How did the fire stop

https://www.museumoflondon.org.uk/families/great-fire-london-live-stream/part-2 - from 4:15

Stop and think at various points, thinking carefully about the facts pointed out in the video.

The fire was put out really in the end because of blowing up houses – but also because of the stone city wall. Almost all of the part of London was inside the wall and north of the river was destroyed!

Activity

Can you write the following questions and answer them underneath in full sentences?

Who helped to put the fire out?

What equipment did they use to put the fire out?

What would I save?

How was London changed

https://www.museumoflondon.org.uk/families/great-fire-london-live-stream/part-3

Have a discussion about what you have seen in the video, relate it to what you already know about the great fire of London.

Activity

Can you write the following questions and answer them underneath in full sentences?

What were houses built from before the fire?

What were houses built from after the fire?

Houses before the fire/ houses after the fire

Talk to your adult about what you learnt about yesterday about the houses before and after the fire. Can you complete sheet (below) with comparison of houses before and after the fire. Draw and label the houses. What was different about them? Were they made of different materials? Were they straighter? 

Can you then write a couple of sentences underneath to explain how the buildings changed after the fire.

Mini art project (inspired by Jan Griffier the Elder (1652 - 1715))

Art lesson 1 - fire background Background (no houses in the this lesson - just concentrating on fire effect)

You will need some chalk. 

Use stimulus (picture in sheets below) to think about what London looked like during the Great Fire. Think about how the chalks are useful to create the right effect. (possibly using the chalks on their side and smudging). Ask children to experiment making different marks using different surfaces of the pastel. What effects do they make?

Practice techniques that will create the right effect (encourage children to use the edges of the pastels and to blend together.

Children to be given black paper (if you have any, if not use any paper you have) to create their finished background.

Mini art project (inspired by Jan Griffier the Elder (1652 - 1715))

Art lesson 2 - Foreground (Making the houses in this lesson)

You will need some dark paper and scissors. 

Practice, cut shapes to create a silhouette.

Think carefully about how to draw a skyline of the buildings (you might need to just need to cut out shapes to create individual houses and that's OK) in the foreground and then draw and cut this out.

Look at this picture, and our task today is to create a story. We are going to think of the main parts of a story. In a story there are 5 parts:

Opening - The opening to a story usually describes the setting and the main character in the story. e.g. one day, there was a.... and she lived in....

build up - this talks about where their main character was going or what they were doing. If they were on a journey or on a task. It gives us a sense of what the plot is going to be. 

problem - The problem is where the "bad thing" might happen to your main character. Maybe they lost something, or they meet a baddy, or they get hurt etc. 

solution- This is where they solve the problem, this could be that they find their way home with help from a friend, or someone saves them, or they find the thing that was lost. In some way the problem is solved.

ending - How does the story end, do they have a party? Does the main character go home? Go to bed? Never want to go outside again? What is there a moral? What is the ending to the story?

This happens in every story, every film. Think about other stories and films you have seen. Every time you come to write a story, we are always going to think about these main parts of a story. Can you look at this picture, and think what could each part be? Where is your story going to be set? Who is your character going to be? Where are they going to go/do? What is going to be your problem?

Can you fill in a story mountain for this story? (sheet below) You can draw pictures for each box to show your ideas. This will help you plan your story. We will write the story next lesson.

Can you use your story mountain to write a story about this picture. Remember to include all the 5 sections of a story. 

Here is another story, this time we are not going to make a story map but are going to have 5 minutes of talking time about the 5 sections before writing the story. Look at this new picture, what are your 5 sections going to be? Where is this story set, who is your character this time? What are they doing/ going? What will the problem be? How will it be resolved?