THE wind was a torrent of darkness among the gusty trees, The moon was a ghostly galleon tossed upon cloudy seas, The road was a ribbon of moonlight over the purple moor, And the highwayman came riding— Riding—riding— The highwayman came riding, up to the old inn-door.
A selection of four related enquiry tasks which encourage pupils to explore and then evaluate evidence about the life of a climbing boy.
The evaluative task is particularly suitable for the gifted and talented working at level 5 in Year 5 and 6. Can we use a Victorian census to solve the mystery of the famous family in the photo? Pupils use a census to work out write a play script ks2 bitesize the people in the mystery photograph are, the first stage of working on more complex census data later.
All they have to go on is a census and 3 dying words of the only surviving relative! Going to school in Victorian times: Pupils are shown a trunk left at a railway station.
Although there are obviously only photos of objects, not the artefacts themselves, the problem-solving nature of the activity is still strong.
Save it as a favourite. Planning around 7 key questions, at a glance 1. What do you think were the most important changes to take place during this period?
A time of inventors. Note link to economic and technological change. What was life really like for children in the cotton mills? Role play of a parliamentary commission. Note the contribution to rights and responsibilities agenda and health and safety. If life was so hard for people living in the factory towns, why then did so many people move there?
To help deepen pupils with their understanding of movement and settlement of people which they began with M12 you could look at the great influx of people to industrial towns. The best way of doing this is to ask pupils to work out what might, at first sight, seem like a historical mystery.
This is featured as an outstanding lesson on the free samples part of the site as well as the subscribers areawhich includes thinking skills cards, the resource you need to make the activity work really effectively. The focus is as much on HOW pupils think through the problem, the meta-cognitive bit, as it is about coming up with right answer 5.
Was the coming of the railways a mixed blessing? Good opportunity for speaking and listening as pupils make a TV programme interviewing different 19th century characters pupils in role for their views.
This is central to the primary curriculum aims for history which talks about social economic and technological change over time. What can we work out about the life of young servants by using our local census returns? OR what can we work out about life in Victorian times from films and novels.
There are two aspects to this study; a. The first aspect looks at change through time. The second looks at one aspect in more detail. Within the context of a study of school, take the local census for and ask children to work out how old children were before they went to school and how old they were when they left.
This is interesting because there is a temptation for children to look at the first scholar and think that tells them the answer. What they need to do is to cross-reference. As soon as a pattern emerges they can suggest their hypothesis.
You could ask children to work on different villages to see if they all agree. You could, of course look at family size, nature of occupations and movement into the area. The census might be better for this purpose. This is the last, and probably the most important question.How to write a play. When you write for a performance it is called a script.
14 class clips. We have a selection of great videos for use in the classroom. Links. Bitesize: KS2 English guides;. Robin Hood This section contains a collection of early years / KS1 teaching resources devoted to the heroic outlaw from Sherwood Forest.
It includes Robin Hood themed posters, display banners, Notepaper, role-play masks, stick puppets and much more. Plays are written for people to perform. The script is a written down version of the play.
It uses dialogue, stage directions and tells the actors how to say the lines. Think of a monologue like a mini-play.
The arc of the monologue should build to this final line. an idea, a force, etc. So, as you write a monologue that has your character recount a story, think of how they are using it as a tactic to accomplish something with whomever or whatever they’re speaking to now. A Christmas Carol, by Frederick Gaines 1 The script was edited by Linda Walsh Jenkins with the assistance of Carol K Metz.
Cast of Characters: Carolers, families, dancers Ben Benjamin The play is designed to be produced on a simply mounted, nonrealistic setting. A high. RULES FOR WRITING DIALOGUE The following rules should help you learn to write dialogue properly.
Notice the punctuation in the following examples, especially. In addition to these hints on form, please remember that dialogue should be natural for the characters speaking (be .