Make a prediction – which liquid do you think will work best at stopping the apple from turning brown? Why do you think this? Year 2 children, you should aim to write four-six sentences for the beginning of your story. I would like to see some expanded noun phrases, for example, ‘the delicious breadcrumbs’, or ‘the warm, cosy floor’. Remember to begin your sentences with capital letters and end with a full-stop, question mark or exclamation mark depending on the type of sentence you use. Please remember that any worksheets do not need to be printed, they are there to support and guide you and you can have a go at these activities on a piece of paper at home. Here is the link to the BBC Bitesize learning which can be used each day alongside or instead of the White Rose resources

Instead, a plan was suggested to blow up houses in the path of the fire, so that there would be an area with no houses to act as fuel for the fire to keep growing. These were known as fire breaks. Almost four-hundred years ago, there lived a grey rat called Boxton and a cheeky flea named Vlad. They were the very best of friends. Boxton loved to feast on delicious food and Vlad enjoyed biting people. This is how they spent most of their days. We know that many of you prefer the BBC Bitesize resources to the White Rose. Both resources follow the same lesson focus and either (or both) can be used to support your child’s learning. You are going to write the beginning of the story today. Introduce the reader to Boxton and Vlad and tell them about their arrival at the bakery on Pudding Lane. Begin by saying your sentence three times before you begin to write. This will help you to remember it. Now have a go at writing your sentence, listening carefully for the sounds and leaving spaces between words.

Reviews of Vlad and the Great Fire of London

Year 1 children, you should aim to write two-four sentences for the middle of your story. Remember to begin your sentence with a capital letter and end with a full-stop. For extra support, try saying a sentence with a grown-up at home and then writing together.

Now that you have completed a half and full self portrait, we are going to look at some artists who were famous for producing both self portraits and portraits of others. Here is another video filmed by your friends with some new makaton signs to practise. First you can watch the alphabet. There is a link below that you can use to practise to learn this further. We used this to then sign the names of some significant people from the GFOL. To sign a name you sign the first letter of their first name and the first letter of their last name. Once you have practised the alphabet, could you make a video signing your own name?Firefighting was much more basic in 1666, and people didn’t know nearly as much about stopping fires as we do today. Who am I? – five people who saw the fire give a clue to their identity. Unscramble their names from the letters given. It's 1666 and Vlad the flea and his friend Boxton the rat, love eating and biting their way around London. But one night in Pudding Lane they are caught up in a fire that threatens to destroy them, along with most of the City of London. Vlad and the Great Fire of London is a picture book that supports the Key Stage 1 history curriculum. Through Vlad's story and full colour illustrations it shows how the fire is believed to have started, how it spread and what Londoners did to fight it and escape it. This illustrated story of the Great Fire of 1666 includes a fact file about the fire. Building on from yesterday’s lesson looking at significant people we are going to think more about Samuel Pepys and why he was so important. We know that Samuel Pepys kept a diary and it is this diary that allows us to know so much about the Great Fire of London. It is a great source of evidence.

A good poster has a mixture of information and facts along with pictures. It will need to be bold and bright to grab your readers attention and include a snappy title. There are Big Questions that test both deeper factual knowledge and critical thinking, and ideas about where to look for visits and other activities. Here is a link to the White Rose videos (the link is to all 4 lessons, Monday’s lesson is lesson 1 – Measuring length in cms) Choose the text that you read yesterday and read again. Now have a go at answering the questions. Can you locate the information in the text to help you answer the questions. Try scanning the text, like we did on Monday, to find key words. This is not a lesson resource book, but was written as a fun activity book, which could be used as homework - the contents are listed below and can be seen on the attached video.Which liquids will you test? (salt water, sugar water, lemon juice, lemonade…. test any liquids that you like) Say your sentence before you write it. Make sure it follows on from your writing yesterday. Read the ending to my story to help. Practice reading and spelling this week’s common words. Make sure you put the apostrophe in the correct places. Whole Class Reading resources and planning for Year 2, in a zip file based on Kate Cunningham’s ‘Vlad and The Great Fire of London’. This book is a superb way to teach the historical facts of the Great Fire of London from a unique point of view – a flea’s! This book will enhance the understanding of the main events of the fire in 1666 and will amuse the reader with the humour in the storyline. This unit could easily be extended into numerous more lessons including many incidental writing opportunities for PSHE, diary writing and letters. The book has endless possibilities. Year 2 children, you should aim to write four-six sentences for the middle of your story. Think carefully about your word choices. Try to include some interesting verbs. Remember to begin your sentences with capital letters and end with a full-stop, question mark or exclamation mark depending on the type of sentence you use.

Starter: Just like yesterday, we are going to try substituting the verb in our sentence for a more interesting verb, a verb that gives precise information to the reader. Once you have found out a little more about Ruby Bridges, try listening to the song again. Do you feel differently about it now you know the true meaning behind the song? The Navy used gunpowder to destroy the buildings and by the next morning, the fire had been stopped. Year 1 children, you should aim to write two-four sentences for the beginning of your story. Remember to begin your sentence with a capital letter and end with a full-stop. For extra support, try saying a sentence with a grown-up at home and then writing together.

Year 2 – You’re All On Fire!

If you are teaching the Great Fire of London this will give you the key information on the history, context and curriculum learning for this topic.