a framework that writers create before they write a section or whole text

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

English

Learning the features of a non-chronological report

Generating knowledge about The Great Fire of London

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

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

A plan helps a writer to write more than they normally would.

A plan helps a writer with their handwriting.

A plan helps a writer to organise their ideas.

become familiar with different people who also like writing

become familiar with the key information they’ll be writing about

become familiar with old reports they've written before

Before making a plan, what should a writer do?

Finish this sentence: The Great Fire of London spread so easily because ...

What was the weather in London like at the time of the fire?

It was very windy when the fire started. What did this help to do?

What did the Lord Mayor agree to do to help stop the fire?

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

Which of these will **not** be included in the section about 'how the fire started'?

What should a person use to help guide them when writing?

Use a capital letter at the start of every sentence.

When we write, we always try to do which of these things?

Sound out words to spell them accurately.

Read each sentence out loud to check they make sense.

When we write, we always try and do which of these things?

practise exactly what they are going to write.

organise their ideas, thoughts and the information they want to include.

The purpose of a plan is to help a writer to ...

This lesson was made for home learning during the pandemic.

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

Lesson outcome

This lesson was made for home learning during the pandemic.