Castle Facts Capture

Overview

Lesson 12 helps students research a real castle (or select one from the teacher list), then organise reliable facts into clear data displays for their “Red Orb Shop: Gothic Castle Mission Kit”. It builds the PBL skill of collecting evidence for later writing: students gather information, summarise key details, and present it visually.

Learning intentions

Students will:

• research the history of a chosen castle using guided notes and credible sources
• select important facts and organise them into a visual timeline and an infographic
• practise spelling Week 5 words accurately in context
• use survey results to plan a small shop inventory preference chart

Success criteria

Students can:

• present at least 6 castle facts using their own words (not copying)
• create a visual timeline with dates/sequence and one caption per event
• design an infographic section that includes 3–5 labelled facts and one graphic
• complete the preference survey and convert results into a simple inventory plan

Curriculum links

• English (Literature): adapt learning into a created/edited text by using research to shape narrative materials - English (Literacy): use comprehension strategies like summarising and questioning to build literal and inferred meaning - English (Literacy): monitor meaning while using structural features to locate information efficiently - English (Language): identify and use vivid, emotive vocabulary to support writing later - History/Geography links: connect researched historical information to time sequence (supporting narrative writing in later lessons)

Lesson structure (60 minutes)

1. 0–5 min · Mission hook (Devl May Cry style). Teacher shows a “research loot” folder (printed images: castle exterior, map, coat-of-arms) and the mission board: “Rank: Data Collector”. Students choose a castle from a short options list and place a mini token beside it.
2. 5–12 min · Spelling warm-up (Week 5). Teacher displays the word bank with picture prompts for: medieval, century, siege, moat, drawbridge. Students do quick “look-say-cover-write-check” for 2 words each round (teacher read-aloud included). Finish with each student using one word in an oral sentence.
3. 12–25 min · Guided research burst. Teacher models using a research template: “What? When? Where? Why does it matter?” Students use teacher-prepared source sheets (short paragraphs, captions, and a glossary strip). Students highlight or circle 6–8 candidate facts.

• Dyslexia-friendly option: allow student to point to facts on the screen/print and have teacher or a recorded read-aloud capture their words in the template.

4. 25–37 min · Data sorting (facts → timeline/infographic). Students categorise facts using coloured sticky dots or digital equivalents:

• Timeline: choose 3 key events and order by time
• Infographic: choose 3–5 facts that “answer questions” (e.g., defences, important people, location features) Teacher checks each category with one questioning prompt per student: “How do you know it’s true?” / “What is the most important fact here?”

5. 37–47 min · Survey preferences for shop inventory (mini chart). Students answer a quick preference survey: “Which castle item would you trade for at the Red Orb Shop?” (options: rope ladder, iron helmet, lantern, map scroll, banner). They record counts (teacher provides tally sheet). Students convert totals into an inventory suggestion: “We stock the top 2 items first.”
6. 47–56 min · Quick craft build (visual evidence). Students create one finished display panel:

• Timeline (3 events) OR
• Infographic (3–5 labelled facts) They add one simple drawing/graphic (castle outline, moat shape, drawbridge icon). Teacher supports layout with sentence starters and label starters.

7. 56–60 min · Exit checkpoint (oral + mark). Students read one timeline caption or explain one infographic label. Teacher gives a 2-point check: (1) facts in own words, (2) organised clearly.

Resources

• Castle source sheets (short text + captions + simple glossary strip)
• Research note template with “What/When/Where/Why”
• Timeline template with date boxes and caption lines
• Infographic template with labelled sections and graphic icons
• Week 5 spelling word bank with picture cues
• Survey sheet and tally table
• Coloured dots/highlighters, sticky notes
• Art materials: markers, coloured pencils, ruler, blank paper
• Optional: tablet for photographing work and using a simple drawing tool
• Teacher read-aloud prompt cards for each source paragraph

Assessment

• Teacher uses a quick checklist during steps 3–5:
• at least 6 facts selected from sources
• facts are paraphrased (not copied)
• timeline order is logical
• infographic labels match the chosen facts
• Formative questioning during sorting:
• “What clue shows this is true?”
• “Which event comes first and why?”
• Exit checkpoint: oral explanation of one display element recorded as notes.

Differentiation

• Provide sentence starters and word banks for paraphrasing: “In the ____ century, the castle ____.” “One defence was ____.”
• Offer reduced writing choices: caption cards (2–3 lines) instead of full paragraphs; teacher can scribe while student chooses wording.
• Use graphic organisers (timeline and infographic templates) to reduce cognitive load and reading demands.
• Neurodivergent support: allow movement micro-breaks (30–45 seconds) between research and sorting; provide sensory-neutral workspace options (book rest, pencil grips).
• Alternative output option: if writing is difficult, student can record a short audio explanation and teacher transcribes it onto the infographic captions.