Someone shouted ‘Stop!’. Bob got on the bus. Bob limped along the pavement. There was a loud noise. Possible responses Bob fell over on his way to the bus stop. There was a loud noise as he dropped his walking stick. He limped along to the bus stop because the fall had hurt his leg. Someone shouted and ran to give him the ticket he had ‘Stop!’ dropped. Bob then managed to get on the bus, just in time. Bob got on the bus and rode to the bus stop next to the bank. Ten minutes later, there was a loud noise as the bank alarm sounded. Bob appeared, limping along the pavement, with a heavy bag of money banging against his leg. shouted the policeman. Bob was caught ‘Stop!’ red-handed. Development Differentiation Time Explain the different divisions of time, and displays 5 mins the key words and meanings. These may include: ‘period’, ‘era’, ‘century’, ‘decade’, ‘millennium’. Keep this displayed in the classroom so that students can refer to it during the plenary activity and other lessons. Activity 1: Encourage higher ability 5 mins students to attempt more difficult Which century? Make sure students understand the dates. difference and significance of the letters AD and BC when placed next to dates. Explain the naming of For example: centuries because it takes one hundred years to – 35 AD become a century, we name the century one more 64 BC than the numbers in the date suggest. 7 AD For example: 2017 = 21st century. Lower ability students may need In pairs, students take turns suggesting famous a pre-set list. For example: dates from history and their partner names the 1912, the Titanic sunk. century. Students may be able to suggest some dates themselves. Activity 2: 35 mins Students complete 1 Worksheet 1 to understand the arrival and key events associated with the Anglo-Saxons. Using 1 Worksheet 2, give each of the students a more detailed account of ONE of the key events. Students have 10 minutes to read this information and present the information to their classmates. This information could be presented as a poster, a mime, a poem, or any other format they think would be effective. As a whole class activity, form a living timeline across the room, with the events in chronological
Someone shouted ‘Stop!’. Bob got on the bus. Bob limped along the pavement. There was a loud noise. Possible responses Bob fell over on his way to the bus stop. There was a loud noise as he dropped his walking stick. He limped along to the bus stop because the fall had hurt his leg. Someone shouted ‘Stop!’ and ran to give him the ticket he had dropped. Bob then managed to get on the bus, just in time. Bob got on the bus and rode to the bus stop next to the bank. Ten minutes later, there was a loud noise as the bank alarm sounded. Bob appeared, limping along the pavement, with a heavy bag of money banging against his leg. ‘Stop!’ shouted the policeman. Bob was caught red-handed. Development Differentiation Time Explain the different divisions of time, and displays the key words and meanings. These may include: ‘period’, ‘era’, ‘century’, ‘decade’, ‘millennium’. Keep this displayed in the classroom so that students can refer to it during the plenary activity and other lessons. 5 mins Activity 1: Which century? Make sure students understand the difference and significance of the letters AD and BC when placed next to dates. Explain the naming of centuries – because it takes one hundred years to become a century, we name the century one more than the numbers in the date suggest. For example: 2017 = 21st century. In pairs, students take turns suggesting famous dates from history and their partner names the century. Students may be able to suggest some dates themselves. Encourage higher ability students to attempt more difficult dates. For example: 35 AD 64 BC 7 AD Lower ability students may need a pre-set list. For example: 1912, the Titanic sunk. 5 mins Activity 2: Students complete 1 Worksheet 1 to understand the arrival and key events associated with the Anglo-Saxons. Using 1 Worksheet 2, give each of the students a more detailed account of ONE of the key events. Students have 10 minutes to read this information and present the information to their classmates. This information could be presented as a poster, a mime, a poem, or any other format they think would be effective. As a whole class activity, form a living timeline across the room, with the events in chronological 35 mins