Look at the front cover and read the title. Ask the children to Invite the children to read up to the end of page 25. Explain that when they finish, Invite the children to read up to the end of page 25. Explain that when Invite the children to look briefly through the book, focusing on the illustrations.
and work out the meaning from the context. (Clarifying) difficult. you want them to describe the task that they think was the worst or most the children say the word. children to suggest other strategies for working out words if they are unsure. (Clarifying) Discuss how important they think the illustrations are in setting the context. children pronounce it correctly. (Questioning, Clarifying, Predicting) the letter from the authordescribe anything they already know about Hercules. Invite them to read on page 2. sanity returned, he went to the Oracle at Delphi to ask how he might atone. The Oracle ordered himsanity returned, he went to the Oracle for 12 years. It was then that the Oracle gave him the nameto serve Eurystheus, King of Mycenae, of Hera’.‘Hercules’ (or ‘Heracles’), meaning ‘glory a beautiful and wise mortal woman. Zeus’s wife, Hera, was furious. When Zeus secretly gave Hercules wife, Hera, was furious. When Zeus secretly Zeus’s a beautiful and wise mortal woman. milk, Hercules became immortal. some of Hera’s She could not kill him, since he was immortal, so she vowed tohe was dogged by the jealousy of Hera. fit of madness. When evil spell he killed his children in a Hera’s make his life as hard as possible. Under If the children meet words where the meaning is unclear, remind them to read the whole sentence remind them to read the whole If the children meet words where the meaning is unclear, Remind the children to use the sounds of letters to work out new and unfamiliar words. Ask theRemind the children to use the sounds of letters to work out new and unfamiliar Turn to page 8. Point out the name Eurystheus and the pronunciation guide (footnote). Help the to page 8. Point out the name Eurystheus Turn and the pronunciation guide (footnote). Again, help to page 22. Point out the name Augeas Turn As Hercules grew up he became greater than all other men in size, strength and weaponry skills, butAs Hercules grew up he became greater The legend of Hercules is long and complex. Hercules was the illicit son of the god Zeus and Alcmene,The legend of Hercules is long and complex.
• During reading • Strategy check Strategy • • • • • Group or guided reading or guided reading Group the book Introducing • • by Eurystheus, the King of Mycenae. information Background Synopsis the story of how Hercules completed the twelve labours set This legend from Ancient Greece retells Teaching Notes author: Gillian Howell Teaching Notes. be found at the end of these Teaching assessment and curriculum links can Information about Hercules the Hero Hero the Hercules Morgan Author: Michaela Oxford Level 12 Oxford Level Myths and Legends Myths TreeTops Owl. Oxford to subscribers by except permitted of materials or adaptation 2016. No sharing, copying Press University © Oxford
Check that the children: to the text? can identify words and phrases the author uses to add humour to the story. can use appropriate strategies to work out words of Greek origin. can find evidence in the text to support their ideas. Can the children explain why they chose a particular task as most difficult, using reference a particular task as most difficult, Can the children explain why they chose
Use some drama strategies to explore stories or issues. Explore how different texts appeal to readers using varied sentence structures and texts Explore how different Infer characters’ feelings in fiction and consequences in logical explanations. in fiction and consequences Infer characters’ feelings
• • • •
use of language to support their opinions. illustrate this? light-hearted? Ask them to find examples of the author’s overall tone. Is it frightening, exciting, funny, to compare the word ending with the word ‘Hercules’. Explain that it is a Greek name and the endto compare the word ending with the Ask them to find another name in the text with the sameof the last syllable is pronounced ‘eez’. page 40). spelling/pronunciation pattern (Hades, guide (footnote). out the word ‘Diomedes’. If any of the children have difficulty pronouncing it correctly, ask them pronouncing it correctly, children have difficulty out the word ‘Diomedes’. If any of the (footnote). strategies used to decode words. strategies used to Ask the children in pairs to think of two questions they would like to ask Hercules about how heAsk the children in pairs to think of two questions they would like to ask Turn to page 38 and ask why Hercules asked for a pillow. to page 38 and ask why Hercules Turn or tone of the story changed? Which words in the text to page 42. How has the atmosphere Turn Ask them to describe the Ask the children to think about the way the author has written the story. Invite the children to say which part of the story they enjoyed most and why. why. Invite the children to say which part of the story they enjoyed most and ‘escaped by a whisker’ means. to page 33. Ask the children what Turn Turn to page 32. Find the word ‘Hippolyte’ and help the children pronounce it using the pronunciation to page 32. Find the word ‘Hippolyte’ and help the children pronounce Turn When the children have read the story to page 25, ask them to summarise it in their own words. When the children have read the story and why? difficult Which task do they think is the most the children to point turn to page 29 and ask of the story, Before inviting them to read the rest On page 10, encourage the children to read the onomatopoeic words with an expressive tone. the children to read the onomatopoeic On page 10, encourage guide them to use the pronunciation with ‘Hydra’ on page 15, encourage If any children struggle As the children read independently, listen to them in turn and prompt as necessary. Note the and prompt as necessary. listen to them in turn independently, As the children read
• Speaking and listening activities Objective: Assessment: • • • • (Summarising, Questioning, Clarifying, Deducing) • Returning and responding to the text and responding Returning Objective: descriptive language. Assessment: • • • • • (Summarising) • Independent reading Independent Objective: • Myths and Legends Myths TreeTops Owl. Oxford to subscribers by except permitted of materials or adaptation 2016. No sharing, copying Press University © Oxford TreeTops
Myths and Legends completed the tasks. Invite volunteers to hotseat the character of Hercules, and the other children to question him. Assessment: • Can the children in the hotseat talk about the tasks from Hercules’ point of view using the first person? Writing activities Objective: Select and use a range of technical and descriptive vocabulary. • Provide the children with large sheets of blank paper. Invite the children to choose one of the monsters from the story. Ask them to draw the monster and find descriptive words and phrases from the story and write these around the picture as labels. Encourage them to add descriptive words of their own. Assessment: • Can the children add imaginative vocabulary of their own to the drawing? Cross-curricular links Art and Design • Children draw their own superhero. Ask them to think about what special skills they will have, what they will wear and what gadgets they will have. Add labels in afterwards. History • Use the internet to research more information about Ancient Greece. (ensure they have access to child-friendly sites only)
For teachers Helping you with free eBooks, inspirational resources, advice and support For parents Helping your child’s learning with free eBooks, essential tips and fun activities www.oxfordowl.co.uk © Oxford University Press 2016. No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl. Hercules the Hero (Oxford Level 12) curriculum coverage chart Links to Oxford Reading Criterion Scale: Reading • Can read independently using a range of strategies to decode unfamiliar words and to establish meaning (e.g. self-correcting, widening knowledge of vocabulary). (READ) [ORCS Standard 4, 1] • Can summarise the main points in a text. (R) [ORCS Standard 4, 3] • Is able to quote directly from the text to answer questions. (R) [ORCS Standard 4, 12] • Can explore potential meanings of ambitious vocabulary read in context, using knowledge of etymology (the word origin), morphology (the form and structure of a word, i.e. the ‘root’ word plus prefix and/or suffix), or the context of the word. (D) [ORCS Standard 4, 17] • Sometimes empathises with different characters’ point of view in order to explain what characters are thinking/ feeling and the way they act. (D) [ORCS Standard 4, 18] • Can identify language the author has chosen to create images and build mood and tension. (E) [ORCS Standard 4, 19] Comprehension strategies • Comprehension strategies are taught throughout the Teaching Notes to enable pupils to understand what they are reading in books that they can read independently. In these Teaching Notes the following strategies are taught: Predicting, Questioning, Clarifying, Summarising, Deducing
ENGLAND The National Curriculum in England: Years 3–4 Spoken Pupils should be taught to use spoken language to develop understanding through language speculating, hypothesising, imagining and exploring ideas (SpokLang.7) Reading: Pupils should be taught to understand what they read, in books they can read Comprehension independently, by drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with detailed evidence predicting what might happen from details stated and implied (Y3/4 ReadComp.2iii) Pupils should be taught to understand what they read, in books they can read independently, by identifying how language, structure, and presentation contribute to meaning (Y3/4 ReadComp.2vi) Writing: Pupils should be taught to draft and write by composing and rehearsing sentences orally Composition (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (Y3/4 WritComp.2i)
SCOTLAND Curriculum for Excellence: Literacy and English experiences and outcomes – First level Listening and When listening and talking with others for different purposes, I can exchange talking information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more (LIT 1-09a) Reading To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own (ENG 1-17a) I can share my thoughts about structure, characters and/or setting [...] (ENG 1-19a) Writing By considering the type of text I am creating, I can […] use words which will be interesting and/or useful for others (LIT 1-26a)
WALES Programme of Study for English: Year 3 Oracy Learners are able to keep in role and support others in role play (Y3_OracSpea.7) Reading Learners are able to deduce ideas and information by linking explicit statements, e.g. cause and effect (Y3_ReadComp.2) Learners are able to identify different purposes of texts, e.g. to inform, instruct, explain (Y3_ReadStrat.7) Writing Learners are able to use vocabulary related to the topic or subject context (Y3_ WritLang.2)
© Oxford University Press 2016. No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl. NORTHERN IRELAND Levels of Progression in Communication across the curriculum: Primary Level 2 Talking and Pupils can take part in role-play, interacting with others (L2_com_talk.1ii) listening Reading Pupils can recognise some forms and features of texts (L2_com_read.4) Writing Pupils can express thoughts, feelings and ideas, from within their experience, using a general vocabulary (L2_com_writ.2i)
© Oxford University Press 2016. No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl.