Hamiltontrust-live-b211b12a2ca14cbb94d6 …



Find out more about how we fight fires today compared with how fires were fought in the 17th century. Generate questions about the Great Fire of London, research the answers and finally write reports for a class newspaper ‘Great Fire’ special edition.

|Block A: Story of the Great Fire of London [3 |Main outcome: History |

|sessions] |Other outcomes: English |

|By the end of this block you will have achieved the |Begin to realise things have not always been the same as today. |

|following outcomes: |Develop some understanding of chronology. |

| |Find answers to their questions about the Great Fire of London. |

| |Learn about the events of the Great Fire of London. |

| |Able to identify past tense, some irregular and regular spelling patterns. |

| |Write reports, using the past tense consistently and correctly. |

| |Proof read their own writing, and that of a peer, suggesting and making improvements. |

| |Begin to think about and ask questions to lead us into research |

| |Record their questions using a question mark. |

|Session 1: Fire! Fire! |Be taught about events beyond living memory that are significant nationally |

|Arrange a fire drill and/or a visit from the fire |Know where the people and events fit within a chronological framework and identify similarities |

|brigade to excite and engage your children in finding |and differences between ways of life in different periods. |

|out more about how we fight fires today compared with |Ask and answer questions, choosing and using parts of stories and other sources to show that |

|how fires were fought in 17th century. Then begin to |they know and understand key features of events. |

|generate questions about the Great Fire of London, ready|Ask relevant questions to extend their understanding and knowledge. |

|to research the answers and report in a class newspaper |Maintain attention and participate actively in collaborative conversations, staying on topic. |

|special. |Learn about the structure of non-fiction books |

| |Write about real events. |

| |Be taught about punctuation: use of question marks to demarcate sentences. |

| |Learn how to use sentences with different forms: question, exclamation, command. |

|Session 2: London’s Burning! |Children will |

|Research answers to questions about the Great Fire using|Be taught about events beyond living memory that are significant nationally. |

|non- fiction books and websites. Then use these facts to|Be taught about the lives of significant individuals in the past who have contributed to |

|begin a chronological account of the 5 days, on working |national achievements. |

|wall and finally hot seat characters and ask them |Understand some of the ways in which we find out about the past and identify different ways in |

|questions to inform your newspaper reports. |which it is represented. |

| |Ask relevant questions to extend their understanding and knowledge. |

| |Find answers to these questions by reading non-fiction books |

| |Learn about the structure of non-fiction books - contents page, index, glossary, sub-headings. |

| |Learn to use capital letter for days of the week and personal pronoun ‘I’. |

|Session 3: Reporters! |Children will |

|Become a successful news reporter! Revise the success |Be taught about significant events beyond living memory |

|criteria for a newspaper report, role-play a reporter |Be taught about the lives of significant individuals in the past who have contributed to |

|interviewing people and then write up your class |national achievements. |

|newspaper special edition about The Great Fire of |Know where the people and events fit within a chronological framework and identify similarities |

|London. |and differences between ways of life in different periods. |

| |Understand some of the ways in which we find out about the past and identify different ways in |

| |which it is represented. |

| |Write about real events. |

| |Re-read to check that their writing makes sense and that verbs to indicate time are used |

| |correctly and consistently. |

| |Read aloud their writing with appropriate intonation to make the meaning clear. |

| |Punctuate sentences using a capital letter and full stop, question mark or exclamation mark. |

| |Read words with –ed and –ing endings and use the past tense correctly and consistently. |

| |Discuss the sequence of events in books and how items of information are related. |

| |That non-fiction books can be structured in different ways. |

| |Learn to use expanded noun phrases. |

Resources

Session 1

Provided: Image of modern fire engine; Image depicting the Great Fire of London; Copies of time line template in attached resources.

You will need: Arrange a Fire drill; ‘Beginning History: The Great Fire Of London’ ISBN: 9780750237895; Any other Information books about The GFoL; LCP History timeline The Great Fire of London available from (or create own using template); Small whiteboards, pens and erasers.

Session 1 supplement

Provided:

You will need: Visit from the Fire Brigade (arranged in advance through local contacts or local Fire Brigade Education office); Art materials – paint, felt tip pens, wax and pencil crayons, good quality paper; Card ready cut for chn to make labels and write captions, glue; Construction kits; Playdough; Fire fighter role play clothes, helmets and equipment; Small world fire engine (such as Playmobile).

Session 2

Provided: Labels for each day of the week from Sunday 2nd to Thurs 6th Sept 1666.

You will need: ‘Beginning History: The Great Fire Of London’ ISBN: 9780750237895; Any other Information books about the GFoL – photocopy relevant pages for chn to use; LCP History timeline The Great Fire of London available from ; 5 x A1 paper, one for each date - date as title on each sheet; Role play resources to represent the cat and Samuel Pepys, Jane and Tom; A working wall or other wall space to put up all A1 sheets.

Session 3

Provided: Newspaper template.

You will need: Resources used in previous sessions; A good quality newspaper; Sm w/b, pens + erasers; Flipchart; coloured markers; Editor’s cap/ newspaper hat (see Weblinks in session).

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download