Brownstone’s Mythical Collection: Arthur and the Golden Rope by Joe Todd-Stanton (Flying Eye Books) Arthur Brownstone often ventures from the small Icelandic town where he was born into the nearby forest where his curiosity leads him to collect objects and forge friendships that will later be useful to him. One day a huge wolf extinguishes the fire that gives out essential warmth. The local wise woman Atrix advises that the only way to relight it entails someone brave enough to voyage to the land of the Viking gods. So our unlikely hero sets out, his adventures delineated using playful imagery in this graphic novel. He meets mighty Thor who enlists Arthur’s help to defeat the wolf whose identity is revealed to be Fenrir, son of Loki. The story is framed by commentary from a Professor Brownstone who is a descendant of Arthur’s and there is a strong hint that further family adventures may be in store. Overall aims of this teaching sequence: To engage children with a story told through a mixture of narration, speech and visual imagery To explore themes and issues, and develop and sustain ideas through discussion To develop creative responses to the text through drama, storytelling and artwork To compose writing for a wide variety of purposes To write in role in order to explore and develop empathy for characters This teaching sequence is designed for a Year 3 or Year 4 class Overview of this teaching sequence This teaching sequence is approximately 5 weeks long if spread out over 25 sessions. The teaching sequence provides opportunity to explore the language choices authors make and the interrelationship between words and illustrations in a picture book – many of the spreads in the book have very few words (sometimes none at all), so the illustrations provide a large proportion of the storytelling. The teaching sequence will immerse the children in a world of ancient storytelling encouraging and empowering them to tell their own mythic tales. There is much opportunity to extend the sessions through cross-curricular learning. A wider study of Norse gods and monsters would provide children with a rich bank of knowledge and understanding to draw from in understanding the text and imagining their own stories. National Curriculum objectives covered by this sequence Reading: (Word reading / Comprehension) Writing: (Transcription / Composition) Maintain positive attitudes to reading and Children should plan their writing by: understanding of what they read by: identifying the audience for and purpose of continuing to read and discuss an the writing, selecting the appropriate form increasingly wide range of fiction and using other similar writing as models for their own ©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE. identifying and discussing themes and noting and developing initial ideas, drawing conventions in and across a wide range of on reading and research where necessary writing in writing narratives, considering how making comparisons within and across authors have developed characters and books settings in what pupils have read, listened to preparing poems to read aloud and to or seen performed perform, showing understanding through Draft and write by: intonation, tone and volume so that the selecting appropriate grammar and meaning is clear to an audience vocabulary, understanding how such choices Understand what they read by: can change and enhance meaning checking that the book makes sense to in narratives, describing settings, characters them, discussing their understanding and and atmosphere and integrating dialogue to exploring the meaning of words in context convey character and advance the action asking questions to improve their using a wide range of devices to build understanding cohesion within and across paragraphs drawing inferences such as inferring using further organisational and characters’ feelings, thoughts and motives presentational devices to structure text and from their actions, and justifying inferences to guide the reader with evidence Evaluate and edit by: predicting what might happen from details assessing the effectiveness of their own and stated and implied others’ writing identifying how language, structure and proposing changes to vocabulary, grammar presentation contribute to meaning and punctuation to enhance effects and discuss and evaluate how authors use clarify meaning language, including figurative language, ensuring the consistent and correct use of considering the impact on the reader tense throughout a piece of writing participate in discussions about books that ensuring correct subject and verb are read to them and those they can read agreement when using singular and plural, for themselves, building on their own and distinguishing between the language of others’ ideas and challenging views speech and writing and choosing the courteously appropriate register provide reasoned justifications for their views ● proof read for spelling and punctuation errors Speaking and Listening: Listen and respond appropriately to adults and their peers Participate actively in collaborative conversations Use spoken language to develop understanding through imagining and exploring ideas Select and use appropriate registers for effective communication Ask relevant questions to extend their understanding and knowledge Use relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinions ©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE. Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Participate in discussions, performances, role play, improvisations and debates Consider and evaluate different viewpoints, attending to and building on the contributions of others Cross Curricular Links: Computing Children can be encouraged to use ICT to enhance learning: recording storytelling, filming role play, using digital photographs to make books or present ideas; internet research; combine images, narration and music to create a book trailer (indicated in sequence). Children could use technology to enhance their geographical understanding and sense of place in the world, such as Google Earth / Maps, the app Grid Finder, etc. Personal, Social and Emotional Children can explore themes such as determination and perseverance. Through their study of Arthur, children might explore issues around how the town judges Arthur, and Arthur’s lack of selfishness in wanting to help his town. Geography Children can use this book to stimulate a wider study of Iceland. Children can use geographical language and vocabulary to describe the weather and climate, as well as the human and physical features. The maps in the book, including Arthur’s journey, can lead to a study of atlases and creation of maps. Children could combine their geographical knowledge with art and design skills to create their own three-dimensional Icelandic landscape, complete with mountains, geysers and volcanoes. This could then be used to prompt role play and storytelling and to inspire their own comic book designs or film-making. History Professor Brownstone and his vault of historical curios could lead on to wider consideration of how we use artefacts, amongst other sources, to learn about the past. The incorporation of Norse myths, gods and monsters in the story, could lead naturally to a study of the Viking era and cultures. The nuggets of information that Thor provides about some of the gods featured in the story might inspire the children to undertake their own research. The children could use the information from a variety of sources to create their own books – Arthur’s Guide to the Norse Gods. Art and Design Children might be inspired by traditional Icelandic crafts or by the arctic environment. They might create watercolour landscapes of the Icelandic terrain or the Northern Lights. ©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE. Children could explore traditional Viking patterns and designs, including the use of runes and rune stones. Children can illustrate their own comics, using a range of materials and techniques. Design and Technology Children might investigate different methods for making rope, using a variety of materials. The Ropewalk Museum in North Lincolnshire hosts schools events and workshops and also has a wealth of online resources: http://www.ropewalkmuseum.co.uk/education-packs-for-schools/ If undertaking a wider study of Viking culture, children could design and build their own longship, longhouse or hall. Teaching Approaches Writing Outcomes Responding to Illustration Free Verse Poetry Book Talk Script for Advertisement Reading