Medium Term Planning Subject/Unit of Study: NC, Q.C.A. Aims/Learning Outcomes for the Unit of Study: P.O.S 1a) 1c) 2b) 4a) 4b) 5) 6a) 6b) Q.C.A. 5
To learn where the Great Fire broke out and when, To place the event on a time line, To learn why the fire broke out
To learn about the main events and results of the fire, To sequence the events correctly, To learn why the fire spread so far and for so long
To learn about what makes cities safer from great fires today, To learn what an eyewitness us, To learn about the part played by artists
Curriculum Area: To use their knowledge and understanding to make a representation of it
HISTORY linked Level 1: recognise that the Great Fire happened a long time ago; sequence some of the events of the fire correctly; select some relevant information from
in to the LITERACY HOUR pictures of the fire
Level 2: be able to place the Great Fire on a class time line and sequence the main events of the fire correctly; know why the fire started and what happened;
ESPRESSO VIDEO understand why it ended and some of the results; know that the fire was represented in different ways; understand what information about the fire
contemporary pictures and Pepys' diary can provide; communicate their understanding in a variety of ways
Level 3: know that the fire took place over 300 years ago (in 1666); show understanding of the causes and effects of the fire; show understanding of the
strengths and weaknesses of eyewitness accounts of the fire; understand why there are different representations of the event; begin to compare different
sources of information about the fire
Literacy learning objectives: T20 to write non-fiction texts, using texts read as models for own writing e.g. use of headings, to use in subsequent writing, S3 to
use standard form of verbs in speaking and writing, and to use the past tense consistently for narration, S5 to write in clear sentences using capital letters and
full stops accurately
Year:1/ 2 Term: 2009
EAE = Extension & Enrichment FAC = for average children BW = basic work
Date: Key Learning Objective: Learning Experience: Resources/Support: Evaluation/Assessment:
Lesson 1 To know where the Great Fire Where and when did the Great Fire begin? Portraits of Charles 11, Are they able to locate the event on a
broke out. Provide a context for the story. Show the children a picture of central Samuel Pepys and a time line and recognise that it took
To know when the fire London today. Use the CD ROM photographs and notes p28/9. Encourage citizen from mid- place in London?
happened. them to work out the name of the city and show them the monument seventeenth-century Can they describe the hairstyle and
To place the event on a time commemorating the Great Fire. Refer to big book p6. England, pictures of clothes of Charles 11 and Samuel Pepys
line showing periods in the Show them portraits of Charles 11, Samuel Pepys and a citizen from mid- London today, Big Book and recognise that they lived ‘a very
history of England. seventeenth-century England. Ask the children to describe the clothes and ESPRESSO VIDEO long time ago’?
appearance of each. Use the information to establish that the fire began ‘ a Are they able to place ‘a very long time
very long time ago’ in a period known as the ‘Stuarts’. Ask them to locate ‘a ago’ on a timeline?
very long time ago’ on a simple time line. Use CD ROM and notes p33. Invite
them to place the pictures in the correct order. Explain who Charles 11 was
and introduce Samuel Pepys as someone who saw the fire and wrote about it.
ESPRESSO VIDEO: Where did the Great Fire begin?
Introduction to the events preceding the Great Fire, addressing the
questions, where and when did the Great Fire begin?
The ESPRESSO questions offer children the opportunity to make notes to
answer questions about the video. The questions help children to focus on
certain aspects from the video and the word bank provides a prompt to help
answer the questions. This is a printable resource.
Provide a prepared timeline for them to work into and mark on when the
great fire of London occurred.
Draw a timeline in their History book and mark out where the Great Fire
would be and add other significant markers. Then draw a portrait of one or
more of the key characters.
OPPORTUNITY FOR EXTENDED WRITING & ICT
Year 2 EAE – describe the costume with details and compare to nowadays.
Year 2-FAC write at least two sentences about the costume and compare to
Year 1- label and/or write a sentence about the character.
BW/SEN Draw Samuel Pepys and Charles second. Match the name cards to
Ask them to share their pictures and talk about how they made them.
Lesson 2 To understand why the fire What happened in the Great Fire? Big book, Are they able to talk about what
broke out. Read the story of ‘How the Great Fire started’ with the class (page 8-17 of photographs/pictures, happened in the story?
To know about the main events big book). completed timeline, Can they sequence events correctly?
of the fire. Discuss with the children the story of the fire. Ask questions to check how ESPRESSO: Exploring
To understand the results of much they have understood, using pictures to reinforce the story. evidence, ESPRESSO
the fire. Why did the fire start? Where did it start? What happened? Why did it articles
To sequence the events end? What were the results of the fire? Why as it called the Great Fire?
Year 1 – FAC List the events in chronological order. Use photographs to help.
BW/SEN place pictures in sequence to retell the events in order.
Year 2 : FAC Draw a time chart in their History books and mark the main
events (p33 of CD ROM notes).
E & E ESPRESSO: Exploring evidence
Choose one piece of evidence, tick the box and your image selection is
transferred into a page with questions and text entry boxes for answers.
This resource can be printed out for children to respond to in a written
exercise. Work can also be printed out once answers are typed into the text
Discuss the details of the fire and the effects on the people and city.
ESPRESSO articles: St Paul's Cathedral. A slide show of photos and spoken
text about St Paul's Cathedral. Discover the story of St Paul's, discuss what
happened to the Old St Paul's Cathedral and why we remember Christopher
Wren. This is a printable resource.
The Monument Learn about the Monument to the Great Fire of London. A
slideshow and spoken text provides an opportunity to explore what we know
about the Great Fire of London. This is a printable resource.
Lesson 3 To know why the fire spread so Why did the fire spread so far and stay alight for so long? Pictures of houses, Are they able to explain the key
far for so long. Look at pictures of a typical seventeenth house, church and street scene. churches, streets of the features of houses and streets in the
To know what makes cities Encourage them to describe the street scene and what the houses are made time period, match-up seventeenth century?
safer from the great fires from. Discuss with the children the reasons why the fire spread rapidly and sentences, modern fire Can they give one or more reason why
today. why people took refuge in churches and in boats on the river. fighter photographs, Big the fire spread quickly and why it
Encourage the children to think about who helps to fight fires today. Explain Book, ESPRESSO VIDEO stopped?
that there was no fire brigade at the time. & INVESTIGATION Do they know where people went for
ESPRESSO VIDEO: What happened in the Great Fire? safety?
Discover why the fire spread so far and so quickly: an investigation into the
events that took place during the four days and nights that fire took hold of
the city of London. The ESPRESSO questions offer children the opportunity
to make notes to answer questions about the video. The questions help
children to focus on certain aspects from the video and the word bank
provides a prompt to help answer the questions. This is a printable resource.
Play a match-up game with ‘heads and tails’ sentences about the fire. E.g.
‘The fire spread because …of the direction of the wind’. ‘The people escaped
to the churches because…these were built of stone.’ ‘The fire went out
because…the wind stopped.’
OPPORTUNITY FOR EXTENDED WRITING
Year 2 – use the sentence starters to make their own explanations CD ROM
p44 work card.
Year 2 SEN - use CD ROM p44 work card or Year Group photocopiables p119
to sequence for less able Y2
In their books match and stick the heads and tails game that they did
practically. SEN supported by peers in reading with support partners.
ESPRESSO investigation: Before and after the Great Fire of London
Scan across the seventeenth century London skyline and zoom in to compare
what London looked like before and after the Great Fire of 1666. This tool
uses two original engravings by Wenceslaus Hollar, the first made in 1647
and the second after the fire in 1666. Big Book p18/19: make simple
comparisons of cities then and now. What improvements have been made?
Lesson4 To know what an eyewitness is. How do we know what happened in the Great Fire? Portrait of Samuel Pepys, Do they understand what an
To understand the part played ESPRESSO PICTURE GALLERY: Evidence from the Great Fire the Great Fire eyewitness is?
by artists in recording the A collection of extracts from Pepys' diary and images of original seventeenth drawings/pictures of the Are they able to recognise aspects of
events of the Great Fire. century paintings depicting scenes from the Great Fire. An option to hear time, resource cards of the fire that eyewitnesses saw?
the text spoken aloud gives children easier access to the primary reference useful words, ESPRESSO Do they know that Pepys saw the fire
materials.Watch the video in Year 2 foundation subjects period – day 2. PICTURE GALLERY and that he wrote about it in his
Discuss with the children what an eyewitness is and how an eyewitness can diary?
help us to know what happened in the past. Show the children some pictures
of the fire produced at the time. Help them to recognise those things an
eyewitness would see e.g. people in boats on the river, the direction of the
Show them the portrait of Samuel Pepys again. Help them t remember who
he was and tell them about him, his work and his diary.
Discuss what a diary is, whether it is fact or fiction and the sort of
information people keep in diaries. Why might diaries from the past be useful
to us today?
Read short edited extracts from Pepys diary about the fire and what
happened in London afterwards. What do the diary’s extracts tell us about
the Great Fire that we know/didn’t know before?
Opportunity for extended writing and ICT opportunity
FAC Photocopiables p120 an eye witness account. Complete the cloze
procedure passage to create an eyewitness account.
BW/SEN As above but have a bank of suitable words to choose from.
Write an account of the fire in your own words using the knowledge
E & E Write an extended piece using diary genre and organisation to explain
what happened over a series of days.
Ask them to read some extracts of their own account and compare to those
Lesson 5 To use their knowledge and What have we learnt about the Great Fire? Drawing materials, paints, Are they able to recall some of the
understanding of the Great Help the children to recall all they have found out about the fire and how brushes, paper events of the fire?
Fire to make a representation they found out about it e.g. from the story, pictures, Pepys’ diary. Do they know the main sources of
of it. Activity: MFL activity with peer support information about the fire?
Children choose from the following activities how best to represent their Can they draw or paint a picture of the
knowledge. fire that reflects their knowledge
1. Ask them to draw or paint a picture showing something important they about it?
have learnt about the fire. Are they able to identify similarities
Ask them to talk about their own pictures and then to consider the and differences between the pictures?
differences between them.
2. Create a drama as a newspaper reporter on the TV live at the scene of the
fire to show the class.
3. Create a piece of music which depicts the events of the fire.
4. Write a newspaper article about the fire and the effects.
5. Write a poem about the fire and how the people felt.
Teacher observes activities and uses as a form of assessment.
Differentiation by outcome.
How to use the photo gallery with Smart Notebook
1. Click on this link Whiteboard photo gallery
2. Select "Save" and save the file to your desktop and close the dialogue box
3. Find the saved zip file on your desktop - right click on the file icon and select "Extract to espresso_great_fire/"
4. Open SMART Notebook and choose "Gallery"
5. Right click on "My Content"
6. Choose "Add New Subcategory" - and choose a folder name e.g. Great Fire
7. Click Add/import, choose "Import Picture/Template File" and find your file on the desktop
8. Open the file, select a photo or select all the photos (use ctrl a) and click open