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What happened in the Great Fire

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					    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.

                                             Activities:
                                             Year 1
                                             Provide a prepared timeline for them to work into and mark on when the
                                           great fire of London occurred.
                                           Year 2
                                           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
                                           nowadays.
                                           Year 1- label and/or write a sentence about the character.
                                           BW/SEN Draw Samuel Pepys and Charles second. Match the name cards to
                                           their drawings.
                                           Plenary
                                           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?
           correctly.
                                           Activity:
                                           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
                                           entry boxes.

                                           Plenary
                                           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.

                                            Activity:
                                            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
                                            Year 1
                                            In their books match and stick the heads and tails game that they did
                                            practically. SEN supported by peers in reading with support partners.

                                            Plenary
                                            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
                                           fire’s smoke.
                                           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?

                                           Activities:
                                           Opportunity for extended writing and ICT opportunity
                                           Year 1
                                           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.
                                           Year 2
                                           Write an account of the fire in your own words using the knowledge
                                           previously gained.
                                           E & E Write an extended piece using diary genre and organisation to explain
                                           what happened over a series of days.

                                           Plenary
                                           Ask them to read some extracts of their own account and compare to those
                                           of Pepys.
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
Whiteboard

                                     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

				
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