London’s On Fire

National Curriculum Objectives:

English Year 2: Understand both the books that they can already read accurately and fluently and those that they listen to by answering and asking questions. More resources with this objective.English Year 2: Develop pleasure in reading, motivation to read, vocabulary and understanding by discussing and clarifying the meanings of words, linking new meanings to known vocabulary. More resources with this objective.

Differentiation for Challenge Activity:

Section A Match the picture with the correct speech or sound from the comic. Section B Write the speech and sounds in the correct bubble shapes.Section C Write the speech and sound for pictures from the comic.Section D Identify the spoken words and sounds from sentences.

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London resources here.

classroomsecrets.comLondon’s On Fire – Y2/P3/G1 – Teaching Information

London’s

On F

ire

–Tea

cher

Ver

sion

class

room

secr

ets.

com

London’s

On F

ire

–Y

2/P

3/G

1 –

Tea

cher

Ver

sion

© C

lass

room

Sec

rets

Lim

ited

201

7

Lik

e th

is?

Fin

d m

ore

diffe

rentiate

d G

reat Fire

of

London res

ourc

es h

ere.

A fir

e beg

an a

t th

e baker

y o

n

Puddin

g L

ane.

Most

buildin

gs

wer

e m

ade

of

wood a

nd s

traw

so

the

fire

spre

ad q

uic

kly

.

Sunday 2

nd

Sep

tem

ber

1666

The

fire

rea

ched

London B

ridge,

burn

ing d

ow

n a

bout

300 h

ouse

s on t

he

way.

The

peo

ple

of London s

tart

ed to

run a

way fro

m t

he

city

. They

es

caped

on b

oats

acr

oss

the

Riv

er

Tham

es.

E:

(Q1)

What ty

pe

of te

xt is

this

? A

co

mic

S: (Q

9)

What

is a

baker

y?

A p

lace

that m

akes

and s

ells

baked

foods

such

as

bre

ad a

nd c

akes

.

D:

(Q5)

Why d

id t

he

fire

sta

rt

spre

adin

g s

o e

asi

ly?

Most

buildin

gs

wer

e m

ade

out

of w

ood a

nd s

traw

.

S: (Q

10)

What are

most

house

s m

ade

out

of now

adays

to t

ry a

nd s

top

som

ethin

g li

ke

the

Gre

at

Fir

e of

London h

appen

ing a

gain

? B

rick

s.

E:

(Q2)

How

many h

ouse

s had t

he

fire

alr

eady b

urn

ed d

ow

n b

y t

he

tim

e it

got to

London B

ridge?

M

ore

than

300.

D:

(Q6)

What so

unds

did

the

fire

m

ake?

C

rack

le a

nd P

op

S: (Q

11)

What are

the

peo

ple

of

London s

houti

ng a

s th

ey e

scape?

“Run!”

and “

Arg

h!”

M: (Q

13)

Why a

re t

her

e no s

pee

ch

mark

s to

show

what

peo

ple

are

sh

outi

ng?

In c

om

ics,

the

spee

ch is

in

spee

ch b

ubble

s and s

pee

ch m

ark

s are

not

nee

ded

.

M: (Q

14)

How

do y

ou t

hin

k t

he

peo

ple

liv

ing in L

ondon fe

lt d

uri

ng the

fire

?

Sca

red a

nd u

pse

t

Monday 3

rdSep

tem

ber

1666

The

fier

ce w

ind m

eant

that

the

fire

was

spre

adin

g furt

her

. St

Paul’s

Cath

edra

l wen

t up in

flam

es t

oo.

Baynard

’sC

ast

le c

aught

fire

and

Kin

g C

harl

es h

imse

lf h

elped

to

put

it o

ut

by t

hro

win

g w

ate

r on

the

flam

es.

Wed

nes

day 5

thSep

tem

ber

1666

The

win

d c

alm

ed d

ow

n a

nd t

he

fire

was

finally p

ut

out.

Lea

ther

buck

ets,

met

al hooks

and w

ate

r sq

uir

ts w

ere

use

d.

D:

(Q8)

How

long w

as

the

fire

burn

ing for?

Fo

ur

days

M: (Q

16)

How

is

fire

safe

ty

equip

men

t diffe

rent

today than in

1666?

Now

we

have

met

al buck

ets

and fir

e hose

s. W

e als

o h

ave

fire

bri

gades

.

S: (Q

12)

Put

the

follow

ing s

tate

men

ts

in o

rder

: A

. The

win

d c

alm

ed d

ow

n

and t

he

fire

was

finally p

ut

out;

B.

A

fire

beg

an a

t th

e baker

y o

n P

uddin

g

Lane;

C.

The

peo

ple

of London

start

ed t

o r

un a

way fro

m the

city

.

B

, C

, A

E:

(Q3)

What m

ade

the

fire

kee

p

spre

adin

g?

The

win

d

M: (Q

15)

What

does

fie

rce

mea

n?

Vic

ious

and s

trong

E:

Q4)

What day d

id S

t Paul’s

ca

thed

ral c

atc

h o

n fir

e?

Tues

day 4

th

Sep

tem

ber

1666

D:

(Q7)

How

did

Kin

g C

harl

es h

elp

duri

ng t

he

fire

? H

e th

rew

wate

r on

the

flam

es.

Tues

day 4

thSep

tem

ber

1666

class

room

secr

ets.

com

London’s

On F

ire

–Y

2/P

3/G

1 –

Tea

cher

Ver

sion

Lik

e th

is?

Fin

d m

ore

diffe

rentiate

d G

reat Fire

of

London res

ourc

es h

ere.

© C

lass

room

Sec

rets

Lim

ited

201

7

Sunday 2

nd

Sep

tem

ber

1666

Tues

day 4

thSep

tem

ber

1666

Wed

nes

day 5

thSep

tem

ber

1666

A fir

e beg

an a

t th

e baker

y o

n

Puddin

g L

ane.

Most

buildin

gs

wer

e m

ade

of

wood a

nd s

traw

so

the

fire

spre

ad q

uic

kly

.

The

fire

rea

ched

London B

ridge,

burn

ing d

ow

n a

bout

300 h

ouse

s on t

he

way.

The

peo

ple

of London s

tart

ed to

run a

way fro

m t

he

city

. They

es

caped

on b

oats

acr

oss

the

Riv

er

Tham

es.

The

fier

ce w

ind m

eant

that

the

fire

was

spre

adin

g furt

her

. St

Paul’s

Cath

edra

l wen

t up in

flam

es t

oo.

Baynard

’sC

ast

le c

aught

fire

and

Kin

g C

harl

es h

imse

lf h

elped

to

put

it o

ut

by t

hro

win

g w

ate

r on

the

flam

es.

The

win

d c

alm

ed d

ow

n a

nd t

he

fire

was

finally p

ut

out.

Lea

ther

buck

ets,

met

al hooks

and w

ate

r sq

uir

ts w

ere

use

d.

Monday 3

rdSep

tem

ber

1666

London’

s O

n F

ire

class

room

secr

ets.

com

London’s

On F

ire

–Y

2/P

3/G

1 –

Tex

t©

Cla

ssro

om

Sec

rets

Lim

ited

201

7

Lik

e th

is?

Fin

d m

ore

diffe

rentiate

d G

reat Fire

of

London res

ourc

es h

ere.

London’s On Fire – Comprehension

Section A

1. What type of text is this?

2. How many houses had the fire already burned down by the time it got to London Bridge?

3. What made the fire keep spreading?

4. What day did St Paul’s cathedral catch on fire?

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London resources here.

Section B

5. Why did the fire start spreading so easily?

6. What sounds did the fire make?

7. How did King Charles help during the fire?

8. How long was the fire burning for?

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London resources here.

Section C

9. What is a bakery?

10. What are most houses made out of nowadays to try and stop something like the Great Fire of London happening again?

11. What are the people of London shouting as they escape?

12. Put the following statements in order: A. The wind calmed down and the fire was finally put out; B. A fire began at the bakery on Pudding Lane; C. The people of London started to run away from the city.

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London resources here.

Section D

13. Why are there no speech marks to show what people are shouting?

14. How do you think the people living in London felt during the fire?

15. What does fierce mean?

16. How is fire safety equipment different today than in 1666?

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Like this? Find more differentiated Great Fire of

London resources here.

London’s On Fire – Challenge Activity

Section A

Match the picture with the correct speech or sound.

Section B

Write the speech and sounds in the correct bubbles below.

© Classroom Secrets Limited 2017

Like this? Find more differentiated Great Fire of

London resources here.

1. 2. 3.

a. b. c.

Argh! Run! SPLASH

Crackle Argh! Pop Save us!

Help! Hiss Bang Run!

classroomsecrets.comLondon’s On Fire – Y2/P3/G1 – Challenge Activity

CRACKLE

London’s On Fire – Challenge Activity

Section C

Write the speech and sound for each picture.

Section D

Add the spoken words and sounds from each sentence to the correct bubbles below.

© Classroom Secrets Limited 2017

Like this? Find more differentiated Great Fire of

London resources here.

The bakery door slammed shut with a bang. The baker ran through the streets shouting, “Fire!”

The wind sounded like the howl of a wolf. Everywhere people were shouting, “Help me!”

The fire at St. Paul’s cathedral sounded like the roar of a lion. The bishop screamed, “No!”

classroomsecrets.comLondon’s On Fire – Y2/P3/G1 – Challenge Activity

London’s On Fire – Challenge Activity

Section A

Match the picture with the correct speech or sound.

Section B

Write the speech and sounds in the correct bubbles below.

© Classroom Secrets Limited 2017

Like this? Find more differentiated Great Fire of

London resources here.

1. 2. 3.

a. b. c.

1b 2c 3a

Crackle Argh! Pop Save us!

Help! Hiss Bang Run!

Argh! Save us! Help! Run!

Crackle BangHissPop

classroomsecrets.comLondon’s On Fire – Y2/P3/G1 – Challenge Activity ANSWERS

SPLASHCRACKLE

Argh! Run!

London’s On Fire – Challenge Activity

Section C

Write the speech and sound for each picture. Various answers; examples below.

Section D

Add the spoken words and sounds from each sentence to the correct bubbles below.

classroomsecrets.comLondon’s On Fire – Y2/P3/G1 – Challenge Activity ANSWERS© Classroom Secrets Limited 2017

Like this? Find more differentiated Great Fire of

London resources here.

Quick men! The palace is on fire!

POP

Quick! We need more

water!

SPLASH

The bakery door slammed shut with a bang. The baker ran through the streets shouting, “Fire!”

The wind sounded like the howl of a wolf. Everywhere people were shouting, “Help me!”

The fire at St. Paul’s cathedral sounded like the roar of a lion. The bishop screamed, “No!”

BANG Fire!

HOWL Help me!

ROAR No!

Whole Class Guided Reading – Teaching Guide

• The text is for the children to read. Give each pair a copy of the text (without questions) to read individually or as a whole class. This text has been aimed at Year 2 (Wales)/Primary 3 (Scotland)/Grade 1 (Australia).

• The teacher should use the teacher version. It shows you where to pause after each section and provides questions for you to ask. The colours refer to our levels so that you can direct specific questions at specific students in terms of difficulty (their version does not have these colours to show them which is which). The questions are also numbered in the order they appear on the comprehension sheet.

Beginner – (Red) Easy – (Blue)Tricky – (Orange)Expert – (Green)

• The children can record their answers to the questions at the end of the shared read/discussion or in a different session by using the comprehension sheet. The questions have been re-grouped into abilities so that you can assign sections to specific children.

Section A – BeginnerSection B – EasySection C – TrickySection D – Expert

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London resources here.