Children will become researchers for the Jeremy Kyle show. They are to find out as much information about that time period to allow them to make an informed decision when it comes to the debate. (Reflection)
Lesson / L.O. / Input: / HA: / MA / LA
Wow / Jeremy Kyle
Children will watch as teachers dramatise an episode of Jeremy Kyle. They will watch as the Roundheads and the Cavaliers argue over their power and how they would rule. Children need to make a decision about who they will follow.
LC1 / Who were the Roundheads and Cavaliers? / Remind children of the Jeremy Kyle episode that they watched about the Roundheads and the Cavaliers. Ask them what views were expressed? What were their opinions? Why do you think they had these opinions? Show children a timeline of that time period. Ask children if they can place this on the timeline. Use an interactive timeline on the computer. Explain to children that are going to become background researchers for the Jeremy Kyle show. Children need to find out as much information as possible about the Roundheads and Cavaliers and present it to Jeremy Kyle himself. Play children the Horrible Histories clip:
Discuss with children what they learnt from the clip about the Roundheads and Cavaliers and the English Civil War. Discuss the new model army.
Q: Who were the Roundheads and Cavaliers? What did they do? Why do you think they were an important part of that time period? / Children to research the Roundheads and Cavaliers. Children are to work collaboratively to find answers to questions children asked when producing our learning journey.
Questions:
- Who were the Roundheads and Cavaliers?
- What did they disagree on?
- What time period is this from?
- Who were the leaders?
- Challenge: Find an interesting fact about them.
E-Safety: Remind children of safe searching and using specific websites – look for the green tick, rather than the orange or red cross. Remind children of what they should do if they come across any information that is not suitable.
LC2 / Was Oliver Cromwell right to stop the monarchy? / Remind children of the debate we held looking at the Roundheads and the Cavaliers and the information that they presented and found. Ask them who supported the King? (Cavaliers). Why did they support the King? Give children a 5 minute interactive timer and ask children to use the IPads and IPod to discover who Oliver Cromwell was and what he did to the monarchy. (He supported Parliament and the abolishment of the monarchy). Once children have completed their challenge, bring children back to the carpet and ask what they had found. Share this clip with children:
Discuss what the clip tells us about Oliver Cromwell. Why was there such emphasis on religion? Combine this with the creation of the church and why it was important for King Charles I to instruct using the power of religion. Provide children with a small class survey using Lembots – Who would you want to be King? *(Allow children time to vote and then ask them to give reasons for this).
Q: Who was the monarchy? Who were the leaders? Why did Oliver Cromwell not want to support the monarchy? / Writing opportunity:
Children to write a persuasive speech to the people of England to explain why there should not be a monarchy.
More Able: To use persuasive language and conjunctions to provide reasoning / Writing opportunity:
Children to write a persuasive speech to the people of England to explain why there should not be a monarchy.
Children will be provided with a word bank of important people and language they could use. / Writing opportunity:
Children to write a persuasive speech to the people of England to explain why there should not be a monarchy.
Shared write with Teacher.
E-Safety: Remind children of safe searching and using specific websites – look for the green tick, rather than the orange or red cross. Remind children of what they should do if they come across any information that is not suitable.
LC3 / Why was the execution of Charles I a major event in British history? / 1. Watch a clip on the English Civil War with children.
Ask children’s opinions about it. Why do you think it happened? Who were the leaders? What were the reasons for the battles? Discuss with children their answers to these questions. Whilst watching the clip, children to make notes on whiteboards to provide knowledge for the discussion. Explain to children that today they are becoming Roundheads and Cavaliers. They will be choosing a side that they support and providing a drama scene for that specific time period.
2. Use a crazy talk file giving an eyewitness account of the execution of Charles I. Discuss with children what the main events of the capture which then led to the execution of Charles I. Remind children of H.OM.E.R. (Headline, Orientation, Main events and Reorientation). Model how to begin the newspaper with children.
Q: Who was the monarchy? When was Charles I captured? Why was he executed? How did this effect Britain at that time? / Drama Activities:Children to take on the roles of the important leaders throughout the smaller battles - Oliver Cromwell with Parliament and King Charles I with the cavaliers. This to then come together to produce the last battle. Throughout the performance, say the word ‘Freeze’, this will then lead to children standing still. Explore with children the emotions of both the Roundheads and Cavaliers and how they feel about the battle and their beliefs.
Writing opportunity:
Children to write a newspaper report about the execution of Charles I.
More Able: Use embedded clauses in their writing to provide further detail. / Writing opportunity:
Children to write a newspaper report, reporting from the scene of the execution of King Charles I.
Children will be provided with a word bank. / Writing opportunity:
Children to create a newspaper report about the capture and execution of Charles I. Word bank and main events provided to support children.
LC4 / Why do you think the monarchy was restored after a short while? / Explain to children about how the monarchy was dissolved. Once Charles I was executed in 1649, the country was declared the Commonwealth of England. This meant that parliament run the country - known as the Rump Parliament from 1649 - 1653. The rump parliament was then dissolved, and Oliver Cromwell took over becoming the Lord Protector of the United commonwealth of England, Scotland and Ireland. Cromwell ruled until his death in 1658, leaving the role to his son Richard Cromwell. The new model army removed him from power and reinstated the Rump Parliament (6th may 1659). Explore the march of the armies between John Lambert and George Monck. Explain how they then restored the monarchy with Charles II. (April 1660). Charles II returned to London on 23rd May 1660 - his 30th birthday - to become king.
Q: Why was the army so important in restoring the monarchy? How do you think Charles II felt? How do you think the people of Britain felt? / Writing opportunity:
Children to write an argument exploring the reasons for and against the monarchy.
More Able: Use conjunctions and er/est words to provide opposing viewpoints. / Writing opportunity:
Children to write an argument exploring the reasons for and against the monarchy.
Children to be given questions that they need answering. / Children will create a poster to promote the return of the monarchy, stating reasons for its return.
LC5 / Why do some people think that the Great fire of London was one of the best things that happened to London? / Explain to children that living conditions throughout the seventeenth century were very bad. Often families lived very poorly due to the wars that continued for 9 years. Look through the website:
Allow children time to look at images and look through the website. Inform children about the Plague and what is was and how it was caused. Share the song:
Discuss with children what they plague was and why this was a bad thing for London. Share the clip as a stimulus:
Discuss what children already know about the Great Fire of London. Children should remember part of this topic from Year 2. Explain to children that we will be looking further in depth at the Great Fire of London and how it was believed to be the best thing to ever happen to London. Share with children this Lego movie of the Great Fire of London. vLNuEbQArAih5I Explain to children that they will be creating their own Lego movies using the Lego movie app on the IPads.
Q: What happened during the Great Fire of London? Who caused it? How was it documented? How was this a positive event for London? / Writing opportunity:
Children will write a diary entry about their account of the Great Fire of London and how it changed London. (After the fire).
Children to complete independently and choose how to set out their work.
MA Challenge: Give their personal opinion of the fire and how they believe it improved London. / Writing opportunity:
Children will write a diary entry about their account of the Great Fire of London and how it changed London. (After the fire).
Children will use success criteria to support them. / Writing opportunity:
Children will write a diary entry about their account of the Great Fire of London and how it changed London. (After the fire).
Children will use a success criteria and suggestions about each paragraph.
Children to create their own Lego Movie of the Great Fire of London. Ensure that children have a voice over the top of the clip so that they know what Is happening at each stage.
Go through the keys to success with children of using a stop/start animation program.
Ensure children:
- Use the onion peel so that their last photograph is remembered.
- They take very small steps when moving their characters
- They use creative models and materials to display their setting of the Great Fire of London
- Work collaboratively together
LC6 / Creative Link: Art
Can you work with clay tiles to recreate the Great Fire of London? / Remind children about when we created our Lego movies about the Great Fire of London. What were the main stages of the fire? What would we have seen? Explain to children that we will be creating clay tiles to recreate the fire of London. Go through with children the different skills of using clay. Children to come up with a step by step plan on whiteboards in pairs looking at how best to address the task of creating the clay tiles. Children to then plan their clay tile - ensuring to take into effect what they will be doing and the materials they will be using. *Remind children of using the cross stitch technique to ensure their structures are stable.
Q: What are the main events of the Great Fire of London? Why are they important? What order do they belong in? / Children will complete their clay tiles.
Children will use different tools to ensure their clay tiles are precise and accurate.
MA: Make their models have 3D aspects ensuring to use the cross stitch technique.
LC7 / Who was Samuel Pepys and would he have been a modern day blogger? / Share with children an extract from the diary of Samuel Pepys. Ask them who was Samuel Pepys? What information do we know about him? Discuss with children how Samuel Pepys was a very important person. Why? Due to him keeping a record of a very important event that occurred in London. Now look at him in further detail using this website: Discuss with children what they have found from this website.
Q: Who was Samuel Pepys? What did he do? Why is his diary such an important piece of writing? Would we know as much about the GFOL without him? / Using Audacity children will create a blog whilst interviewing Samuel Pepys.
Children will work in mixed ability groups to collaborate their ideas on what they want to say in their blog.
Ensure to incorporate:
- What is happening around them
- Who is involved
- When and where events are happening
- How they feel during this time
LC8 / Reflection: / Remind children of the work they have completed over the last few weeks on the English civil war, Charles I, Oliver Cromwell etc. Ask children what they have enjoyed most? Explain to children that we will be now filming a debate, for and against Oliver Cromwell.
Share the clip again about Oliver Cromwell and then split the class into two groups – for and against. LSO and Teacher to be leaders of the two groups. Together children will then set up a small parliament in the classroom. Children and staff will then carry out a debate and find out who the winner will be.
Q: Who was Oliver Cromwell? What important decisions did he make? What are the reasons to support/not support him? / All children to take part in the class debate, ‘For or Against Oliver Cromwell’.
Children to ensure that they back up any statement with a reason for their statement. Children will be encouraged to all say something about the monarchy and relate it to the linked topics e.g. Charles I, Roundheads and Cavaliers etc.
Debate will be filmed by teacher and children will be able to watch the clip back to make the final decision of which team were more persuasive in their argument.
More Able: Suggest further ways to support their argument, for or against Oliver Cromwell.
ICT Topic / Digital Communications & the Web: Children to create a brief ‘User Guide’ for using the internet safely.
(Please see ICT planning for more detail)
Week / Plenary / Vocabulary / Evaluations
LC1 / Children to present their Roundheads and Cavaliers information. Children will stand at the front of the class. / Monarchy, Charles I, Oliver Cromwell, English Civil War, King, Parliament, Roundheads, Cavaliers.
LC2 / Hot seating: Children to become Oliver Cromwell and Charles I. Children to ask questions about their ruling and children to provide informed decisions from today’s lesson. / Monarchy, Charles I, Oliver Cromwell, English Civil War, King, Parliament, Roundheads, Cavaliers.
LC3 / Mid-Point Plenary: Discuss with children what makes a good performance. Remind children of these points.
Theatre forum: Children to act out their drama role plays from the battles of the English Civil War. Children to give 2 stars and a wish for their performances. / Monarchy, Charles I, Oliver Cromwell, English Civil War, King, Parliament, Roundheads, Cavaliers, Execution, Death, Punishment.
LC4 / Hold a class discussion. ‘Why was the execution of Charles I an important event in British History?’ Children to provide reasons for this based upon their work today. / Monarchy, Charles I, Oliver Cromwell, English Civil War, King, Parliament, Roundheads, Cavaliers, Execution, Death, Punishment.
LC5 / Mid-Point Plenary: Remind children of the keys to success and discuss any problems that children may have come across. Remind children of the main events and the impact that they had.
Once children have completed their Lego Movies, children are to share them with one another. / Great Fire of London, Parliament, London, Fire, Samuel Pepys, diary, eye witness.
LC6 / Share their clay tiles and experiences of using different tools and materials in their work. Complete 2 stars and a wish for their piece of work - ask children to explore how they could change it slightly. / Printing, tiles, materials, paint, primary colours, vibrant colours, technique, drawing.
LC7 / Children to share their Audacity podcasts that they have created through this lesson. Allow children to consider their keys to success and see how they have completed these against their podcasts. / Great Fire of London, Parliament, London, Fire, Samuel Pepys, diary, eye witness.
Reflection: / Children to take part in the debate.