Writing 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

Planning 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

The second section of our non-chronological report is about how the fire...

What should always be underlined in a report?

The fire stopped on Thursday 6th September.

Turn the following subheading into a question. 'How the fire spread and stopped'

Which of these are types of fronted adverbials?

What punctuation always comes after a fronted adverbial?

Which of these fronted adverbials are examples of formal fronted adverbials?

At the time of the Great Fire of London, what weather was the city experiencing?

Houses in 1666 were mostly made from what materials?

Complete the following sentence. The streets in London in 1666 were very...

Which of these did Londoners have to help them tackle the fire?

What did the Lord Mayor allow people to use to stop the fire spreading further?

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

Lesson outcome