I would like you to write a paragraph (approximately 5/6 sentences) using plural nouns. Try and use a range that use the different rules you have learnt this week. 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.

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 the interior can be seen on the attached video. 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. For today’s ten minutes of reading, you are going to choose a book of your choice to share with a member of your family. Talk about your likes and dislikes. What are your favourite phrases or sentences? Are there any words that you particularly like? Make a prediction – which liquid do you think will work best at stopping the apple from turning brown? Why do you think this?Late one afternoon, Boxton and Vlad sneaked into the bakery on Pudding Lane. It was perfect in there! The warm floor was covered with a sprinkling of tasty breadcrumbs. Boxton settled down and began to gobble up the breadcrumbs.

Please note that the second file is the colour cover which you may not feel the need to print but has been included in case you want to) 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. 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? Please complete this SPAG lesson if you have finished your diary entries from earlier in the week. If they are not complete, use this time to finish them.There are lots of famous artists who are known for their self portraits. Your challenge this week is to research an artist that is famous for self portraits and try to complete your own in the style of that artist. Who am I? – five people who saw the fire give a clue to their identity. Unscramble their names from the letters given.

Can you spot the verb? Try exchanging it for one of the verbs below. We are going to swap the verb ‘ate’. 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. Here is the link to the BBC Bitesize learning which can be used each day alongside or instead of the White Rose resources 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

Time for some reading. Today, I would like you to read one of the texts below. Choose one that you are able to read independently. Use your phonics knowledge to help you to decode any unfamiliar words. Say the sounds and squash together to blend. Tomorrow, we will read again and answer the questions.