Written tasks linked through books: COMPOSITION AND EFFECT
Build up sequence of relevant events ( letter )
Use some words carefully to detail, describe and elaborate
Narrative tasks: Agreement of word choices: verbs, adverbs, adjectives.
Well-chosen adverbs used for detail
Character profiling. Viewpoint is evident and consistent
Conclude account of the battle between Beowulf and Grendel. Narrative writing shows ability to follow particular genre
Continue conversation between Beowulf and Hrothgar. Use of expanded noun phrases and adverbial phrases
Continue account of battle between Beowulf and Sea-hag. Adapt writing to suit purpose ( wanted posters )
sections are elaborated for effect – extended climax etc
Non narrative tasks: Point of view and viewpoint maintained/persuasive where relevant
Most appropriate adjectives used for nouns
Write an invitation to feast Sentences include well-chosen and matching adjectives, verbs, nouns
Write a job advertisement Add sufficient detail to interest reader
Adjectives, verbs and adverbs used to interest reader
Wanted posters
Letter – Beowulf to home Most appropriate adjectives used for nouns.
Recount of the feast in mead-hall. Use of positional language to add detail: between, beneath, amongst, opposite,
Explanation text – how to kill a monster. adjacent etc........
To create a map from detail in text Atmosphere and suspense manipulated to create effect
Language is lively – well-chosen examples of figurative language
Reader is given an engaging, purposeful opening and satisfactory conclusion
Speaking and Listening tasks: Design and layout conventions used accurately and effectively to create effect.
Produce live news report
Interviewing or being interviewed for job
WRITING TASKS: SENTENCE STRUCTURE / SPELLINGS
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TEXT STRUCTURE AND ORGANISATION
Paragraph
Reference and connections within writing ( letter )
Link paragraphs with appropriate connectives
Link sentences with effective connectives
Clear beginning, middle and end ( letter )
Endings conclude the writing effectively – the reader is satisfied by ending
To include switching to present tense in dialogue.
Appropriate and engaging opening to job advertisement/ explanation text
Writing flows as events are sequenced ( letter )
Paragraphs are used to organise writing
Paragraphs are linked with connective words/phrases
Writing is structured and has satisfying ending
Logical sequence of events builds up to a satisfactory ending/ conclusion/climax.
Characters in stories interact in a way expected – fitting of their profile, description and
characteristics.
Coherent paragraphing
Vast range of appropriate connective phrases used
Sentences and paragraphs are effectively and consistently linked with a vast range of
appropriate connectives phrases – time and subordinate phrases –Notwithstanding,
Despite this, On top of this......
Pace is manipulated for effect – i.e. in stories the climax is extended but written quickly
or slowly depending on subject,
Use of subordinating phrases to separate clauses within complex sentences:
Interweave different elements within well-balanced text – action, dialogue and
description in narrative – facts, opinions, quotes, indirect speech and audience
address in non-narrative.
PUNCTUATION

Newspaper report on the fight between Beowulf and Grendel
How to kill a monster – explanation text.
To improve description of Grendel’s lair
WRITING ASSESSMENT:
Description of Grendel’s lair.
Structure sentences in different ways
Use other types of
Use a variety of sentence openings punctuation- colon
Use of pronouns to avoid repetition Vary font size/ style ( wanted posters )
Using a range of sentence types Words spoken are within speech marks.
Use of causal connectives /subordinators to start sentences Commas are used at the end of speech and within speech marks
Evidence of complex sentences but subordinators may not be used accurately. New speaker on a new line when writing dialogue.
Use of causal connectives /subordinators to start sentences – Because, Despite, Consequently etc. Attempted use of colon
Connective phrases for time and consequence are used
Use of time phrases to link sentences/paragraphs
Use of commas to separate clauses
Uses a wider range of sentence connectives to develop meaning and improve flow/cohesion. Use Speech ends with correct punctuation - ?!
of time connective phrases: As soon as, Having done that, No sooner had etc....... All words spoken are within speech marks and commas usually used to end
Irregular past tense verbs are spelt correctly speech where appropriate.
Complex sentences used confidently with a range of subordinates to link related clauses. Wide range of punctuation - : and ;
In narrative – good balance between action and dialogue to move story on. Commas used accurately to separate clauses
Beginning to use a wider range of sophisticated sentences by writing two or more clauses: Wide range of punctuation with very few missed opportunities –, dashes
embedded (drop in clauses), subordinate clauses etc.......
Speech is punctuated correctly with no errors – appropriate punctuation used
All types of sentences correctly used and positioned to create varied, well balanced,
to end speech.
writing
Some attempt used at inverted commas and semi colons to replace commas.
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Day Pages Learning Intentions
To be able to use colon
1 and semi-colon effectively
to write an invitation to
7-9
the Great Mead-Hall.
To be able to write
sentences with word
consistency
2 10-12
To find synonyms and
place words in order of
intensity.
To be able to correctly use
I or me.
3 12 Identify author
techniques.
Produce live news report
with partner.
Comprehension Questions Focus Group Resources
Learning Approach
Introduce book and its cross-curricular relevance. Show children the short video clip from ‘The Vikings’. Viking Short.
D. ‘From their conquests, the land grew rich’. What does this mean? How did they get rich?
Q. – Why did men join Hrothgar?
D. – Discuss the use of : and ; in extended lists
Shared write with Sheet created
Look closely at the passage with use of the semi colon to separate extended items in a list (usually a comma would be used for named
group (children for invitation
items in a list but elaboration of listed items requires semi colons to separate them.
with target of ( alongside
Inform the class that today they are to write an invitation to the thanks-giving feast at the great mead-hall. Ask the children to scan for
using more image of Mead
information regarding the feast. Discuss with the class. .
specific and Hall )
Model with the class how this information can be used to write an extended sentence with listed items following a statement. (Less able
descriptive
children to focus on commas to separate shorter items?)
language).
You are cordially invited to join our Good King Hrothgar at the opening of the great mead-hall where you will be lavishly entertained in a
most fitting manner: listen to the majestic harp-playing of the king’s musicians; be stirred by the recounting of the most exhilarating story
telling; feast upon the richest meats and succulent fruits; drink yourself merry in the company of the greatest, most noble thanes in the
kingdom etc...........
Children to write their own invitational sentence to the Great Mead-Hall using colon to introduce and semi- colon to separate items in a
list.
SUGGESTED GRAMMAR TASK:
I or me?
Look at the powerpoint – I or me?
Give the children some examples.
Use the relevant section at
http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_62.htm
ask the children to write some of their own using either me or I
Q. Why was Grendel so angry?
D. Discuss the contrast in word choices that describe the happiness of those inside with the mood of Grendel outside? (Children could Shared write with
Thesaurus
divide whiteboard in two and write down the words that describe happiness against those that detail the misery of Grendel). group
Task: Word ladders – give the children a key adjective/ verb from the page for them to develop, i.e. enraged, wondrous, etc....
Using a thesaurus, the children write a list of similar words, placing them in order of intensity:
Upset – angry – furious – enraged – crazed – apoplectic
Repeat for other words given.
From this list the children can then write sentences, using one of the words below and changing the actions of Grendel/ the Thanes,
accordingly i.e. – if Grendel is described as crazed he needs to do something to demonstrate this. Children top focus on what may come
next……
Teacher to model – ensuring word consistency and using a variety of sentence types and openers.
SUGGESTED GRAMMAR TASK: Children to work News clip.
Tense changing. independent of
Can the children use the correct tense/person to describe attack? teacher.
Oral task – ask the children to report to the following:
3rd person – past tense Teacher to
1st person – past tense circulate class.
1st person – present tense
3rd person – present tense
3rd person – future – The villagers are expecting ……….
After each, discus the language changes.
Read once again.
Discuss Grendel’s actions with the class. Which word choices are used to convey the sheer horror of what has happened? Discuss the use
of alliteration with the class and explain that Morpurgo uses this technique a lot throughout the book, selecting words to create
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 alliteration opportunities.
Discuss the impact of sentence variety with the class: look at the final sentence of three for description and then the simple
sentence – what impact does this have?
Explain to the children that their task is to report ‘live’ from this horrific scene.
Show children a news correspondent clip.
Discuss the report with the children: initially the report is in the past tense but then it switches to the present as the reporter comes
under attack. Discuss that the report is missing an interview.
Children to work in pairs – one reporting live from the mead-hall, the other, an eye-witness reflecting on what they saw.
Children to practice report from the scene – initially reporter to report what has happened, then interview eye-witness, then finally to
come under attack and report in the present tense.
WRITING TASK:
4 Discuss the lair with the class – what clues are there as to what the lair must be like? Discuss habits, features and size of Grendel? Do we think he lives alone? What may be at the All writing
lair? Size? Shape? Location? Smells? Sounds? Dry/Damp? Floor? Etc... independently.
Children to draw the lair as their plan and label.
Children to describe the lair from which Grendel has come.
SUGGESTED GRAMMAR TASK:
Word collecting sheet:
Give the children the sheet: different types of words.
Ask the children to sort the first sentence, placing the words into the correct column on the table. Discuss with the children, covering any
areas of difficulty.
To be able to classify
Independently, children to sort the words into the table.
words by type.
WHOLE CLASS TASK: Job
Explain to the children that today’s task is to write an advert which seeks a brave hero to rescue the Danes from Grendel. What would advertisement
To identify the features of
5 No you expect to read in a job advertisement? Allow children to discuss this. Shared write with s
a job advertisement.
reading. Show children some of the job advertisements – discuss the features within. Agree that the adverts appeal for the required qualities of focus group.
the candidate as well as state the benefits of the post.
To write their own job
Discuss with the class what qualities the Danes seek in their hero? Children to write down these qualities onto their whiteboards. Again –
advertisement for brave
what can the Danes offer the successful candidate? Children to write these down as well?
warrior.
Discuss tone of the advert to the class – do we want it to be cold and to the point or snappy to attract interest?
Model with the children the preferred style - i.e. snappy: Enjoy fighting monsters? In need of a challenge? Well then – we have just the
job for you!! Etc...
Discuss the fact that the advert may be economical with the truth – i.e. not to portray the sheer horror of the situation.
Children to then write their own job advertisement for hero.
Explain to the children that their task today is to interview Beowulf – a prospective candidate for the job of beast slayer. What do they Children to work
need to do before the interview? Set the questions of course! Children to work in threes – a pair to set the questions for the prospective independently.
Children to write down
beast-killer and the third child to act as Beowulf – predicting the questions asked of him, thinking through his answers and also thinking
questions for job
of questions he would like to ask (perhaps – within the year group, all the Beowulf’s could be in the same place so as to not over-hear Teacher to
interview.
the questions asked – like a real interview!). Beowulf’s could be coached by the teacher to answer the manner be-fitting a hero! The circulate to locate
6 No
interviewing pairs to decide who is asking which question. Teacher to explain that at the end of the interview they must ask two the better groups.
reading. Children to participate, in
questions: do you (Beowulf) have any questions of your own and will you, if offered the job, accept it?
small groups, in interview
Children to return to classes and the pair to interview Beowulf. The questioners to write down notes on their answers. Less able groups
for monster killer.
Teacher to circulate the class – listening to as many interviews as possible. Most accomplished group(s) to demonstrate interview to the supported by
class. teaching
Ask the interviewers to choose which ‘Beowulf’’ they would have recruited and why! assistants.
7 . SUGGESTED GRAMMAR TASK: Shared write with
Give the children the adverbs missing sheet. children who have
The children need to add suitable adverbs from those given (not top sets) to improve the writing. the use of
WHOLE CLASS WORK: commas as a
Discuss the children’s early interpretations of Beowulf – what sort of man is he? target! (Well –
Discuss the tone of the conversations between the guard and Beowulf. What words does Beowulf use to appease and convince the guard some of them!)

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Children to design and
make wanted poster for
8 No
Grendel
reading
To understand how the
author portrays the main
character.
9
To produce a character
profile of Beowulf.
To write a letter (recount)
from Beowulf to his father.
To be able to link
paragraphs with the most
10
effective connective.
To be able to replace
words with more powerful
synonym.
of his good intentions? Discuss alliteration once again at this point.
Q What is the intention/ effect of the end phrase ‘or so they thought’? Discuss that throughout the story the author uses lots
of phrases such as these to provide clues to the forthcoming outcome.
Show children the sentence which begins – ‘So in war-dress of chainmail shirts...........
Analyse the sentence on the board, ask the children how many parts there are to the sentence. Why does the sentence still work given
the amount of parts? Discuss importance of punctuation and short clauses/phrases. Analyse the purpose of each part of the sentence,
either together as a class or allowing them to work in pairs/independently.
Model to the class, through shared writing, how to write a similar sentence, replicating the purpose of each part.
Children to then write their own sentence type keeping to the same pattern as the one studied.
http://www.teac
hingideas.co.uk/t
hemes/pirates/_
files/wantedpost
Explain to the children that the King of the Danes, Hrothgar, has asked his Thanes to design a wanted poster for the beast, Grendel. What er.pdf
would you expect to see on a wanted poster? Allow the children time to discuss. Selection of
Show children the wanted poster example on the board – discuss its features and style. Independent work wanted posters
Children to design and make their wanted poster for Grendel (some children to use ICT to import saved Grendel image onto template). in the T-Drive
Other children to use one of the wanted templates or design their own from scratch). Plain paper
Templates
Laptops/
Tablets/PC’s
SUGGESTED PUNCTUATION TASK:
Correct use of brackets – children have to add the brackets into the correct place in each sentence.
Children to then write their own sentences to describe Beowulf, using brackets.
D. What effect is Beowulf having on the people? Why? Guided Reading Character
Q. What words tell us that Wulfgar trusted Beowulf? with a group – profiling
D. Discuss Beowulf’s real motivation. leading into sheets.
Task: Explain to the children that their task today is to write a character profile of Beowulf. guided writing of
Give children the prepared character profiling sheet. Discuss what is meant by the relevant sections. character
What does this tell us about Beowulf – i.e. “I have heard, Beowulf went on, “that Grendel never carries a weapon, no war axe, no sword, profiling.
on his murderous missions. Well then, neither will. Etc..............
Children to complete the character profile for Beowulf, using either of the two sheets (set teacher to choose) by analysing the text for
information.
SUGGESTED GRAMMAR TASK:
Replacing all the underlined words with more powerful words.
Give children the extract – The Great Feast. Can children identify the word types for those underlined (adjectives and verbs).
Ask the children to rewrite the words, replacing those underlined with stronger choices. Can the children maintain consistent portrayal of Shared write with
characters? specific target
Discuss. group.
Do you think that Beowulf’’s words will please the Thanes?
Watch Beowulf cartoon PART 1 OF 6 – discuss with the children how the video differs from the text. Discus the visual representation Paragraphs would
within the cartoon. be an appropriate Video
Task – today the children’s task is to write home to his father, Edgetheow, brother to the king. target focus as
Discuss with the class what the possible content of the letter would be – map out onto the board: well as connective
Safe journey – welcomed by the king – people terrified – feast – Danish Thanes less welcoming – thoughts on the battle to come – best openers.
wishes passed on his King.
Discuss with the class that Beowulf may confide thoughts with his father that he had kept hidden from the Danes – what could these be?
Model write passage with the children, keeping to Beowulf’s character and following structure of plan. Focus specifically on connectives
to link paragraphs – time, causal, emphasis
Children to then write their own letter from Beowulf to his father.
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To identify the powerful
11 language used by the
author in the description
of the battle.
To write an account of
how the battle concludes.
12
To be able to use
positional language to
place.
To be able to describe and
detail illustration with
effective and appropriate
13 use of figurative language.
To recognise statements,
commands and questions.
To be able to identify
compound words.
To able to match adverb
14
to verb
To be able to write an eye-
witness account of the
celebratory feast
SUGGESTED GRAMMAR TASK:
Choosing the correct pronouns.
Children to insert the correct pronoun choice into the passage. Independent work Video clip
Discuss the figurative language at the bottom of page.
Q. Hrothgar spoke his last words – what is the effect on the reader of this line?
D. Discuss the strength of Beowulf’’s belief in god.
Q. What clues are there to the outcome of the battle? Children to highlight examples from text.
Watch the 2nd part of the Video and discus with the class.
Task: Begin analysis of the first paragraph. Use highlighter on IWB to highlight examples of some of the following: powerful verbs,
alliteration, adverbs and powerful adjectives.
Children to highlight further examples before writing them into their books below the four sub-headings listed above.
Children could use grids to present their work?
After reading, analyse, word for word. Discuss the techniques and word choices used by the author (alliteration, adjective before
character, metaphors, doubling and trebling of verbs, hyphenated words, elaboration of subject, contrast). Explain to the children that
they are to complete the description of the fight by writing in a similar style to the author.
Show children the image – Grendel minus one arm. Remind the children that their task is to write a concise account of how the battle
ends, in the style of the author. Knowing how it ends (Grendel flees minus one arm) the children need to complete the account of the
battle. Shared write.
Discuss the use of positional language with the children – get three children to come to the front and make one child stand out from the
other (no jumper, bib etc....). Can the children move so that the nominated child is: above, below, opposite, amongst, within, between,
beneath etc..... Recap meanings with the children.
Whole class shared write – focusing on positional language, adverbs, sentence types, etc.... No need for marking.
Children to write on A3 sheet – to the left of image of Grendel.
SUGGESTED GRAMMAR TASK:
Statement – Command – Question
Give children the worksheet: Statements, Commands and Questions.
Children to complete the first part – matching the sentence to the type.
Discuss with the class.
Children to then change from one type to another.
If time (and if needed) children to write either a command or a question. Independent
Statements,
When reading, identify any examples of statements and commands. work.
Command and
Q. Thus pinioned’ What do you think this means? Why does the author use these words?
Question
D. Discuss the use of alliteration and similes in the final paragraph.
sheet.
Children to identify the similes and metaphors. Discuss the effectiveness of word choices/comparisons on the page.
Task: Show children the image. Inform the children that their task is to label the illustration with similes (and some metaphors for more
able) by focusing on notable features of either combatant. Children to write onto the prepared sheet.
Teacher may need to model one or two to provide starting point.
SUGGESTED PUNCTUATION ACTIVITY:
Children to look through their grammar/ punctuation papers – they can discuss with their partners where they went wrong/right. Discuss
any common errors ( briefly )
Discuss the impact of the final sentence
Shared writing
Task: identify the compound words on the page – discuss the difference between compound words and hyphenated words (compound
with appropriate Blank adverb
words for spelling this week?)
group. grids
Discuss with the children what was going on in the mead-hall. List verbs: drinking, singing, chatting, eating, presenting gifts, praising
etc….. write into table
Punctuation/Gra
Explain to the children that we need to add adverbs to give the reader more information and a better picture in the head. Explain, using
mmar papers
the grid, what adverbs can do!
Give the children a blank grid. Model to the children how to fill in grid. Either, ask them for suggestions or suggest adverb yourself and
ask children to place it.
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 Verb Volume adverb Mood adverb Speed adverb
Eating Heartily Feverishly
Drinking Excitedly Quickly
Singing Loudly Raucously
Praising Lavishly
Dancing Joyously Frantically

Explain to the children today’s task – to imagine that you have attended the feast (as a mere Thane) and that you are writing an account
of what was observed.
Ask the children to read through the text again – what wouldn’t the Thane know?

Model to the children the structure of recount – opening (what a night that was!) – middle – what happened – end – reflections on the
event.

Model write a passage from middle of text – be sure to cover adverb use and connectives – linking sentences together.

Model write ending – emphasise importance of strong ending

Children to write their own recount of the feast.

What clues are there as to what is about to happen?
Look at page 41 – go through the page with the class. Discuss the sentence types. Look at the commas and where they are placed – why
are the commas placed where they are. Discuss clauses and how commas are used to separate them.
Recap the difference between a clause and a phrase ( no verb in a phrase )
Give children the amended version of page (with the commas taken out) and ask the children to add in the commas (paired work would
To be able to identify
be good for this). Focus group with
comma placement in
Give children the original copy of page – ask the children to compare their comma placement with the original page – how close were the teacher –
sentences.
they? They could score themselves out of 11 (11 commas on the page). children who
Now read need to work on
To be able to write
Q.Why did Grendel’s mother take down the arm? using commas to
15 extended, three part
Now explain to the children that they are going to write extended, compound/ complex sentences using commas, describing the reaction separate clauses.
sentences (or more) using
of Beowulf.
commas to separate
Model how to construct – take in 3 verbs from the class to describe three things that Beowulf may do: hunted, shouted, snatched Detailing how
clauses.
(should be loosely connected). Hrothgar reacted
Then place the three verbs in order: shouted -- snatched -- hunted to the news.
Then model write sentence, ensuring extended clauses are used and commas separate them:
Beowulf shouted his defiance when he heard the awful news; he snatched his mighty sword and its trusty companion – the shield, and
hunted for his fellow Geats to join him in pursuing the foulsome fiend.
Children are to write their own description of how Beowulf reacted – using three verbs of their choosing or by taking three verbs for the
verb bank on the wall.
16 SUGGESTED PUNCTUATION TASK: Focus group –
Give children punctuation sheet - ask the children to add inverted commas same task as with Punctuation
Q.What happened to Ashhere? independent sheet
Q. What does the author mean by ‘Opened his word-hoard’? group. Try to
Explain to the class that ‘word-hoard’ is a kenning – a norse term where words were created to explain the purpose of something – focus on children
usually compound words, figurative and hyphenated. Look at the kennings powerpoint – slides 1 -6. with both speech
D. What do we think Beowulf’s reaction will be? punctuation and
Explain to the children that the focus of today’s lesson is twofold – punctuation of speech and use of subordinators subordinator use
Explain to the children that they are to continue the conversation between Beowulf and Hrothgar and that they must use subordinators as the focus
(because, as, since, although, despite, however). Discuss the meaning and use of each word. group.
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To be able to draw map
from text description.
To recognise irregular past
tense verbs
17
To be able to correctly
demarcate sentences with
capital letters, full stops
and commas.
To imitate sentence type.
To describe battle with
18
emphasis on connective
use
19
Plan the content of their
own explanation text
20
Model text to the children, focusing on the use of the subordinator (linking two clauses instead of comma or semi-colon) as
well as punctuation of speech. With more able, focus also on differing placement of speaker: Discuss also, use of subordinator
as a connective.
Brave Beowulf, gripping his sword tightly, exclaimed, “You have shown me great generosity SINCE I have arrived here in your kingdom.
BECAUSE of this, I am happy to take up your challenge, HOWEVER, I may not succeed this time”.
Using the subordinators on the board, the children are to continue the conversation between Beowulf and Hrothgar.
SUGGESTED PUNCTUATION EXERCISE.
Give children sentences sheet – can they add in the commas and full stops?
Q. Why does the author write ‘Then Beowulf, Edgethow’s noble son replied?
Q. Why had the sea-hag left Ashhere’s head? A3 paper ( tea-
TEACHER’S TO ASK CHILDREN, ON OCCASION, TO WRITE ANSWERS ONTO WHITEBOARD. TEACHER COULD DECIDE UPON MARK stained )
All independent
WEIGHTING (1-3 MARKS) AND INFORM CHILDREN. TEACHER COULD ALSO MODEL MAX. MARK ANSWERS.
today
Read page 46 again. Discuss the tense of each passage – what words tell us which tense is being used? Discuss irregular past tense verbs
– how has the verb been changed when written in the past tense (ride-rode; reply – replied ;) etc…… Sentences
Discuss the task with the class – onto A3 paper the children are to draw a map of Hereot from the text references. They can then add the sheet
relevant text to the appropriate picture. Model to the children one such example.
Children to draw the map of Hereot. (Possible display work – tea stained paper?)
SUGGESTED GRAMMAR TASK:
Prepositions.
Children to identify the prepositions within sentence.
Children to then insert preposition into sentences.
Analyse the page with the children and annotate. Discuss word choices, alliteration, openers, author’s voice, reader addressed etc…..
Discuss the sentence opener: Grisly, grim and gruesome, can the children write their own triple alliterated sentence opener and dash?
Children to use one of these key words to start and then add to: Shared writing
Fierce……….. Angry…………. Slithering…………….. Hideous………. opportunity with
i.e. Slithering, slimy, sliding – the foulsome beast writhed it’s way nearer. the children who Preposition
Children to write their own onto whiteboards. have connectives sentence sheet
Explain to the children that their main task today is to describe the battle between Beowulf and the Sea-hag. Discuss that this task lends as a target
itself to using causal connectives to link sentences/ paragraphs. List or have prepared desirable words, i.e. despite, however, although, as
a result, consequently. Explain that to use these words – Beowulf must struggle to overcome the beast.
They didn’t have long to wait. Sensing his moment, Beowulf plunged his sword into the thick neck of the beast, twisting it deeper with a
mighty thrust. Despite this inconvenience, the sea-serpent continued to writhe and wriggle, trying to force her attacker to relinquish his
vice-like grip.
Children are to describe the battle between the two.
SUGGESTED PUNCTUATION ACTIVITY:
Apostrophes: contraction/omission or possession?
Children to sort the words with apostrophes into the table below and then convert two words into contracted form.
Beowulf has named his sword – what does this tell you?
D. What do Beowulf’s words tell us about him?
find the lines that imply the outcome
WHOLE CLASS TASK:
Independent work
Explain to the children that tomorrow they will be writing an explanation text/instruction text, how to kill a monster.
Examine the explanation text – how to find pirates treasure. Discuss the key features with the children. Determine the differences
between the two genres: instruction or explanation.
Discuss task – Beowulf’s guide to killing monsters.
How has he killed the two beasts so far – discuss common methods/strategies in killing monsters.
Into their notebooks, children to plan the contents of their explanation text – Beowulf’s Guide to monster slaying. Teacher to model
possible layouts for plan – children to use one or one of their own to plan their explanation. If time, children could revise 1 st plan.
Remind the children of task – writing their own explanation task – Beowulf’s guide to Monster Killing.
Ask the children to write down a sentence that they think would make it clear that it has been taken from an explanation text (could be
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 about anything). Refine, if necessary if children write technical explanations or instructions.
Using these sentences, teacher to recap how to write explanation text.
Focus on the purpose of both the introduction and the ending. Model through dialogue rather than through shared writing to save time.
Children to write their own explanation texts – How to kill a monster – The Beowulf way etc...
Before reading, watch Part 3 of the Beowulf animation. Explore comprehension opportunities and discuss the filming techniques used to
gradually reveal the monster.
Return to reading.
Q. Why did Beowulf sever Grendel’s head? Beowulf video
Q. Why did everyone believe Beowulf to be dead? part 3.
To write and perform Look at the sentence at the bottom of the page – So Beowulf…….discuss the length of the sentence
All children
a song to celebrate Explain to the children that their task today is to write (and perform) a simple song that celebrates Beowulf’s latest victory. The song is Norse songs
working in groups
Beowulf’s latest to be written by the Danes and performed at his welcoming feast. through
separate to
21 victory! Listen to a selection of songs from the website http://www.odins-gift.com/mp3/heathensongbook.htm website.
teacher. Teacher
Children should take notes as they listen.
to only intervene
Recommended songs: Blot Songs, Chants and Hymns – Here me Aesir, By water and land, Wodan chant (Odin) – listen to the midi files. Musical
if needs must
Show children some of the words chosen – discuss the simple repetition and basic words choices. Discuss common themes within them. instruments
Briefly model with the children how to write the song – avoiding rhyme and keeping lines short (free verse poem In effect?!) Children to
assist the teacher in planning the song.
Once written discuss with children the tune to accompany the song – practice and refine as necessary.
Children arranged into groups (3-4) and collaboratively write and practice performance of song. Musical instruments to be used as
necessary (no music lessons so all percussion instruments should be available).
SUGGESTED GRAMMAR ACTIVITY:
Phrases or clauses? Could give the children print out of phrases from website?
Work through the worksheet.
Can the children identify which is the phrase and which is the clause?
Q. What does the king mean by ‘don’t let a thirst for blood consume you’? Clips from the
Q. What is the tone of the King’s Speech in the hall? Vikings
To be able to identify Q. Discuss with the class that there is evidence of the author’s opinion on page 60 – can the children identify the parts that show this?
phrase or clause. Q. Why did the feast end? Website with
Q. What does the King mean by ‘In you, strength and wisdom are evenly matched’? info about
To be able to identify Q. Why did Beowulf give the coastguard the gold-hilted sword? Shared writing Viking
22 type of clause. D. Are we surprised that he did this? with targeted pastimes
Q. How did Hygelac find out about Beowulf’s return? children
To be able to separate WHOLE CLASS TASK: Examples of
clauses/phrases with Explain to the class that Danes are holding a welcoming banquet in Beowulf’s honour. What sort of attractions might there be at a Viking advertising
commas festival? Children to discuss. Look at clips/websites that may give the children better understanding. posters.
Model with the children how to write persuasive sentences, encouraging people to come. Could look at some examples of persuasive
adverts to help them with genre.
Model using phrases and subordinate/main clauses and noun phrases.
On the lush fields outside Hygelac’s grand palace, enjoy a glass of the finest mead whilst you watch on in amazement at the recreation of
Bewoulf’s vanquishing of Grendel.
Children to write their own persuasive sentences following the models provided by the teacher.
23 To be able to choose SUGGESTED GRAMMAR ACTIVITY: Children to be 7 learning
the most effective Words with double meaning: working in pairs powers sheet
plan for their task Write one of the heteronyms on the board from the list provided (use a word that the children could use in different ways such as wind
or record). Ask the children to write a sentence using the word. Encourage sentences of a high standard. Discuss sentences – have any A4 paper
To choose a statement of the children used the word in a different way. Explain that these words with same spelling, different pronunciation and different
to pursue meanings are called Heteronyms. A3 paper
Provide children with other heteronyms – can they define the words in two ways? Can they write two different sentences?
To be able to work WHOLE TEXT READING: Copies of

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 Q. Why does the author use the word ‘hewed’?
D. Do you think that Beowulf was right to give these gifts to the king?
D. Discuss the use of: before list – recap the use. Beowulf
D. What does the author mean and intend by the final sentence?
WHOLE CLASS ACTIVITY: Video clips
with a partner Explain activity to the class: they are to devise their own enquiry about Beowulf and his learning powers. They have to write a statement from R-Drive
about his learning powers and then devise their own plan. They will be writing it after planning it.
To understand that If the children are struggling you could give them an example: The Learning Power that Beowulf uses the most is Resilience. Heteronyms
words can be spelt the Other examples could include: worksheet
same but sound It is up to the teacher as to how much scope is given to the children. Would suggest paired task so that learning relationships can be
different and have fostered?
different meanings. Allow children time to discuss their statement.
Show children the planning sheet on the T-Drive.
Would this planning sheet work for your chosen statement? Children to discuss.
Children to work together to plan their statement.
Children free to use any of the resources available to them to help plan their statement.
MINI PLENARY:
Children to feedback their plan and explain why they have chosen their particular planning style. They could do this to another pair.
Natalie to get the children to use the visualiser.
SUGGESTED SENTENCE LEVEL TASK:
Continuing from Tuesday – adding clauses or phrases into sentences.
To be able to write Show children the worksheet on the board – can they add in phrases or clause?
statement, following D.– Discuss meaning and use of despite Guided Writing:
No reading plan. Show children an example of a discursive writing that will benefit their writing. Discuss language, style and features.
24
. Shared writing: Model with the children how to turn plan into writing.
Write to a statement that none of the class have selected.
Model writing: model write part of the middle of the discursive writing.
Model write ending to discursive writing.
Children to write their own discursive writing arguing their statement.

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 No reading Sentence imitation Introduction: Children to work as Copies of
Explain to the class that they have today to finish their chapters. directed: at times in Beowulf
Completion of Discuss with the class that this afternoon they will be reading and marking each other’s work. pairs but for the
Chapter writing Provide children with blank peer assessment sheet. Explain that this afternoon, the children will be using this sheet to mark their most part, Examples of story
friends work. individually. openers
As a class, agree what should be on the sheet. Children to fill in the classes’ agreed success criteria onto the peer evaluation sheet.
Which do the children feel they haven’t achieved yet? Selection of
Could work on today? historical stories
Main Task:
Children must finish their chapters today. PC’s turned on
Children should read their partner’s chapter today and iron out any inconsistencies.
Children to agree on ending of chapters to ensure continuity.
Teacher to model climatic scene – referring to author techniques: repetition, impact sentences, ellipsis, alliteration, figurative language,
onomatopoeia words etc….
Model with the children style of ending. What type of chapter endings do the children like? What type does Morpurgo favour? Model
at least one type of ending. Could provide a workshop for an alternative ending style?
Children to continue and conclude their chapter.
Plenary:
In the afternoon, children to complete their chapters and mark their friends’ using peer evaluation sheet.
67-73 To be able to Suggested grammar activity:
answer Irregular plurals:
comprehension From the list provided, write three words on the board that have irregular plurals i.e. woman child story etc.
questions. Can the children work out what they have in common? Discuss.
Read out other words – children to write down the plural form onto their whiteboards. Go over any misconceptions with the children.
To be able to Model correct spelling.
identify words with Read to page 73 but don’t ask questions:
irregular plurals. COMPREHENSION ACTIVITY:
Children to have a comprehension sheet with the following questions – children to answer them into their books.
To be able to Would suggest discussing the weighting of each question and how to answer accordingly.
correctly spell Could model one of the three point questions to set expectations.
irregular plurals. Q: PG 70 Why did the slave want to seize the goblet
Q: PG 70 What was the priceless pillow?
Q: PG 71 How did the dragon know the goblet had been taken?
Q: PG 71 What does it mean – ‘Possession was all his joy’?
Q: PG 71 Why didn’t the dragon chase the slave straight away?
Q: PG 71 What was the effect on the dragon of the man stealing the golden goblet?
Q: PG 71 Why was the dragon so looking forward to killing the man?
Q: Choose the best word ( from those given ) to describe the slave and explain your answer
Q: Choose the best word ( from those given ) to describe the dragon and explain your answer
Can you write your own question for a friend to answer?
Refer to scanned page on the board.
Go through the answers with the class, using the scanned copy of pages 70-71 to help. Get the children to mark their own work.
Watch Part 4 of the Animated series.
31 Pages 74-76 To be able to Write three titles on the board, taken from different texts: Shared writing with Copies of
distinguish The Viking Invasion of England target group. Beowulf – pages
between different The Vikings: Murdering Marauders 74-76
forms of discursive Beowulf: Fact or Fiction?
writing. Ask the children to discuss in pairs what these genres have in common and what sets them apart? Venn Diagram
Take feedback quickly. Do the children understand what links all three? Explain that all three are taken from discursive texts and that sheets

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 To be able to sort they share some similar features but that many of their features are set apart. Outline lesson objective. Ask the children to
features on Venn score, at this point, how confident they feel in being able to meet objective.
Diagram. First task:
Children given 2 or 3 way Venn Diagram and, using blu-tac, they stick on the features. Children to do so in pairs. Feature cards
To pursue own Reading:
learning through : What word would best describe Beowulf here? Blu-tac
ELLI model D: Discuss the use of Kennings?
D: If you heard this, how would it make you feel? Visualiser
D: Discuss use of adverbial openers, adjectival openers.
Main task: Examples of
Explain to the children that they are going to look at resources to help them work out which features are most appropriate to each different genres
genre. They are free to use the resources provided in the box but that they need to justify why they have selected them. They have to
complete the Venn Diagram by given time. They are able to work together – using their learning relationships. Connectives
Shared writing with focus group: worksheet
Shared write – Beowulf – Fact or Fiction with the group. Work with targeted children. They can alter their Venn Diagram as they go
along. They could also have a list of connectives to draw upon. Note books
Plenary:
Ask the children to look at Venn Diagram. Could use the visualiser so they can explain their thoughts? Completed Venn
Show children complete Venn Diagram on the board – let them compare. What did they get right? Are there any on the board that they Diagram
think are wrong? Use critical curiosity.
Can the children match genre to original titles from start of lesson? Beowulf book
Can children say one line from chosen title/genre?
Can the children rank their confidence now?
Did the children enjoy the lesson – what could have been done differently?
Explain that over the next few days we will be writing to these genres and that tomorrow they will see an extract and match it to genre.
32 No reading To be able to match SPELLING TEST/ NEW SPELLINGS/ HOMEWORK Text/Title
writing to genre. Recap the activity from yesterday. extracts
Using the Venn Diagrams, can the children match the extract on the sheet to the three different forms of discursive texts? Discuss.
To be able to plan Look again at some of the extracts/text examples from yesterday (scanned pages into t-drive) annotate with the children – reinforce Discursive
argumentative different features. powerpoint
discursive writing. Can the children match the titles on the sheet to the genres?
Introduce writing task: Was Beowulf a good role-model for children?
Discuss with the children. What type of discursive text is this? Agree it is argumentative. How would a persuasive text be titled –
Beowulf was a good role-model.
Explain to the children that their task today is to plan this piece of writing for tomorrow. They can use their own planning style but
teacher may like to model suggestions.
Could refer to discursive powerpoint as aid
33 To be able to write Recap writing task: Shared write task Discursive
No reading argumentative Set out paragraph plan with the class, discussing purpose of each of the paragraphs. Discuss format of paragraphs (use the discursive with target group. powerpoint
discursive writing. powerpoint to support) as to whether we will have all supporting points together or use counter balances (concede to other side).
Discuss possible connectives to link paragraphs. Stress importance of ending. Connective/Conj
To be able to Model write one of the paragraphs to the class (from main body of text). unction sheet
distinguish Children to use their plans to write their own argumentative text.
between Shared write with focus group.
connectives and
conjunctions.
34 Pages 78 - 84 To be able to plan Suggested grammar question: Shared writing: Website
and write From the connective/conjunction sheet ask the children to highlight the connective/conjunction. would suggest
persuasive task Discuss difference. Children to sort the connectives on the sheet. Children can use the connectives worksheet. writing with Trimmed paper
Can the children work out the writing genre from each extract? targeted group. for plans

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 Reading:
Q: What does the author think of Beowulf’s companions?
D: Discuss the use of the dash for extra information
D: Analysis of page 80 – discuss the tools used by the author to create tension and drama. Would Their own Venn
Q: Why did Wiglaf attack the dragon’s throat? recommended Diagrams, genre
Q: Your Golden Inheritance – What does this mean? writing a middle matcher etc…..
Q: Why does Wiglaf gather the treasure so quickly? paragraph, using key
Show children the title of next piece of writing: The Geats were right to ask Beowulf to fight the dragon. They could, if they prefer, features of
argue the other side. They should write to the one they believe so that writing can be emotive and powerful. persuasive
Ask the children what sort of discussion text this is? Ask the children how this persuasive discussion should be written differently to discussion:
argumentative text: Was Beowulf a good role model? What different features will we need to use this time? Children to refer back to
their Venn Diagrams. . Emphasising
Discuss with the class how the planning should reflect the task: model an idea that they can moderate (or leave them to plan their connectives
own). Rhetorical language
Children to plan their writing – The Geats were right to let Beowulf fight the dragon or The Geats should not have let Beowulf fight the Powerful adjectives
dragon. Emotive language
Etc………

Could save as model

for tomorrow.
35 No reading To write opening to SUGGEST GRAMMAR ACTIVTY: Would suggest
persuasive Irregular plurals/ apostrophes. guided writing
discussion Using the list of irregular singular nouns, children to write down the pluralised form. For the more able, the children can turn into rather than shared
possessive plural – children’s, potatoes’ etc… writing as writing
Children to write answers onto their whiteboards. continued
WHOLE CLASS TASK: tomorrow?
Remind children of task.
Through shared writing, model a passage of the persuasive text. Encourage contributions from the children who can use their
connective workboards and Venn Diagrams to help them.
Children to begin to write the first part of their persuasive text. They also have tomorrow to finish it. They should aim to write 2-3 high
quality paragraphs explaining why they believe what they do. Tomorrow they will have time to pick apart the opposing side and write
strong conclusion.
Watch part 5 of the Beowulf animation?
36 Rest of book Conclude writing of SUGGESTED GRAMMAR SENTENCES:
persuasive Discuss use of conditional sentences. Last pages of
discussion Explain to the class that conditional sentences could be useful in today’s lesson. book
Give the children the first part of conditional sentence: can the children produce the last part? photocopied
If the Geats had convinced their leader to shirk the challenge,
If Beowulf refused to fight the dragon,
If Beowulf had taken more men with him,
D: Was Wiglaf wise to speak to the men like this?
D: Discuss Wiglaf’s character – what sort of man is he?
Q: Why is Wiglaf so eager to get rid of the dragon?
MAIN TASK:
Remind children of task.
Look again at example of persuasive discussion and look closely at the part where other opinion destroyed (could use example from
genre matcher last week?). Look at features and language used.
Also, explain to children the importance of ending (the knockout punch!).
Children to now conclude their writing.
Watch last part of the video

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Discuss the text with the class – what did they like about it? What would they change?

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