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A Spelling Seed for The Tempest

 

KS: Upper KS2

Year Group: Year 5

Literary Theme: Power vs. Principles

Author(s): William Shakespeare

Overview:

This is a four-session spelling seed for the book The Tempest by William Shakespeare.  Below is the coverage from Appendix 1 of the National Curriculum 2014.

Spelling Seeds have been designed to complement the Literary Curriculum by providing weekly, contextualised sequences of sessions for the teaching of spelling that include open-ended investigations and opportunities to practise and apply within meaningful and purposeful contexts, linked (where relevant) to other areas of the curriculum and a suggestion of how to extend the investigation into home learning.

Spelling Seeds work alongside the texts within the Literary Curriculum and, as such, will also reflect the suggested number of weeks spent on a text, as well.

Coverage:

Word List Words

correspond, interfere, mischievous, sincere(ly), signature, twelfth, yacht

Spelling Rules and Patterns

Endings which sound like /ʃəl/ (–cial or –tial)

Adding suffixes beginning with vowel letters to words ending in –fer

Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word)

A Planning Sequence is available for The Tempest.

Planning Sequence Overview:

Outcomes:

Setting description, character descriptions /comparisons, diary entry, dialogue

Main Outcome:

Playscript

Length:

17+ sessions, 3+ weeks

Overview and Outcomes:

This is a 3+ week planning sequence using an abridged version of The Tempest by William Shakespeare. Although you may wish to expose children to a variety of different retellings of the story, it is also important that children have an opportunity to explore a playscript version of the text, and that that have an opportunity to see it being performed, either on film or, ideally, on stage. During this sequence, children have the chance to explore the themes, ideas and characters in the play, as well as writing opportunities, such as character descriptions and comparisons, scene/setting descriptions and diary entries. They also explore the conventions of writing playscripts, including (characterisation through) dialogue, stage directions and how to convey action, as well as some Shakespearean conventions, such as the iambic pentameter. The sequence culminates in children having the opportunity to write their own ‘tempest’ story to be read or performed.

Synopsis of Text:

Real Reads -- the classics retold and beautifully illustrated. Real Reads are a new and exciting way of presenting our literary heritage to a new audience: bright young primary readers, children who have seen the films and now want the books, teenagers who want to read the classics but aren't yet ready for the original, grown-up readers who want a quick fix of their favourite classical author, less confident readers who don't want to be left out of real books, learners of English who want to explore the classics everyone talks about.

Links:

Shakespeare, playscripts, classic literature

View The Tempest Planning Sequence

Literary Leaves within the same Literary Theme

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