KS1 Topic: The Great Fire of London Block B: London of 1666

Session 1 Fantasy Buildings
National Curriculum / English: Build a repertoire of poems to learn by heart; Spell the ‘or’ sound as a before l and ll; Spell the vowel digraphs oo and ou; Add the ending –ing to verbs; Write with a purpose: lists.
Teaching Objectives / To read and learn the poem ‘Wanted’ and to discuss models and drawings of a fantasy building.
National Curriculum / DT: Design purposeful, functional, appealing products for themselves; Generate, develop, model and communicate their ideas through talking, drawing, templates, mock- ups and ICT
Teaching Objectives / To construct models or draw plans of fantasy buildings, depicting and discussing their ideas.
National Curriculum / Science: Distinguish between an object and the material from which it is made; Identify and name a variety of everyday materials, including wood, plastic, glass and metal; Describe the simple physical properties of everyday materials.
Teaching Objectives / To list and discus appropriate building materials for the construction of fantasy buildings.
Resources
‘Wanted’ by Rose Fyleman; Construction kits / building bricks; Art materials; Puppet/toy to represent ‘Mr Silly Builder’.
Whole class: If possible, arrange for a class visit from an architect.
Read ‘Wanted’ by Rose Fyleman with the class (see session resources), helping the chn to sound out the words at first. Highlight the words ‘looking’ and ‘room’ and point out the different sounds. Highlight ‘mouse’, ‘house’, ‘all’ and ‘ball’. Discuss the meaning of the word ‘ball’. Point out the rhymes. Repeat the poem together without hesitation and then with actions. Use the actions and give prompts to help the children to say the poem again from memory. The Little Brown Mouse wants 6 rooms in all! What would you have, if you could design your very own building? Allow discussion; then take suggestions: react with enthusiasm to encourage chn to allow their imaginations to range freely. If you have invited an architect to the session, introduce him or her now. Architects turn people’s ideas into buildings! Ask the architect to explain what the job involves, including about using plans, equipment and the special clothing needed when visiting building sites (hi-vis jackets, helmets and sturdy boots). Allow time for questions and photographs. Now let’s find out about your ideas for your fantasy buildings! The chn make models (using construction kits, building bricks and any other materials available) or use art materials to draw pictures/plans of their fantasy buildings. Encourage the architect, if present, to wander from group to group interacting with the chn, using subject-specific vocabulary when relevant.
Easy/Medium/Hard
Talk partners describe their creations, detailing any unusual features and explaining their purpose(s) (e.g. ‘I have an indoor swimming pool, with a tube water chute that comes down from the bedroom!’). Ask for volunteers to explain their ideas to the whole class. Once a building is designed, builders need to know what materials to order. Our next task is to write a list and any special instructions for a builder. Model how to write a list using one child’s building plan – ask the child to tell you from what their building would be made as you write each material on the WB, speaking aloud as you write, e.g. I’m not writing in sentences / I’m putting one word under another / Each of these words is called a noun. Ask the child if they have any special instructions for the builder. Write them in sentences. The chn then write their own lists and instructions. Teacher and TA to support chn as necessary.
Plenary / Split the class into ‘builders’ and ‘architects’ and have them discuss the architects’ lists. The chn then swap roles. Ask the chn to give 2 stars and a wish to improve each other’s lists. Chn place their lists next to their models/drawings for photographs to be taken. Produce ‘Mr Silly Builder’ and his list: jelly for walls, paper for the roof, chocolate for windows, biscuits for the door! Is this a sensible list? Why or why not? Reinforce the chn’s responses using the properties of materials (e.g. You’re right: walls need to be strong, firm and solid so jelly would not do as jelly is too flexible!).
Outcomes / Children will
·  Learn the poem ‘Wanted’ by heart
·  Identify rhyming words and build phonic knowledge
·  Recognise difference between writing lists and writing in sentences
·  Design and represent their idea for imaginative, fantasy buildings
·  Begin to name simple properties of everyday materials

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