greek mythology

Website
https://en.oxforddictionaries.com/ Online free dictionary

Teaching and Activities

Day 1 Teaching
Show the key texts for the block: Greek Myths by Ann Turnbull and Percy Jackson and the Lightning Thief by Rick Riordan. Discuss ideas for how they will differ. Set introduction task of researching Greek gods and mythological characters.
Activity
Children work in pairs to research and present key information about a specified Greek god or mythological character. They prepare to present this to the class.

Day 2 Teaching
Introduce Percy Jackson and the Lightning Thief, reading the blurb and some of the chapter titles. What are the children’s first impressions? Explain that children will read the first chapter of this novel, discussing how good they think the opening is.
Activity
Children read Chapter 1 in mixed-ability groups. They use a provided prompt to explore and discuss different elements of the opening chapters and evaluate its success in persuading them to read more.

Day 3 Teaching
Review what children know about punctuation and its purpose. Share Grammar Presentation: Sentence Punctuation, asking children to make decisions, using the presentation, about what they would like to focus on in today’s revision.
Activity
Children visit workshop tables with revision activities to complete. They can spend longer on different activities depending on their chosen focus (including recognising when a sentence is complete and spotting and correcting punctuation errors).

Day 4 Teaching
Read a page from Percy Jackson, noting that the register is quite informal: the narrator is a teenage boy and the language is selected to sound like everyday, teen (American) speech. Share Grammar Presentation: Formal and Informal Language.
Activity
Children scan Chapter 1, highlighting examples of informal language. Encourage children to explain why they think these are informal. Children then record examples of informal language and rewrite it using a more formal register.

Day 5 Teaching
Challenge children to create a Percy Jackson dictionary, presenting book-specific terms and their definitions, including word class. Revise word classes using Grammar Presentation: Word Classes.
Activity
Children choose words from the Word Class Grid. They identify the word class of their chosen words and write definitions.
Hard: Children generate their own words to define, flicking though the books.

Day 6 Teaching
Show Greek Myths by Ann Turnbull, explaining that Turnbull wanted to retell the myths as authentically as possible. Read the opening of ‘Pandora’, exploring the different tone to Percy Jackson, and how it functions as a story opening.
Activity
Children tackle a formal comprehension task, reading the next few pages from the shared text and answering questions which increase in difficulty. Children can discuss answers with a partner, write them down or do a combination of both.

Day 7 Teaching
Reread the opening of Chapter 2 of Percy Jackson and the Lightning Thief to p.18. List the actions which result in Percy’s exclusion, and then repeat with the reasons Percy might give for his actions. What might the exclusion letter have looked like?
Activity
Children write two brief letters in role: one formal, as the headteacher, to Percy’s mother, giving the reasons for Percy’s exclusion; one informal, from Percy to Grover, explaining why he will not be returning to school.

SPaG: Grammar and Punctuation

1) Presentation: Sentence Punctuation
Revise what makes a complete sentence and how these are punctuated. Explore the syntax of a sentence (subject, verb, object) and how these work together to make meaning.

2) Presentation: Formal and Informal Language
Revise what is meant by formal and informal register and how it can be created through vocabulary choices, contractions, question tags, ellipsis and breaking grammar rules!

3) Presentation: Word Classes
Revise word classes (noun, verb, adjective, adverb, preposition, determiner, pronoun, conjunction), how they function in a sentence and practise identifying words by class.

Presentation: 5-Minute Revision, Unit 1
Deliver quick, focused revision (sentence punctuation, formal and informal register, word classes), which requires children only to have whiteboards. Questions are intentionally similar in content and style to the formal KS2 tests.

SPAG
Unit 2 SPAG: Descriptive and Predictive Writing
(suggested as 7 days)

Objectives

Spoken Language
-- Articulate and justify opinions.
-- Participate in discussions.
-- Use spoken language to explore ideas.
-- Consider and evaluate different viewpoints.
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
-- Use relevant strategies to build their vocabulary.

Word Reading
--
None for this unit.

Comprehension
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.
-- Predict what might happen from details stated and implied.
-- Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
-- Identify how language, structure and presentation contribute to meaning.
-- Discuss and evaluate how authors use language, considering the impact on the reader.

 

Transcription
-- Spelling: Use further prefixes and suffixes and understand the guidance for adding them.

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Describe settings and atmosphere.
-- Assess the effectiveness of their own and others’ writing.
-- Ensure correct subject and verb agreement, distinguishing between the language of speech and writing and choosing the appropriate register.

Grammar
-- Use modal verbs to indicate degrees of possibility.
-- Use expanded noun phrases to convey complicated information concisely.
-- Use relative clauses beginning with who, which, where, when, whose, that.
-- Use commas to clarify meaning or avoid ambiguity in writing.
-- Understand the difference between structures typical of informal speech and structures appropriate for formal speech and writing, including subjunctive forms.
-- Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

Teaching and Activities

Day 1 Teaching
Read the opening of Chapter 4 of Percy Jackson and the Lightning Thief. Discuss examples of uncertainty, ability and obligation in the text. Share Grammar Presentation: Modal Verbs, revising how to use these.
Activity
Children work through sections A-C of Modal Verbs in pairs, identifying, inserting and using modal verbs in writing about the shared text.

Day 2 Teaching
Read/reread the pages from Chapter 4, where Percy first encounters the Minotaur. Discuss how vivid description helps us to imagine unfamiliar creatures. Share Grammar Presentation: Expanded Noun Phrases, linking to image building.
Activity
Using the Mythical Creatures Prompt provided, children choose a character and build expanded noun phrases to describe them. When they have a rich bank of phrases, children then write an impactful character description paragraph.

Day 3 Teaching
Explain that Chapter 5 introduces several characters. List them. Read the opening pages, asking children to listen to how the image of each character is built up. Share Grammar Presentation: Relative Clauses linking this to building images around nouns.
Activity
Children work through Relative Clauses A&B in pairs, identifying and punctuating given relative clauses, and then adding their own to given sentences.
Hard: Select details in Chapter 5; use to write a description including relative clauses.

Day 4 Teaching
Introduce the original Minotaur myth using the provided Character Cards and Introduction. Read p.53 of Ann Turnbull’s Greek Myths. Introduce the reading activity and explain how children should give their answers.
Activity
Children tackle a formal comprehension task, reading the next few pages from the shared text and answering questions which increase in difficulty. Children can discuss answers with a partner, write them down or do a combination of both.

Day 5 Teaching
Put today’s reading from Percy Jackson and the Lightning Thief into context. Today the children will read part of Chapter 6, discussing how description is used to create this world and a strong sense of its atmosphere. Talk through the Discussion Prompt.
Activity
In mixed-ability groups, children read the copied extract supporting each other and then discuss it, guided by the Discussion Prompt. They focus on different elements of world and atmosphere building.

Day 6 Teaching
Write ‘hypotheticals’ and ‘wishes’ on a flipchart, discussing their meanings. Give examples of both, linked to Percy Jackson and the Lightning Thief. Share Grammar Presentation: Subjunctive Form for Wishes and Hypotheticals, linking this to the text.
Activity
Children work through sections A-C of Subjunctive Form for Wishes and Hypotheticals in pairs, identifying, inserting and using the subjunctive form in writing about the key text.

Day 7 Teaching
Read part of Chapter 6, Percy Jackson and the Lightning Thief, where Percy learns about the cabins at the camp. Display The Cabins and model discussing and then writing both descriptively and predictively: Where would you stay? What would it be like?
Activity
Children use The Cabins resource to help them discuss the different ideas for which cabin would suit them best and what it would be like. They write individually, applying the agreed grammar focuses to predict and describe.

SPaG: Grammar and Punctuation

Presentation: Modal Verbs
Revise modal verbs, identify them in a sentence and explore how they modify meaning. Use modal verbs to write predictions and sentences about degrees of obligation.

2) Presentation: Expanded Noun Phrases
Revise how to construct, identify and use expanded noun phrases to convey detailed information concisely. ‘Test’ them by replacing with a pronoun.

3) Presentation: Relative Clauses
Revise how relative clauses can give extra information about a noun, a pronoun or a clause. Identify relative clauses in given sentences, explore punctuation of embedded clauses and try adding your own to expand sentences.

4) Presentation: Subjunctive form for hypotheticals and wishes
Revise how this very formal verb form can be used to express hypotheticals and wishes. Identify when sentences use the subjunctive form, rewrite given sentences to make them more formal and write hypothetically using sentence starters.

Presentation: 5-Minute Revision, Unit 2
Deliver quick, focused revision (modal verbs, expanded noun phrases, relative clauses, subjunctive form), which requires children only to have whiteboards. Questions are intentionally similar in content and style to the formal KS2 tests.

SPAG
Unit 3 SPAG: Instructions, Rules and Guides
(suggested as 6 days)

Objectives

Spoken Language
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
-- Listen and respond appropriately to adults and their peers.
-- Maintain attention and participate actively in collaborative conversations.
-- Participate in performances, role play and improvisations.
-- Select and use appropriate registers for effective communication.

Word Reading
-- None for this unit.

Comprehension
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their action.
-- Predict what might happen from details stated and implied.
-- Identify how language, structure and presentation contribute to meaning.
-- Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
-- Increase their familiarity with a wide range of books, including myths.

 

Transcription
-- Spelling: Use further prefixes and suffixes and understand the guidance for adding them.

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Use further organisational and presentational devices to structure text and to guide the reader.
-- Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

Grammar

-- Learn the grammar in English Appendix 2 [indicating possession by using the possessive apostrophe with singular and plural nouns/ apostrophes for contracted forms].
-- Understand the difference between structures typical of informal speech and structures appropriate for formal speech and writing, including subjunctive forms.
-- Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading [sentences with different forms: statement, question, exclamation, command].

You Will Need

Texts
Percy Jackson and the Lightning Thief by Rick Riordan
Greek Myths by Ann Turnbull

Optional Texts
Greek Myths by Marcia Williams
The Lightning Thief: Audiobook – (Unabridged) Narrated by Jesse Bernstein

Teaching and Activities

Day 1 Teaching
Discuss the narration of Percy Jackson and the Lightning Thief. Then read the start of Ch.7. Link informal register to contraction use. Share Presentation: Apostrophes for Contraction and Possession, asking children to assess their revision needs.
Activity
Children visit workshop tables with activities to complete, to revise the possessive apostrophe with singular and plural nouns, and apostrophes for contracted forms.

Day 2 Teaching
Discuss how Percy’s behaviour and informality in formal situations get him into trouble. Share Presentation Subjunctive Form for Requests and Demands.
What rules might mythological characters need to know to get on in your school?!
Activity
Using the School Rules prompt provided, children discuss and list ideas for helpful rules, enjoying the humour of the juxtaposition between mythical and mortal. They write a list of formal rules, using the subjunctive form.

Day 3 Teaching
Discuss the challenges of starting a new school, and additional difficulties of Camp Half-Blood. Discuss ideas for questions, statements and commands that could help Percy. Share Presentation: Sentence Forms and introduce the activity.
Activity
Children write 4 sentences (statement, command, question, exclamation), omitting punctuation. They pool their sentences, as individual sentence cards, with their group and practise identifying their form and then re-write to change it.

Day 4 Teaching
Read pp.118-123 Percy Jackson and the Lightning Thief, putting the reading into context. Note that arguments tend to use informal language and a range of sentence forms. Look at Arguments in script format and discuss the language features.
Activity
Children read pp.122-123, looking for different sentence forms and other features which make the dialogue sound authentic. They then predict what will happen next, roleplaying a scene and aiming for authentic dialogue.

Day 5 Teaching
Introduce the myth, King Midas and the Golden Touch, reminding children of the traditional incarnation of Dionysus and introducing King Midas. Read pp.127-129 of Ann Turnbull’s Greek myths and explain how children will answer today’s questions.
Activity
Children tackle a formal comprehension task, reading the next few pages from the shared text and answering questions which increase in difficulty. Children can discuss answers with a partner, write them down or do a combination of both.

Day 6 Teaching
Recap features of instructions and then read an extract of Percy’s first sword-fighting lesson, pp.109-111. Discuss the instruction he receives and then discuss other instructions which might help a new camper, e.g. How to defeat a Minotaur.
Activity
Children write instructions for a challenge of their choice. They apply instructional language and format conventions and consider the register which will be most appropriate. Challenge more able to write two versions: formal and informal.

SPaG: Grammar and Punctuation

1) Presentation: Apostrophes for Contraction and Possession
Revise how apostrophes are used to indicated contracted forms. Explore the difference in using the possessive apostrophe for singular and plural nouns.

2) Presentation: Subjunctive form for Requests and Demands
Revise how this very formal verb form can be used to make requests and commands. Identify when sentences use the subjunctive form, rewrite given sentences to make them more formal and write rules for mythical visitors.

3) Presentation: Sentence Forms
Revise the four sentence forms (statement, question, command, exclamation), their different functions and how to identify and punctuate them. Practise rewriting a sentence to change its form.

Presentation: 5-Minute Revision, Unit 3
Deliver quick, focused revision (apostrophes for contraction and possession, sentence forms, subjunctive form), which requires children only to have whiteboards. Questions are intentionally similar in content and style to the formal KS2 tests.

SPAG
Unit 4 SPAG: Reports and Explanation Texts
(suggested as 6 days)

Objectives

Spoken Language
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
-- Listen and respond appropriately.
-- Ask relevant questions to extend their understanding and knowledge.
-- Articulate and justify answers, arguments and opinions.
-- Consider and evaluate different viewpoints.

Word Reading
-- Apply their growing knowledge of morphology and etymology to read aloud and to understand the meaning of new words that they meet.

Comprehension
-- Read books that are structured in different ways.
-- Identify and discussing themes and conventions in and across a wide range of writing conventions in and across a wide range of writing.
-- Make comparisons across books.
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their action.
-- Predict what might happen from details stated and implied.
-- Ask questions.
-- Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
-- Identify how language, structure and presentation contribute to meaning.
Increase their familiarity with a wide range of books, including myths.

 

Transcription
-- Spelling: Use further prefixes and suffixes and understand the guidance for adding them.

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Proof-read for spelling and punctuation errors.
-- Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
-- Use further organisational and presentational devices to structure text and to guide the reader.
-- Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

Grammar
-- Use brackets, dashes or commas to indicate parenthesis.
-- Learn the grammar in English Appendix 2 [use and punctuate adverbials].
-- Learn the grammar in English Appendix 2 [phrases and clauses].

You Will Need

Texts
Percy Jackson and the Lightning Thief by Rick Riordan
Greek Myths by Ann Turnbull

Optional Texts
Greek Myths by Marcia Williams
The Lightning Thief: Audiobook – (Unabridged) Narrated by Jesse Bernstein

Teaching and Activities

Day 1 Teaching
Recap Percy Jackson and the Lightning Thief. Then read the start of Ch.10. Discuss the unfamiliar elements introduced by the book. Agree that reading reports and explanations could help us gain greater understanding. Introduce today’s reading.
Activity
In mixed-ability groups, children read a selection of Percy Jackson linked information texts. They use the Discussion Prompt to explore and identify the text types.

Day 2 Teaching
List the main characters. Agree that good writers reveal information gradually, so the reader continues to learn about them. Share Grammar Presentation: Parenthesis. Introduce today’s activity. Display and explain Activity C using slide 9.
Activity
Children complete structured activities which require children to recognise parenthesis, to punctuate parenthesis and to write parenthetical sentences about a chosen character.

Day 3 Teaching
Revise adverbials using Grammar Presentation: Adverbials. Recap Ch.10, recounting Percy’s ill-fated bus journey. Discuss how the details would be different if the event was explained by the driver. Model using adverbials to start the explanation.
Activity
Using the provided timeline and prompt, children write an explanation of why the bus exploded, from the driver’s point of view, and use adverbials to add detail.

Day 4 Teaching
Put today’s reading into context. Percy, Annabeth and Grover are in a tricky situation: without transport, money or their belongings. Display Questions, Deductions and Predictions sheet and introduce today’s activity.
Activity
Children read pp.168-175 together in pairs/small groups. They then ask questions and make deductions and predictions.

Day 5 Teaching
Introduce the myth, Perseus and the Gorgon’s Head. Read pp.91-129 of Ann Turnbull’s Greek Myths (reading selectively) and explain how children will answer today’s questions.
Activity
Children tackle a formal comprehension task, reading the next few pages from the shared text and answering questions which increase in difficulty. Children can discuss answers with a partner, write them down or do a combination of both.

Day 6 Teaching
Remind children of the special items which Percy and his fellow campers own or encounter on their trip. Children will use report and explanation features to write about a magical object. Model writing the start of a text about your magical hat.
Activity
Children write information texts, using language and format conventions of reports (what the object is) and explanations (how it works). They apply the grammar focuses revised this unit (adverbials and/or parenthesis).

SPaG: Grammar and Punctuation

1) Grammar Presentation: Parenthesis
Explore what parenthetical information is and how we can identify in a sentence or add it. Discuss the different uses of commas, brackets and dashes for punctuating parenthesis and the impact on clarity and register.

2) Grammar Presentation: Phrases and Clauses
Consolidate children’s understanding of phrases and clauses in this short pre-teaching PowerPoint, in order to prepare them for adverbials revision. Discuss what makes a phrase and a clause, linking to adverbials, noun phrases and subordination.

3) Grammar Presentation: Adverbials
Revise how adverbials can give extra information explaining when, where and how. Explore how to punctuate adverbials when they are fronted.

Grammar Presentation: 5-Minute Revision, Unit 4
Deliver quick, focused revision (parenthesis, adverbials, word classes), which requires children only to have whiteboards. Questions are intentionally similar in content and style to the formal KS2 tests.

SPAG
Unit 5 SPAG: Dialogue, Quotes and News Media
(suggested as 6 days)

Objectives

Spoken Language
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
-- Ask relevant questions to extend their understanding and knowledge; Select and use appropriate registers for effective communication.
-- Articulate and justify opinions.
-- Participate in discussions.
-- Consider and evaluate different viewpoints.

Word Reading
-- Apply their growing knowledge of morphology and etymology to read aloud and to understand the meaning of new words that they meet.

Comprehension
-- Read books that are structured in different ways.
-- Identify and discuss themes and conventions in and across a wide range of writing.
-- Identify how language, structure and presentation contribute to meaning.
-- Read texts that are structured in different ways.
-- Summarise the main ideas.
-- Increase their familiarity with a wide range of texts.
-- Retrieve, record and present information from non-fiction.
-- Distinguish between statements of fact and opinion.

 

Transcription
-- Spelling: Distinguish between homophones and other words which are often confused.

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Distinguish between the language of speech and writing and choose the appropriate register.
-- Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
-- Note and develop initial ideas, drawing on reading and research where necessary.
-- Use further organisational and presentational devices to structure text and to guide the reader.

Grammar
-- Develop their understanding of the concepts set out in Appendix 2 [punctuating dialogue and reported speech].
-- Use commas to clarify meaning.
-- Use semi-colons, colons or dashes to mark boundaries between independent clauses.

You Will Need

Tests
Percy Jackson and the Lightning Thief by Rick Riordan

Optional Texts
Greek Myths by Marcia Williams
The Lightning Thief: Audiobook – (Unabridged) Narrated by Jesse Bernstein

Teaching and Activities

Day 1 Teaching
Recap Percy Jackson and the Lightning Thief so far. Then read the start of Ch.13. Say that this is an example of news media and that you will explain more using the Grammar Presentation: Bullet Points to explore this form and to revise bullet points.
Activity
In mixed-ability groups, children read a selection of Percy Jackson linked news reports. They use the Discussion Prompt to explore the features and present them in a bullet point list.

Day 2 Teaching
Display and read/reread Text B from Day 1. Discuss how reporters sometimes include quotes, linking this to direct speech. Share Grammar Presentation: Punctuating Dialogue. Introduce today’s activity.
Activity
Distribute structured resources which require children to punctuate given direct speech, to write punctuated speech and to convert reported speech to direct speech and vice versa.

Day 3 Teaching
Read/reread Ch.13, from the point that Percy meets Echidna to the end. Discuss how journalists would investigate the incident and model asking questions and answering them in role. Show how this can be recorded as punctuated quotes.
Activity
Using the provided information and examples, children generate questions and answers through roleplay, and then record examples as punctuated news quotes.

Day 4 Teaching
Read or recap Ch.14. Explain that today children can direct their own revision. Ask them to think about which area/s they would like to focus on. Share Grammar Presentation: Commas, Colons and Semi-colons.
Activity
Children select their focus and revise punctuation with commas, colons and semi-colons through structured activities.

Day 5 Teaching
Introduce the myth, Daedalus and Icarus. Explain that children will be reading some news media texts which report on the events of this myth as if they were true. Clarify how children will answer today’s questions.
Activity
Children tackle a formal comprehension task, reading a selection of news texts and answering questions which increase in difficulty. Children can discuss answers with a partner, write them down or do a combination of both.

Day 6 Teaching
Explain that children will write as reporters for a news media outlet, reporting on the incident at Gateway Arch. Recap events and discuss different angles children could adopt. Identify the grammar they should apply today.
Activity
Children draft a news report, using the appropriate conventions and layout, ideally straight onto word processing software. They apply the grammar focuses revised this unit (bullet points; dialogue punctuation; and/ or commas, colons and semi-colons).

SPaG: Grammar and Punctuation

Grammar Presentation: Bullet Points
Explore the conventions associated with using bullet points and how to use them in lists when the items are full sentences or words and phrases. Spot and troubleshoot errors.

2) Grammar Presentation: Punctuating Dialogue
Consolidate children’s understanding of how to punctuate dialogue as direct speech. Introduce reported speech and how this can summarise and report informal discourse in a concise and informal manner.

3) Grammar Presentation: Commas, Colons and Semi-colons
Give an overview on how these punctuation marks are used and why. Explore how commas separate and clarify. Understand how colons and semi-colons mark relationships between clauses in a way which is similar to conjunctions.

Presentation: 5-Minute Revision, Unit 5
Deliver quick, focused revision (bullet points; punctuating dialogue; commas, colons and semi-colons), which requires children only to have whiteboards. Questions are intentionally similar in content and style to the formal KS2 tests.

SPAG
Unit 6 SPAG: Recounts and Chronological Writing
(suggested as 5 days)

Objectives

Spoken language
-- Articulate and justify opinions
-- Participate in discussions
-- Use spoken language to explore ideas
-- Consider and evaluate different viewpoints

Word Reading
-- Apply their growing knowledge of morphology and etymology to read aloud and to understand the meaning of new words that they meet

Comprehension
-- Identify how language, structure and presentation contribute to meaning
-- Increase their familiarity with a wide range of texts
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
-- Predict what might happen from details stated and implied
-- Read for a range of purposes; Increase their familiarity with a wide range of books, including myths
-- Check that the book makes sense to them, discussing their understanding
-- Summarise the main ideas drawn from more than one paragraph
-- Retrieve, record and present information

 

Transcription
-- Spelling: Spell words containing the letter-string ough

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
-- Use a wide range of devices to build cohesion within and across paragraphs
-- Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
-- Note and develop initial ideas, drawing on reading and research where necessary
-- Use further organisational and presentational devices to structure text and to guide the reader

Grammar
-- Learn the grammar in English Appendix 2 [simple, progressive and perfect verb forms]
-- Use the perfect form of verbs to mark relationships of time and cause
-- Use and understand the grammatical terminology in English Appendix 2 [adverbials, cohesion between paragraphs, paragraphs]

You Will Need

Texts
Percy Jackson and the Lightning Thief by Rick Riordan

Optional Texts
The Orchard Book of Greek Myths by Geraldine McCaughrean
Greek Myths by Marcia Williams
The Lightning Thief: Audiobook – (Unabridged) Narrated by Jesse Bernstein

Websites
https://www.bbc.co.uk/...
Dramatised BBC School Radio retellings of Greek myths, including several episodes from Odysseus’s story (The Odyssey – An Ancient Greek epic poem)

Teaching and Activities

Day 1 Teaching
Recap Percy Jackson and the Lightning Thief so far, making links between Percy’s journey to that of Greek mythical heroes’. Read the start of Ch.16. Use Grammar Presentation: Verbs and Tense to revise and explore the impact of verb forms.
Activity
Children revise simple, progressive and perfect verb forms through structured activities.

Day 2 Teaching
Introduce today’s myth reading, explaining that this is part of a much longer story. Introduce Odysseus and Polyphemus. Help children read and pronounce the names. Clarify how children will answer today’s questions.
Activity
Children tackle a formal comprehension task, reading the myth and answering questions which increase in difficulty. Children can discuss answers with a partner, write them down or do a combination of both.

Day 3 Teaching
Read the beginning of Ch.17. Define the word, synopsis, and make links to recounts. Discuss today’s activity: reading the rest of the chapter and creating a timeline of events. Model an example if needed.
Activity
Children read and discuss the rest of the chapter in pairs/threes, plotting the main events with notes on a timeline.

Day 4 Teaching
Use Grammar Presentation: Cohesion between Paragraphs, exploring how adverbials for time, place and number can help to organise writing and orientate the reader. Show how to ‘box up’ paragraphs on a timeline and add adverbials to link them.
Activity
Children box up the events on their timelines from Day 3 (or alternative), insert linking adverbials, and then use to write a cohesive formal synopsis of events.

Day 5 Teaching
Discuss personal recounts. Explain that today children will write a personal recount (IM or letter) from Grover or Annabeth to communicate with someone at camp, recounting the encounter with Crusty (or another event if preferred).
Activity
Children draft a letter/message, using an appropriate tone and including feelings and personal reflections, suited to communicating with a friend. They apply the grammar focuses revised this unit (verbs and tense, cohesion through adverbials).

SPaG: Grammar and Punctuation

Presentation: Verbs and Tense
Revise how verbs indicate tense, exploring examples of simple, progressive and perfect forms both in present and past tenses. Discuss the shades of meaning created through selecting different forms.

Presentation: Cohesion between Paragraphs
Define cohesion before revising the function of paragraphs. Explore how adverbials can create links between paragraphs, giving information about time, place and number, and how topic sentences can be used to orientate the reader further.

Presentation: 5-Minute Revision, Unit 6
Deliver quick, focused revision (verbs and tense, cohesion through adverbials, word classes) which requires children only to have whiteboards. Questions are intentionally similar in content and style to the formal KS2 tests.