Facts, information and skills acquired through experience or education.

Generating knowledge about The Great Fire of London

English

Learning the features of a non-chronological report

Analysing the language to use in a report about the Great Fire of London

Preparing the introduction of a report on The Great Fire of London

Writing the introduction of a report on The Great Fire of London

Planning a section on how the fire started for a non-chronological report

Writing the first section of a report on the Great Fire of London

Planning the second section of a report on the Great Fire of London

Writing the second section of a report on the Great Fire of London

In this unit, pupils learn how to group the information they are sharing into relevant paragraphs.   In ‘Nocturnal Animals: Non-Chronological Report’, the pupils will build on this by using more formal conjunctions to link their ideas. 

In ‘Monster Pizza: Instruction Writing’, pupils learnt how to use fronted adverbials of time to order their instructions.   In this unit, pupils will build on this by adapting their fronted adverbials of time to include specific times and dates from history.   

In this unit, pupils write a non-chronological report in three paragraphs about the important historical event of The Great Fire of London. Pupils generate knowledge and subject-specific vocabulary about the event. They then write an introduction and two further sections.

The Great Fire of London: non-chronological report

Depiction or discussion of famine, disease, natural disasters.

Depiction or discussion of violence or suffering

What year did The Great Fire of London take place?

Who owned the bakery where the fire started?

Where was Thomas Farriner's bakery located?

Which of these are types of fiction text?

Which of these are types of non-fiction text?

A non-chronological report is a type of which text type?

Which of these are features of a non-chronological report?

Put these parts of a non-chronological report in the correct order. 

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