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NameGreat Fire of London
File 1298_Unit 5 Great fire of London Scheme of Work.doc
File 2298_samuel pepys picture and fire.notebook

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Year 2 Unit 5: The Great Fire of London

Year 2 Unit 5: TheGreat Fire of London




Lesson Plan



Where isLondon?

      To know whereLondon is, why it is important and where it is in relation toThatcham

IWB PowerPointBarnaby Bear: London. Then find in atlas where Thatcham is andLondon. Discuss how we could get to London. How did they get therein the past?


Barnaby BearLondon.



How do we knowabout the Great Fire of London?

      show indiscussion, an understanding of what an 'eyewitness' is

      recognise aspectsof the fire that eyewitnesses saw

      know that Pepyssaw the fire and that he wrote about it in his diary

SamuelPepys had written in his diary how the fire had started. ReadSamuel Pepys on IWB and give the children copies, one perpair. Together read it aloud. Now we know where the firestarted. Fill in the details of why and of the bakersfamilys escape over the rooftops. Next set each pair to fill inthe table below their text. For the last category, interestingwords, ask the children to look for words that made the writingsound alive and helped them to see a picture of the fire in theirminds. After five minutes pool their table entries, explain wordslike Lieutenant, and discuss how the interesting words and phrasesthey have identified makes them feel. What else is Pepys saying?Reread the last two paragraphs of the diary extract. No-one wastrying to quench the fire. Was Pepys right? Can we find any otherinformation that

comes fromthe time?

Samuel Pepysdiary extract with grid x 14



How do we knowabout the Great Fire of London?

      show indiscussion, an understanding of what an 'eyewitness' is

      recognise aspectsof the fire that eyewitnesses saw

      know that Pepyssaw the fire and that he wrote about it in his diary

How can wefind out if Samuel Pepys was right? Look at pictures. Look at thepicture of a street scene. Begin with a gameof I-spy, then move on to talk about the items people were tryingto save. What was important to them? How were they getting theirgoods away? Why was the woman in the window lowering something in asheet rather than flinging it out? Compare Samuels Pepysdescription with the picture was he right?


Street picture onIWB



What happened inthe Great Fire of London?

      talk about whathappened in the story

      sequence eventscorrectly on a prepared time line

IWB EspressoWhere did the fire begin? What happened in the Great Fire? Chnthen order the events using Clickteaching sheet (Chronologicalorder). Discuss how we know what happened.

End with showingChannel 4 website showing fire spreading.

Chronologicalsheet x 26


Why did the firespread so quickly?

      describe the keyfeatures of houses and streets in the seventeenth century

      give one or morereasons why the fire spread quickly, and why it stopped

      know where peoplewent for safety

Pose thequestion: Why did the fire spread so quickly? Children work inpairs. Give each pair a key question card, a sheet of possiblereasons, and a pair of scissors. The task is to decide which arethe most important reasons and rank them. Afterwards talk abouttheir choices. Pose questions such as: If it had been raining,would there have been a fire? If no wind, would it have spread sofar?

Thechildren then stick the reasons into their books, in their order ofpreference.

Possible reasoncards x 26


How are housesdifferent now to 1666?

      describe the keyfeatures of houses and streets in the seventeenth century

Childrenlabel the features of houses and streets in 1666 and now.

Childrenthen make a picture of house for display.

1666 street sceneand now x 26


How was LondonRebuilt?

      To know thatChristopher Wren designed and rebuilt large sections ofLondon

Childrendiscuss and list ideas for how London should have been rebuilt.What did they need to consider? Then children pretend to be KingCharles II and write an order for how it should be rebuilt.

Charles lettersheet x 26


What have welearnt about the Great Fire of London?

      recall correctlysome of the events of the fire

      know the mainsources of information about the fire

      draw a picture ofthe fire that reflects their knowledge about it

      identifysimilarities and differences between the pictures

Help the childrento recall all they have found out about the fire and how they foundout about it, eg from the story, pictures, Pepys' diary. Askthem to draw or paint a picture showing something important theyhave learnt about the fire. Some children have ago at assessmentsheet.Ask the children to talk about their own pictures and then toconsider the differences between them.

End with goingback to the original questions posed and answering them.


Assessment Sheetx ?

At the end ofthis unit

most childrenwill: be able to placethe Great Fire on a class time line and sequence the main events ofthe fire correctly; know why the fire started and what happened;understand why it ended and some of the results; know that the firewas represented in different ways; understand what informationabout the fire contemporary pictures and Pepys' diary can provide;communicate their understanding in a variety of ways

some childrenwill not have made so much progress and will:recognise thatthe Great Fire happened a long time ago; sequence some of theevents of the fire correctly; select some relevant information frompictures of the fire

some childrenwill have progressed further and will: know that thefire took place over 300 years ago (in 1666); show understanding ofthe causes and effects of the fire; show understanding of thestrengths 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 thefire