1. Legends. Lesson 1. Learning Objective:
Investigate the key features of legends.
Investigate the popularity of legends.

2. Can you remember them? Use the picture clues to create a memory list.
Features of Myths.
Can you remember them? Use the picture clues to create a memory list.

3. Features of Legends: Features of Myths: Story about Gods/ Goddesses
Includes magical elements and powers
Features heroic characters
Features danger / revenge and violent acts
Set in ancient times
Uses powerful imagery
May include strange creatures.
Story about People
Sometimes mention Gods/ Goddesses
Possible basis of truth
Features heroic characters and brave deeds
Battles and fights are likely
Distinction made between honour and dishonour (good/ evil)
A story or place that has achieved legendary fame.

4. So what exactly is a Legend?
a. An unverified (not proven) story handed down from earlier times, especially one popularly believed to be historical.
b. A body or collection of such stories.
c. One that inspires legends or achieves legendary fame.
Legends are stories about people who may have once lived, but who have, over the years, grown larger than life! Through the ages the stories that have been woven around those heroes have glorified them and their deeds to such an extent that they now seem almost like gods.

5. The Arthurian Legends.
King Arthur in a tapestry dated about 1385:
At the end of the 5th century, Britain came under the leadership of a man named Arthur.
He was a real man but very little is known about him.
There are lots of legends told about Arthur and his followers, known as the 'Knights of the Round Table'. Unfortunately, most of these are just made up stories.
He may have been a brilliant commander in charge of the British army, or a High-King.
Historians argue a lot about whether Arthur really existed.
Most historians think that Arthur did exist because he is referred to in books written not long after his death. This is supposed to have been in the early 6th century.

6. King Arthur has been written about:
Gildas AD
The Venerable Bede AD
Nennius AD
Geoffrey of Monmouth AD
Chretien de Troyes AD
Gerald of Wales AD
Sir Thomas Malory 1416
John Leland 1545
Alfred, Lord Tennyson 1892
T.H.White 1958
King Arthur has been painted:

7. Modern depictions of the King Arthur Legend:
1953
Disney 1963
1981
BBC
from 1 minute in.
2004

8. The Sword in the Stone
When King Pellinore arrives for Kay’s knighting, he brings important news: King Uther Pendragon has died without an heir. A sword, which has been stuck all the way through an iron anvil and into a stone underneath it, has appeared in front of a church in London. On the sword are inscribed the words, “Whoso Pulleth Out This Sword of this Stone and Anvil, is Rightwise King Born of All England.” A tournament has been proclaimed for New Year’s Day so that men from all over England can come to try to pull out the sword. Kay convinces Sir Ector, Sir Grummore, and Sir Pellinore that they should go to the tournament.

9. On the day of the tournament, Kay is so excited that he makes the group get up early and go to the jousting area an hour before the jousts begin. When he arrives, Kay realizes that he has left his sword at the inn, so he haughtily sends the Wart to go back and get it. The inn is closed, however, when the Wart (Arthur) gets there. In front of a nearby church, he sees a sword stuck in a stone. He makes two unsuccessful attempts to pull out the sword. There is a sudden stirring in the churchyard, and the Wart sees a congregation of his old animal friends. With their encouragement, the Wart pulls the sword from the stone with ease. The Wart brings the sword back to Kay.

10. Kay recognizes it as the sword that will determine the next king of England and falsely claims that he was the one who pulled it out of the stone. When Sir Ector presses Kay, however, Kay admits that the Wart pulled it out. To the Wart’s horror, his beloved foster father and brother both kneel before him, and he tearfully wishes he had never found the sword.
The Wart is accepted as king after repeatedly putting the sword into the anvil and drawing it back out again. He receives gifts from all over England. One day, Merlyn appears magically before him. He tells the Wart that the Wart’s father was Uther Pendragon and that Merlyn was the one who first brought the Wart to Sir Ector’s castle as an infant. Merlyn tells the Wart that from now on he will be known as King Arthur.

11. Write whether you think the story is a myth or a legend.
Lesson 2
Learning Objective:
Compare features of myths and legends.
Consider what you know, and would like to know about the legend of Robin Hood.
Game: Myth or Legend?
Write whether you think the story is a myth or a legend.
Starter:
Write features of myths vs. legends on a flip chart.
Read “The Sword in the Stone” in pairs.
In pairs on whiteboards give 1 reason that you know the story is a legend not a myth: use other knowledge, yesterday’s lesson, and the story to help you.
1 example on flipchart

12. Theseus and the Minotaur: Myth because...
Features a heroic character (Theseus)
Features violent acts
Set in ancient times
Mentions a strange creature
Story about a God (Theseus is a half- God).
Myth or Legend?
Theseus and the Minotaur easy example first.
Show pictures and title.
Does anyone know this title? (help if they don’t know it).
Write on whiteboard whether myth or legend.
How did you get your answer?
Flipchart legends/ myths features for support.

13. Pandora’s Box:
Myth because...
Story includes Gods (Zeus and his two sons)
Includes magical elements and powers
Explains an important happening in nature
Set in ancient times.

14. The Lost City of Atlantis:
Legend because...
Possible basis of truth
Mention of Gods- Poseidon
Story about people (the Atlanteans)
A story/ place that has achieved legendary fame.

15. Possible basis of truth Features heroic characters Fights likely
Robin Hood:
Legend because...
Story about people
Possible basis of truth
Features heroic characters
Fights likely
Distinction between honour and dishonour (good and evil)
A story that has achieved legendary fame
Robin Hood timeline: select pupils to have a fact/ picture with date to read at the front one at a time.
Ask pupils to reorder them to make a timeline.
If laptop working show video clip.

16. The Legend of Robin Hood
The legend of Robin Hood is over 600 years old.
In 1377, William Langland makes a throwaway reference to the "rymes of Robyn hood". 
In 1427, there's a reference to pay 20d (pence) to actors in a Robin Hood play.
By 1600, there are more than 130 references to performances of the Robin Hood legend.
By 1600, there are over two hundred references to Robin Hood.
Officials called real outlaws "Robin Hoods".
Was Robin Hood a real person? For centuries people have asked that. Robin of Loxley, and the Earl of Huntingdon are just two examples of real people and outlaws that may have inspired or been inspired by Robin Hood and the Merry Men.
Slip this slide

17. Sherwood Forest and Nottingham Castle.
Show video if working
Disney
BBC

18. I want to know about Robin Hood... I have learned about Robin Hood...
I know about Robin Hood...
I want to know about Robin Hood...
I have learned about Robin Hood...
I Know/ I Want to Know/ I Learned example on flipchart. Work in home seat pairs.
Use IWB stimuli.
I Know/ I Want to Know/ I Have Learned A3 grid.
Differentiate:
Support and Outcome:
SM support Rosen
TA support Dahl.
Plenary: Take contributions for a class list Wish I Knew on the working wall.

19. Lesson 3 Learning Objective:
To identify where tension is built in the text and the impact on the reader
Disney Robin Hood Video 9:
How do I feel?
During each of this video clip, write down how you feel. It may be:
happy, worried, scared, excited, tense etc...
Starter: how did I feel? Play video clip from BBC Robin Hood. 2 minute countdown children write down words on whiteboards to describe how it made them feel.

20. Two men crept ever closer. Clouds shifted
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.
Nat Strat:-Read and reread the legend of Robin Hood as necessary. (Through discussion, continue to classify the features of legends.)
Read Robin Hood to the whole class

21. Robin’s face, taut with anger and determination, was reply enough
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.
PortcullisHeavy grill door to protect caste entrances
Crenulated:
indented square notch battlements.

22. With that Robin stepped out onto the highway
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?”

23. “ There should be an outline of a King’s crown chiselled into the rock
“ 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.

24. “It’s not on the wall at all but here, Robin, on the floor
“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.

25. “That shines down onto the dungeon where I reckon they’ll have Marion
“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.

26. They slid through the open gate and peered down into the dungeon
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…”
In pairs, read through the story text. Discuss how you feel at each highlighted section of the story and annotate how you felt.
(Can take contributions and annotate story if IWB pen working).

27. Heart rate of the reader Main sections of the story
Name:
Robin Hood Trapped!
Visualising the story through a
heart rate graph.
150 bpm
Heart rate of the reader
(beats per minute)
Model plotting and labelling a line graph of an everyday activity on flipchart.
High heart rate: approx 150bpm e.g. stress, tense, excitement
Low heart rate: approx 60bpm e.g. contentment, resting, boredom.
Children to create their own individual line graphs.
Use annotated story for support
Differentiate:
TA support Rosen
Extension:
Re-read text and improve the level of tension/ suspense by:
Change the order of events
Change speech
Change words/ language
This requires analysing what creates the suspense in the story, and evaluating it.
Plenary: Choose 1 character:
Sherriff of Nottingham
Maid Marian
Robin Hood
Will Scarlett.
On whiteboards, write down 3 emotions you would be feeling at the time of the end of the Robin Hood passage, and why you would be feeling that emotion.
e.g.
Will Scarlett might be annoyed because his friend Robin Hood has got them both trapped in a dungeon.
60 bpm
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.

28. Will Scarlett and Robin Hood creeping up to the castle.
Main sections:
Will Scarlett and Robin Hood creeping up to the castle.
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 Robin Hood 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.
Use to support drawing of graphs.

29. Lesson 4. Learning Objective:
To identify suspense techniques in a text.
 To compose and manipulate complex sentences.
Suspense techniques:
1. Character’s reactions.
2. Varying sentence lengths for effect .
3. Flashback or detail.
4. Repetition for impact.
5. Powerful similes or metaphors .
6. Something hidden from view.
7. Ellipsis...
Starter: word ordering: pupils chosen to hold a word/ symbol at the front of class, ask pupils to suggest who moves where to change the word order and sentence. Read out the sentence- what is the effect?
Re-read Robin Hood (class with sheets)
Suspense techniques:
1. Character’s reactions (are usually dramatic and the reader starts to feel their emotions)
2. Varying sentence lengths for effect (long sentences make you wait, short sentences make an impact)
3. Flashback or detail (makes the reader wait for the story to continue)
4. Repetition for impact (something that sticks in the readers mind)
5. Powerful similes or metaphors (can exaggerate through description)
6. Something hidden from view (reader wants to know what it is, waiting for exposure)
7. Ellipsis...(reader wants to know what happens next)
Quickly number children 1-7 (initials or similar), number that you are, find that number technique in the story (can highlight/ underline sheets).
Choose 1 volunteer from each ‘team’ to say the technique, and read their example from the story.
Teacher to explain effects of techniques (bracketed), and highlight pupil contribution on IWB story text.
Possible sentences:
Two men crept closer, the clouds shifted, and the moonlight seeped into the dark night, then the figures paused.
The clouds shifted and moonlight seeped into the dark night. Two men crept closer, then paused.
The figures paused. The clouds shifted, and the moonlight seeped into the dark night. Etc...

30. A conjunction links two clauses together.
Main clause:
A clause contains a subject and verb and is independent (can be a sentence in itself)
Robin crept silently up the stairs.
Subordinate clause:
A subordinate clause adds further description or information, but does not make sense without the main clause.
Conjunction:
A conjunction links two clauses together.
Nat Strat: Use Grammar for writing Year 5 unit 34 to guide and support children's construction of more complex sentences.
Nat Strat: Supported composition: in pairs children develop more complex sentences linked to the shared text.
Explain main clause, subordinate clause, and conjunction, with example to model- combined to form a complex sentence.
because
he did not want to alert the Sherriff’s men.

31. Main clause: Conjunction: Subordinate clause: as but and when
Put these clauses and conjunctions in the correct box.
Then use them to make complex sentences.
Hint: some sentences have 3 or more clauses. as
but
and
when
Will hadn’t dared to breathe,
Since Robin had kicked the wall loudly,
the risk of getting caught was too great.
the men guarding her cell went to inform the Sherriff.
Maid Marian was hiding in the corner
she heard a loud knock,
Subordinate clause:
Conjunction:
Match the words/ phrases to the right definition square.
Use these to create more complex sentences on flipchart (some sentences have a combination of 3 clauses), example:
Since Robin had kicked the wall loudly, Will hadn’t dared to breathe, as the risk of getting caught was too great.
Maid Marian was hiding in the corner when she heard a loud knock, and the men guarding her cell went to inform the Sherriff.
In Literacy group pairs give clauses, conjunctions and commas based on Robin Hood. Ask them to order them in different ways to create different complex sentences, and copy into books.
Differentiate:
TA support Rosen.
RdlC work with Dahl.
Blow up support sheet and cut up phrases/ conjunctions.
Work as a group to reorder and create sentences.
Extension Activity:
Can you create your own complex sentences about Robin Hood using:
Ellipsis
Powerful similes or metaphors
Repetition for impact

32. Lesson 5. Game: Complex Sentences.
Learning Objective:
Explore thoughts, feelings and dialogue of key characters in the story.
Game:
Complex Sentences.
Use the 2 subjects and the conjunction to create the most interesting, bizarre sentence you can.

33. but

34. although

35. despite

36. since

37. because ,

38. Hot Seating Questions
How did you feel Robin when Marian disappeared?
Why did you kidnap Marian?
How did you feel Will when you found the iron ring to get into the castle?
What were you doing when you were kidnapped Marian?
Will, how do you feel now that you are also trapped in the dungeon?
Sherriff, what are your plans for Marian, Robin and Will Scarlett now?
Robin, how do you plan to escape?
These are a few examples, try and be as creative as you can!

43. Lesson 6 Learning Objective:
To write a stream of consciousness in the role of a chosen character at a key point in the narrative.
Stream of consciousness examples:
Beauty and the Beast:
Robin Williams discovers Flubber
stop at 2.30ish.
Good example of thinking out loud- not logical. But he is kind of talking to Flubber?

44. Stream of Consciousness (Internal Monologues)

45. Marian’s thoughts...

46. Lesson 7 Learning Objective:
To show an understanding of chosen character through role play monologues.
 To suggest ways of improving writing.

47. Lesson 8 Learning Objective:
Explore and practise auditory storytelling techniques
Begin to explore the importance of the storyteller/ narrator.
Can you pick out the features of legends from the list below?
Story about Gods/ Goddesses
Distinction made between honour and dishonour (good/ evil)
Features heroic characters and brave deeds
Includes magical elements and powers
Uses powerful imagery
May include strange creatures.
Features heroic characters
Features danger / revenge and violent acts
A story or place that has achieved legendary fame.
Set in ancient times
It has a MORAL – the lesson to be learned.
Story about People
Sometimes mention Gods/ Goddesses
Possible basis of truth
Battles and fights are likely
Animals as characters

48. Gather friends for I have a story to tell you
Gather friends for I have a story to tell you. A story of good and a story of evil, a story of the brave and a story of the wicked. A story that begins many many moons ago when knights ruled the land and the castles ruled the very air that people breathed.
It begins below one such castle owned by an evil sheriff, the sheriff of Nottingham, a man with a heart of stone and a temper as fierce as fire. The night, dark as it was, was lit by a moon and there below the towering battlements, two men stood wondering how they were going to breech the defences of one of the most feared places in Britain.

49. Why did they want to place themselves in such danger
Why did they want to place themselves in such danger? What reason would you have to risk certain death if caught? Come closer my friends and I will bring you closer to a village not far from Nottingham. A village where a woman lived. Maid Marian. A beautiful village that stands no more, and a beautiful woman who was now locked in the darkest dungeon by the darkest villain in christendom. The sheriff had captured her. The greatest treasure of his enemy Robin Hood and it was Robin who was waiting beneath the castle walls with his friend Will Scarlett.
If I described to you the defences would you dare to enter, rampart so high no man could go over, buttresses so strong no man could go through, arrow slits murder holes such as no attacker could survive unless of course you knew a secret, which Robin did. As a mist swirled Will and Robin passed below the old Trip to Jerusalem, the oldest in England and a place where many of you have spend a drunken night I’ll bet.

50. Anyway at its back behind the stables Robin led Will to an outcrop of rock. There he began a determined search while Will worried and kept watch. Fingers scrabbled rock on rock, stone on stone searching for the mark of a crown, King Edwards crown. ‘Here,’ whispered Will. Robin struck it and a large iron ring shone through together they heaved and pulled, gasping with the effort until at last there below them, forbidding and dark lay hole, Mortimer’s hole. But the story of Mortimer’s hole is for another time, another feast.
It led through winding passages deep into the heart of the castle keep. Finally their way was blocked by a gate which, intriguingly, had been left open. Was this a trap? Would something or somebody… Battle-ready they spied through the gate to see and there below them the grill dropped in the dungeon dark. Listening, no sound, searching, a blue cloak, a huddled figure with fiery eyes of defiance and it was then in the moment that they almost tasted the victory of treasure found, that the clink of the sheriff’s sword told them otherwise. He was behind them.

51. The Storyteller Aladdin storyteller:
from 1.30
It is bad enough when parents treat ordinary children as though they were scabs and bunions, but it becomes somehow a lot worse when the child in question is extra-ordinary, and by that I mean sensitive and brilliant. Matilda was both of these things, but above all she was brilliant. Her mind was so nimble and she was so quick to learn that her ability should have been obvious to the most half-witted of parents. But Mr and Mrs Wormwood were both so gormless and so wrapped up in their own silly little lives that they failed to notice anything unusual about their daughter. To tell the truth, I doubt they would have noticed had she crawled into the house with a broken leg.
Roald Dahl: Matilda
until 2.20

52. Lesson 9 Learning Objective
Explore and practise visual storytelling techniques.
Continue to explore the importance of the storyteller/ narrator.

55. Around the class one at a time think of something interesting.
Lesson 10 and 11.
Learning Objective:
Plan oral retelling of the legend of Robin Hood by writing cues.
Practise and record telling the story of The Legend of Robin Hood.
Game:
In the street I saw...
Around the class one at a time think of something interesting.
Here’s the trick: you need to remember and repeat what has been said beforehand.

56. Success Criteria Audio Storytelling Techniques
Visual Storytelling Techniques.
Dramatic pause
Character voices
Expression
Speak loudly or softly
Speak quickly or slowly
Address the audience
Hand gestures
Facial expressions to mimic characters
Facial expressions to suggest action.
Movement: closer or further away from the audience, turn head, stand up.

57. Lesson 12 2 stars: write 2 things you like about it.
Learning Objective:
Use form given to self- evaluate your performance against the storytelling techniques (success criteria) given.
 Evaluate classmates work looking for both positives and improvements
2 stars: write 2 things you like about it.
1 wish: write 1 thing you think could improve it.

58. Practise 2 stars 1 wish with famous paintings: