Tomb Warning Posters

Overview

Duration: 60 minutes
Class size: 18 students
Unit: Tomb Warning Posters (Lesson 1 of 5)
Text: The Story of Tutankhamun, pages 46-47
Age group: Year 4 (8-9 years old)
National Curriculum Links:

English - Reading: Understand the meaning of new words in context and develop positive attitudes to reading (Year 4, Programmes of Study - Reading: Word Reading and Comprehension)
English - Writing: Develop understanding of composing sentences using persuasive language including grammatical features (Year 4, Programmes of Study - Writing: Composition and Vocabulary, Grammar and Punctuation)
English - Spoken Language: Participate effectively in discussions and presentations (Year 4, Spoken Language)

Learning Objectives

By the end of the lesson, pupils will:

Comprehend the historical context and significance of Tutankhamun’s tomb by reading and discussing pages 46-47 of The Story of Tutankhamun. (Reading: Comprehension)
Understand the concept and purpose of warning signs, connecting this understanding to the ancient Egyptians' use of warnings on the tomb. (Reading: Comprehension, Spoken Language)
Identify examples of persuasive language techniques that might be used in warning posters. (Writing: Composition)
Collaborate in a group to discuss and analyse the read text and apply their understanding to persuasive language. (Spoken Language: Group discussion)

Resources

Copies of The Story of Tutankhamun, pages 46-47 (one per student)
Whiteboard / Interactive whiteboard (IWB)
Large poster paper and markers for group brainstorming
Vocabulary flashcards for persuasive language (e.g., “Beware”, “Danger”, “Alert”, “Do not enter”)
Colourful warning sign visuals (real-world examples)
Timer or stopwatch

Lesson Structure

1. Introduction (10 minutes)

Engage: Start with a provocative question: “Why do you think tombs, especially Tutankhamun’s, might have warnings written on them?”
Show images of ancient Egyptian tomb entrances and examples of modern warning signs.
Briefly explain the lesson’s focus: reading to understand the tomb’s importance and learning about warnings and persuasive language.
Introduce the learning objectives on the board, written in child-friendly language.

2. Reading and Comprehension (15 minutes)

Distribute pages 46-47 of The Story of Tutankhamun. Read aloud together as a class, pausing to clarify tricky vocabulary and concepts (e.g., “pharaoh,” “curse,” “ancient”).
Model active reading strategies such as summarising paragraphs and asking predictive questions.
Perform a paired-read and discuss task: in pairs, students discuss what they understand about the tomb and why it might have warnings.

3. Concept Connection – Warning Signs (10 minutes)

Group discussion: What are warning signs? Why are they important? Where do we see warning signs today?
Show real-world warning signs and unpack the language/features on them (bold text, commanding verbs, phrases like “Danger”).
Link back to the tomb: hypothesise why engraved warnings might have been used in Tutankhamun’s tomb.

4. Persuasive Language Exploration (15 minutes)

On the board, introduce simple persuasive devices:
- Command verbs: “Beware!”, “Stop!”
- Emotive words: “Danger”, “Death”, “Curse”
- Short, punchy sentences for impact
Use flashcards with these words; in small groups (circles of 3), students brainstorm other persuasive words or phrases they might expect on a warning poster relating to a tomb.
Each group creates a quick word-bank poster of persuasive words/phrases. Groups then quickly share their best examples aloud.

5. Plenary and Reflection (10 minutes)

Recap the story focus: What did we learn about Tutankhamun’s tomb? Why were warnings important?
Refer to the persuasive words brainstormed: Why do you think these words are helpful in warning posters?
Ask individual students or pairs: Can you create a short sentence for a tomb warning using one or two of these persuasive words? Share some examples with the class.
Preview the next lesson: designing their own tomb warning posters using these ideas.

Assessment for Learning

Formative assessment through paired discussions on comprehension questions
Observation of group brainstorming and participation to gauge understanding of persuasive language
Individual short sentence creation during plenary to check ability to use persuasive language

Differentiation

Support: Provide vocabulary banks with definitions and pictures to EAL or less confident readers.
Challenge: Encourage more confident readers to identify persuasive techniques used in historical and real-world contexts and suggest extended vocabulary for warnings.
SEN: Use paired reading and verbal prompts, plus visual aids, to reinforce comprehension.

Cross-Curricular Links

History: Understanding Ancient Egypt and Tutankhamun’s tomb
Art & Design: Warning posters will combine text and design elements in future lessons
PSHE: Exploring safety and the importance of warnings in everyday life

Teacher Notes

Encourage use of expressive tone when reading aloud to engage interest
Use real artefacts or replicas if possible to enhance historical immersion
Consider recording parts of the reading to support auditory learners
Link the topic to contemporary issues of safety signage that children encounter daily

This lesson plan ensures a well-rounded, engaging, and curriculum-driven start to the unit, combining literacy skills with historical learning and critical thinking about language purpose and effect.

Teaching Instructions