Fiction

English Year 6 Spring 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 nine 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.

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

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

Planning 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 Descriptive and Predictive Writing
(suggested as 7 days)

Planning 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 Instructions, Rules and Guides
(suggested as 6 days)

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

Planning 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 Reports and Explanation Texts
(suggested as 6 days)

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

Planning 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)

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

Planning 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)

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)

Planning 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.

SPAG
Unit 7 SPaG: Persuasion and Balanced Argument
(suggested as 5 days)

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
Falling Out of the Sky: Poems about Myths and Monsters by Emma Wright

Websites
Dramatised BBC School Radio retellings of Greek myths, including ‘Orpheus and Eurydice’ from bbc.co.uk
Conscience Alley explanation (for Day 6) from dramaresource.com

Planning and Activities

Day 1 Teaching
Recap Percy Jackson and the Lightning Thief so far, explaining that Percy is about to enter Riordan’s interpretation of the Greek Underworld. Read the start of Ch.18. Use Grammar Presentation: Adverbs of Possibility, making links to persuasion.
Activity
In small groups, children choose a product to advertise and develop a short advertisement which could promote that product and appear in an IM advert

Day 2 Teaching
Share Medusa and Minotaur Take Tea by Rachel Piercey. Explain that it is possible to consider different points of view in order to develop a balanced argument. Model making a list of points for and against feeling sympathy for a chosen monster.
Activity
Children read and discuss the poem, picking out useful words and phrases. They then compile a similar for and against list, ready to share their arguments in the plenary.

Day 3 Teaching
Revise active and passive voice using Grammar Presentation: Active and Passive Voice. Make links to the way that voice can be used to draw attention to or from something, to influence perception, and can be useful in persuasion.
Activity
Children complete structured activities which require children to recognise, to convert, and to use active and passive voice.

Day 4 Teaching
Read the opening of Ch.19. Share Grammar Presentation: Subordinate Clauses, exploring how subordinate clauses can be used to add information to answer the questions: When? Where? Why? or to add contrasting or conditional information.
Activity
Children complete structured activities which require children to identify main and subordinate clauses, to insert appropriate conjunctions, to punctuate and use subordinate clauses to persuade.

Day 5 Teaching
Introduce the myth, Orpheus and Eurydice. Help children read and say the names. Read the opening of the myth, p.29 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 dilemma Orpheus faced as he led Eurydice from the Underworld. Roleplay the competing impulses with children being ‘doubt’ or ‘trust’. Model how to turn this into persuasive writing, applying GPS focuses.
Activity
Children develop their ideas through further (group) roleplay, and then they write two contrasting speeches: one as ‘trust’ and one as ‘doubt’. They apply the GPS topics covered in the unit (adverbs of possibility and subordinate clauses).

SPaG: Grammar and Punctuation

Grammar Presentation: Adverbs of Possibility
Revise how adverbs of possibility can modify verbs and clauses, how they are punctuated and the impact they have. Explore how they can be used for prediction and persuasion.

Grammar Presentation: Active and Passive Voice
Revise subject, verb and object and explore how these can be manipulated to create active and passive voice. Identify the voice of sentences and explore the impact when the agent (doer) is removed from a passive sentence.

Grammar Presentation: Subordinate Clauses
Revise how subordinate clauses can add different types of information to main clauses, explaining, elaborating or adding a shade of meaning. Recap punctuation.

Grammar Presentation: 5-Minute Revision, Unit 7
Deliver quick, focused revision (adverbs of possibility, active and passive voice, subordinate clauses) which requires children only to have whiteboards. Questions are intentionally similar in content and style to the formal KS2 tests.

SPAG
Unit 8 SPaG: Narrative and Storytelling
(suggested as 6 days)

You Will Need

Text
Percy Jackson and the Lightning Thief by Rick Riordan

Optional texts
The Lightning Thief: Audiobook – (Unabridged) Narrated by Jesse Bernstein

Websites
A fun 2.5-minute video explaining the concept of a story mountain from bbc.co.uk

Planning and Activities

Day 1 Teaching
Ask children to recap Percy Jackson and the Lightning Thief so far. Which story questions have been answered? What mysteries are left? Read the start of Ch.21. Use Grammar Presentation: Cohesion within Paragraphs, making links to tension.
Activity
Children complete structured activities which require them to recognise cohesive devices, to insert some in a text and to write a cohesive narrative paragraph.

Day 2 Teaching
Continue reading from Chapter 21. Discuss when/why/where questions. Share the Grammar Presentation: Time, Place and Cause revising how this can be expressed using conjunctions, prepositions and adverbs.
Activity
Children complete discrete structured activities which require them to recognise, to insert, and to use conjunctions, adverbs, prepositions to express time, cause, place (and manner).

Day 3 Teaching
Introduce the final chapter. What are their expectations? Recap how compelling fiction controls tension and ask them not to give ‘spoilers’ to others who may read slower. Display the prompt and set them off to find out who will betray Percy!
Activity
Children read the extract with a partner/group and discuss their reactions. How do they feel about the twist?

Day 4 Teaching
Recap narrative structure and discuss the Story Mountain model. Ask children to think what a story might be like without one of these elements. Explain today’s task: to plot Day 3’s extract as a story mountain.
Activity
Children skim the extract picking out the key events. They then draw a story mountain, plotting those events on and adapting the line of the mountain to show the rising and falling tension. They label the different parts of the story and discuss.

Day 5 Teaching
Discuss the scene where the reader finds out Luke has been working against Percy. How would it have been written if Luke were the narrator? What would be different? Children will rewrite the scene, changing the point of view.
Activity
Children rewrite the narrative from Luke’s point of view. Encourage them to spot points at which the narration will be different due to the change of narrator and to maintain the story mountain structure as they engineer the tension.

Day 6 Teaching
Finish reading Percy Jackson and the Lightning Thief. Children discuss their reactions. Display Resource Presentation: Key Numbers and discuss. Display the questions for discussion and check children understand what is being asked.
Activity
After some directed thinking time, children discuss the questions, giving reasons for their ideas and opinions and responding to those of others politely and constructively.

SPaG: Grammar and Punctuation

Grammar Presentation: Cohesion within Paragraphs
Revise cohesion and how it can be used to create flowing narrative prose. Explore how adverbs, conjunctions, determiners and pronouns aid cohesion: identify them in use and insert into given text.

Grammar Presentation: Time, Place and Cause
Revise separately how adverbs, conjunctions and prepositions can be used to express time, cause, place and manner. Explore how they are inserted into sentences and punctuated.

Grammar Presentation: 5-Minute Revision, Unit 8
Deliver quick, focused revision (cohesion within paragraphs; expressing time, place and cause) which requires children only to have whiteboards. Questions are intentionally similar in content and style to the formal KS2 tests.

SPAG
Unit 9 SPaG: Testing and Celebration
(suggested as 3 days)

You Will Need

Optional Texts: (required extracts in resources)
Percy Jackson and the Sea of Monsters
by Rick Riordan
Greek Myths by Ann Turnbull
Falling Out of the Sky: Poems about Myths & Monsters Rachel Piercey & Emma Wright

Websites
Explanation of the traditional game Grandma’s Footsteps on which Medusa’s Footsteps is based from dramaresource.com

Planning and Activities

Children experience formal testing: Grammar, Punctuation, Spelling tests and a Reading test SATs style. Warm-up and unwinding Percy Jackson activities ensure a sense of perspective. Then - a celebration!

Day 1 Warm Up
Warm up with a reading from Percy Jackson and the Sea of Monsters, which recounts an exciting chariot race scene. Make links to keeping calm under pressure.
Testing
Children complete Paper 1 and Paper 2: SATS-style GPS tests, with a break between papers.
Wind Down Activities
Children wind down with one or both Percy Jackson-themed activities: chariot racing and/or sword-fighting.

Day 2 Warm Up
Warm up with discussion game, discussing, posing and speculating about comic situations around Greek gods. Can children justify their choices?
Testing
Children complete a SATs-style Reading Paper.
Wind Down Activities
Children wind down with one or both Percy Jackson-themed activities: foot racing and/or monster assault techniques.

Day 3 Celebration
Enjoy an opportunity for children to celebrate the effort they have put into their learning. Hold celebration activities, such as sharing party food, games and activities.
Invite in guests to enjoy your myth-inspired classroom and children’s favourite writing from the unit.
For lots of celebration ideas, food and games, see our Pinterest board.