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Non-fiction Unit 3.1 Was Tutankhamen Killed?
About this unit:
In this unit, the children explore the Big Question: Was Tutankhamen killed? They read the interactive eBook,
retrieving and collating information and identifying evidence in the text to support their theories. They investigate
main and subordinate clauses and are introduced to the perfect tense. In their writing tasks, they write letters,
paragraphs, and finally compose an explanation text in response to the Big Question.
Stimulus synopsis: Was Tutankhamen Killed?
What caused the death of the Ancient Egyptian pharaoh Tutankhamen at the age of 19? Read the evidence and
then make up your mind about this history mystery!
This interactive eBook includes pop-up fact boxes, animation, videos and supplementary text to engage children
and support learning.
Spelling list:
NF AR 3.1.1 Spelling List: Was Tutankhamen Killed
Recommended grammar activities:
New:
Y3_01 Revising nouns
Y3_02 Revising singular and plural nouns
Y3_04 Revising verbs
Y3_05 Revising tense
Y3_08 Introducing perfect form
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the original Word files, re-download them from ActiveLearn.
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Comprehension
Session
Comprehension 1
Main focus
Teaching summary
Introduce the
unit and set up
the case

Identify
questions




Introduce the Big Question (Was Tutankhamen
killed?) using screen 1 of the eBook Who killed
Tutankhamen? Invite the children to enrol in
the Ancient Crime Squad.
Show ‘Ancient Crime Squad’ (NF ITP 3.1.1).
Click on each magnifying glass to reveal
answers to the questions, and discuss what it
might mean to be part of the Ancient Crime
Squad. (E.g. looking back in history and
investigating ancient crimes.)
Discuss the case that the children are about to
investigate. (Whether or not Tutankhamen was
killed.) Their aim is to solve the mystery and
write a clear explanation for the Ancient Crime
Squad as to what happened.
Discuss what information the children think
they might need to find out in order to solve the
case. Do you know anything about Ancient
Egypt? Have you heard of Tutankhamen
before? Who was he?
Record these questions on the Learning Wall
for use in later sessions.
Activity description
The children Think-Pair-Share existing knowledge
on Ancient Egypt and Tutankhamen, recording their
findings on ‘What do we know?’ (NF PCM 3.1.1).
Objectives: Listen to and discuss wide range of text types; Increase familiarity with wide range of books
Spoken language: Ask relevant questions; Build their vocabulary; Participate actively in conversations
Photocopiables: NF PCM 3.1.1
Digital resources: eBook of Was Tutankhamen Killed?, NF ITP 3.1.1
Session
Comprehension 2
Main focus
Discuss nonfiction features
Teaching summary


Summarise and
record relevant
information

Let’s see what we can find out about
Tutankhamen from the eBook.
Display the eBook and talk about the features
of a non-fiction book, e.g. contents page,
glossary, index, etc.
Use the cover and contents page to encourage
Activity description
The children write short sentences detailing what
they know about Tutankhamen so far. Some
children could highlight which of their sentences
contain relevant ‘evidence’ to support the
investigation. Use ‘Tutankhamen’ (NF PCM 3.1.2)
for support where necessary.
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



further ideas and questions about
Tutankhamen.
Read screens 2-4 of the eBook, modelling
correct intonation, volume and speed. Click
words in bold to reveal glossary definitions and
explore the information within the interactive
pop-ups.
Summarise what you have learnt about
Tutankhamen so far, referring back to the
eBook. Explore which bits of the text count as
evidence (e.g. facts about why or how
Tutankhamen was killed.) How much of this is
evidence that might be useful to the
investigation?
Show ‘Incident board’ (NF ITP 3.1.2). Click
each magnifying glass icon to reveal further
information. Discuss how detectives might use
an incident board to help them store
information related to their cases.
Create a class incident board on the Learning
Wall to record evidence that will help you solve
your own case.
Objectives: Listen to and discuss wide range of text types; Increase familiarity with wide range of books; Identify and summarise main ideas
Spoken language: Listen and respond appropriately; Participate actively in conversations
Photocopiables: NF PCM 3.1.2
Digital resources: eBook of Was Tutankhamen Killed?, NF ITP 3.1.2
Session
Comprehension 3
Main focus
Retrieve and
summarise
information with
reference to the
text
Collate facts
learnt so far
Teaching summary


Use the Learning Wall to remind the children of
the information they thought they might need in
order to solve the case (from Comprehension
1). Are there more questions to add?
Read screens 5-8 of the eBook. Click words in
bold to reveal glossary definitions and explore
the information within the interactive pop-ups.
Model retrieving information from the text, e.g.
We wanted to know if Tutankhamen was
attacked. It says here that an x-ray revealed
Activity description
Assign Expert Groups a question from the Learning
Wall to research using reference materials. The
children then use Jigsawing to share their findings.
Then, using ‘The facts so far’ (NF PCM 3.1.3), the
children write three key pieces of information about
the investigation.
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

damage to Tutankhamen’s skull.
Add information gathered to the class incident
board, discussing how we know and making
reference back to the appropriate part of the
text.
Are there any questions that we haven’t
answered? Where else could we look for
clues? (E.g. reference materials, online)
Objectives: Listen to and discuss wide range of text types; Increase familiarity with wide range of books; Identify and summarise main ideas
Spoken language: Articulate and justify answers; Consider and evaluate different viewpoints
Photocopiables: NF PCM 3.1.3
Digital resources: eBook of Was Tutankhamen Killed?
Session
Comprehension 4
Main focus
Find information
from different
sources and text
types
Teaching summary


Role-play an
event from
history to
demonstrate
understanding of
the text



Click on and read through the supplementary
text pop-ups on screens 3 and 4 (Howard
Carter’s diary), and screen 7 (report from
medical experts).
What extra information have we found out?
(Tutankhamen was buried with lots of treasure,
there was evidence of a disturbance in the
tomb, the mummy was untouched, etc.). As
the children respond, highlight the relevant
parts of the text.
Add any additional information to the incident
board on the Learning Wall.
Discuss the meaning of the word ‘theory’ (e.g.
an idea that hasn’t been proved), summarising
the main theories about Tutankhamen’s death
so far. Can you think of any other theories?
The children Think-Share-Pair ideas for
theories. Explain that the children are going to
Thought Track the theories Carter and
Carnarvon’s might have had when they
discovered Tutankhamen’s tomb.
Activity description
The children Thought Track the moment that
Howard Carter and Lord Carnarvon opened
Tutankhamen’s tomb. Ask them to talk about how
Carter and Carnarvon would have felt and what the
objects inside the tomb told them.
Add the phrases the children have used to the
Learning Wall for use in Depth focus 3, paying
particular attention to any conjunctions.
Objectives: Listen to and discuss wide range of text types; Check that text makes sense and is in context; Retrieve and record information from nonfiction; Discuss and record ideas
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Spoken language: Give well-structured descriptions, explanations and narratives; Speculate, hypothesise, imagine and explore ideas
Photocopiables: N/A
Digital resources: eBook of Was Tutankhamen Killed?
Session
Comprehension 5
Main focus
Teaching summary
Identify features
of an explanation
text
 Remind the children that they will be writing an
explanation text for the Ancient Crime Squad.
 Using ‘Explanation text features’ (NF ITP
3.1.10), discuss the success criteria for writing
explanation texts.
 Reread screens 2 and 3 of the eBook. Which
explanation text features can you spot? (E.g.
Questions as titles, use of past tense,
paragraphs, glossary words, maps, etc).
 Reread the supplementary text (mummy
instructions) in the pop-up on screen 5. Explain
that this is a different kind of explanation text.
How does it help explain how to make a
mummy? (question, paragraphs, conjunctions)
Activity description
Using ‘Papyrus making’ (NF PCM 3.1.9), the
children add conjunctions and a title to the
explanation text.
Talk Partners discuss what words they think would
need to go in a glossary (e.g. ‘pruner’) and what
illustrations they would like to show.
Objectives: Listen to and discuss wide range of text types; Check that text makes sense and is in context; Retrieve and record information from nonfiction; Discuss writing similar to that which they are planning to write; Discuss and record ideas
Spoken language: Listen and respond appropriately; Participate actively in conversations
Photocopiables: NF PCM 3.1.9
Digital resources: eBook of Was Tutankhamen Killed?, NF ITP 3.1.10
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Depth focus
Session
Depth focus 1:
Spoken and written
English
Main focus
Teaching summary
Activity description
Discuss the
difference
between spoken
and written
English
Click on and read through the supplementary text
pop-up (Tutankhamen’s diary) on screen 2 of the
eBook. How does Tutankhamen feel about being a
boy king?
How is Tutankhamen’s diary different to the rest of
the text on screen 2? Highlight the difference
between Tutankhamen’s letter and the rest of the
text on the screen (the letter is written in informal
language and the text on screen 2 is written in
formal language). Can you spot any examples of
the informal language Tutankhamen has used?
(note form, first person, etc)
Ask the class to participate in the drama activity,
making a note of key phrases and sentences used
on the Learning Wall.
 Model taking an informal phrase or sentence
from the Hot-seating activity and turning it into
a formal report using Standard English.
In pairs or small groups, the children use Hotseating to explore further how Tutankhamen felt to
be a boy king.
Objectives: Speculate, hypothesise, imagine and explore ideas
Spoken language: Ask relevant questions; Build their vocabulary; Speculate, hypothesise, imagine and explore ideas
Photocopiables: N/A
Digital resources: eBook of Was Tutankhamen Killed?
Session
Depth focus 2:
Chronology
Main focus
Explore the use
of tense to
establish
chronology
Rehearse
paragraphs in
the correct tense
Write and edit
paragraphs in
Teaching summary


Remind the children that at the end of the unit
they will need to write an explanation of their
findings about the case for the Ancient Crime
Squad. In this explanation, it must be clear
when events happened. How can we show this
in our writing? (by using the correct tense)
Show Screen 1 of ‘Yesterday, today, tomorrow’
(NF ITP 3.1.3). Drag the correct tiles into the
sentences and recap the importance of using
the correct tense to establish chronology.
Repeat with Screen 2.
Activity description
Talk Partners work together to plan, rehearse orally
and write short paragraphs to create their own
tense story about Popov. Use ‘A tense story’ (NF
PCM 3.1.4) as required.
Pairs then swap descriptions with another pair to
evaluate each other’s work using the success
criteria on NF ITP 3.1.5. Each pair then edits their
own description taking into account the suggested
improvements.
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the correct tense



Show ‘A tense story’ (NF ITP 3.1.4) and work
through the example, pulling out the use of
different tenses (past, present, future).
Explain that the children are going to write their
own tense story about Popov. Discuss the
success criteria on ‘Tense story features’ (NF
ITP 3.1.5). Can you think of anything else we
could add?
Draw the class back together for the children
to share the Popov stories, either as a whole
class or in small groups.
Objectives: Oral rehearsal, use of rich vocabulary, and increasing range of sentence structures; Organise paragraphs around a theme; Assess own
and other's writing; Propose changes to improve consistency; Read aloud own writing
Spoken language: Listen and respond appropriately; Consider and evaluate different viewpoints
Photocopiables: NF PCM 3.1.4
Digital resources: eBook of Was Tutankhamen Killed?, NF ITP 3.1.3, NF ITP 3.1.4, NF ITP 3.1.5
Sentence grammar
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Page 8 of 15
Session
Sentence grammar
1: Causal
conjunctions
Main focus
Teaching summary
Use causal
conjunctions

Identify subordinate and
main clauses




Review the list of phrases captured on the
Learning Wall from the Thought Tracking
activity carried out in Comprehension 4.
Remind the children about conjunctions and
expressing time and cause, using conjunctions
such as ‘when’, ‘before’, ‘after’, ‘while’,
‘because’. Did anyone use conjunctions in their
thought tracking?
Use a selection of sentences to remind the
children about subordinate and main clauses
and the causal relationship between them.
(E.g. Although it was raining, we went out to
play)
Show ‘Silly sentences’ (NF ITP 3.1.6) and play
the game. Ask the children to identify the
conjunctions and then click the ‘conjunctions’
button to see if they were right.
Use Modelled Writing to compose some more
silly sentences using causal conjunctions.
Activity description
Using ‘My silly sentences’ (NF PCM 3.1.6) as
necessary, the children orally rehearse sentences
with causal conjunctions, before writing.
In pairs, the children identify the conjunction,
subordinate and main clause of their sentences.
Objectives: Use conjunctions, adverbs and prepositions
Spoken language: Listen and respond appropriately; Participate actively in conversations
Photocopiables: NF PCM 3.1.6
Digital resources: NF ITP 3.1.6
Session
Sentence grammar
2: Perfect and past
perfect tenses
Main focus
Identify and use
the perfect and
past perfect form
of verbs
Teaching summary


Show ‘The perfect conversation’ (NF ITP
3.1.7). Demonstrate the use of the perfect
tense by reading through the conversation
between the detective and his assistant,
Popov. Click each question to reveal the
answer.
Look at a section of the eBook which uses the
perfect form (e.g. the suspect profiles on
screen 6) and ask the children to identify
where it appears.
Activity description
Talk Partners use ‘Tense conversations’ (NF PCM
3.1.8) to practise the perfect and past perfect
tense.
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Page 9 of 15



In order to use the perfect form in their own
writing later, explain how the past perfect tense
is formed (‘had’ + past participle).
Reread the suspect profiles and ask the
children to spot where the past perfect tense
has been used.
Show ‘Perfect gaps’ (NF ITP 3.1.8). Ask the
children to help you complete the unfinished
sentences.
Objectives: Oral rehearsal, use of rich vocabulary, and increasing range of sentence structures; Use the present perfect form of verbs
Spoken language: Listen and respond appropriately; Consider and evaluate different viewpoints
Photocopiables: NF PCM 3.1.8
Digital resources: eBook of Who killed Tutankhamen?, NF ITP 3.1.7, NF ITP 3.1.8
Session
Sentence grammar
3: The perfect tense
Main focus
Teaching summary
Ask and answer
questions using
the perfect tense
 Using ‘The perfect discovery’ (NF ITP 3.1.9),
explain that the children are going to help find
a papyrus scroll that archaeologists have been
searching for. It may give clues to revealing the
curse of the Mummy! Is the scroll hidden at
Lord Carnarvon’s castle?
 Highlight the use of the perfect tense as you
work through the activity, asking the children to
predict what Lord Carnarvon’s next question
will be. Take time to discuss each artefact
found and what its purpose was.
Activity description
The children work in pairs to Babble Gabble what
questions Lord Carnarvon asked and what they
found in each location, e.g.
LC asked: Have you looked in the Library
cupboard?
We looked in the Library cupboard and found
Tutankhamen’s mannequin.
Objectives: Use the present perfect form of verbs
Spoken language: Ask relevant questions; Build their vocabulary; Articulate and justify answers; Give well-structured descriptions, explanations and
narratives
Photocopiables: N/A
Digital resources: NF ITP 3.1.9
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Page 10 of 15
Composition tasks
Short composition 1
Session
Day 1
Main focus
Rehearse and
then write a letter
in character
Teaching summary




Reread screen 6 of the eBook, drawing out
ideas around possible suspects and motives
for wanting to kill Tutankhamen. Can we add
any more information to the class incident
board? Has this changed your opinions of how
Tutankhamen might have died?
Look at the supplementary text pop-up (the
letter from Ankhesenamun). Does the letter
use formal or informal language?
Talk Partners discuss the language used in the
letter. Explain that the children are going to
write their own letter revealing Horemheb’s
plan to become Pharaoh.
Draw the class back together to share their
letters.
Activity description
Using ‘A secret plan’ (NF PCM 3.1.5), the children
imagine that they are Horemheb and must
compose a letter to Ay, detailing his secret plan to
become Pharaoh.
Talk Partners orally rehearse their proposed
sentences and then work individually to complete
their letters.
Objectives: Listen to and discuss wide range of text types; Check that text makes sense and is in context; Retrieve and record information from nonfiction; Discuss writing similar to that which they are planning to write; Discuss and record ideas
Spoken language: Speculate, hypothesise, imagine and explore ideas; Consider and evaluate different viewpoints
Photocopiables: NF PCM 3.1.5
Digital resources: eBook of Was Tutankhamen Killed?
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Page 11 of 15
Short composition 2
Session
Day 1
Main focus
Orally rehearse
and write a letter
for a specific
purpose
Teaching summary




Reread screens 3 and 4 of the eBook,
including the supplementary text (Howard
Carter’s diary), and discuss the treasures
found in Tutankhamen’s tomb.
Tell the children that the British Museum in
London has requested details of the treasure.
Can you write a letter to describe what you
know?
Use Modelled Writing to show how this letter
should be composed, paying particular
attention to the style of language (e.g. formal)
and descriptive language needed (e.g.
adjectives).
Record these sentences on the Learning Wall
as a supportive structure for the children.
Activity description
Using ‘A letter to the British Museum’ (NF PCM
3.1.7), the children write a letter to the British
Museum in London describing in great detail what
they have seen.
Talk Partners share and evaluate each other’s
letters, giving Two Stars and a Wish.
Objectives: Discuss and record ideas; Oral rehearsal, use of rich vocabulary, and increasing range of sentence structures
Spoken language: Listen and respond appropriately; Articulate and justify answers
Photocopiables: NF PCM 3.1.7
Digital resources: eBook of Was Tutankhamen Killed?
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Page 12 of 15
Short composition 3
Session
Day 1
Main focus
Teaching summary
Understand the
importance of
paragraphs in
organising texts

Write paragraphs
to collate ideas
from the text


Discuss the importance of organising text and
using paragraphs. Why do we use
paragraphs? (To help make sense of the text
and link common ideas together). Refer to
the eBook for examples.
Using ‘Paragraph puzzle’ (NF ITP 3.1.11),
model how to organise the titles and
sentences for the first paragraph. Ask the
class to help you complete the second and
third paragraphs.
Reread the paragraphs for sense and to
make sure that only the relevant sentences
are in each paragraph.
Activity description
The children practise writing in paragraphs by
writing two or three short paragraphs about the
discovery of Tutankhamen’s tomb, e.g. the search,
finding the tomb, the body/artefacts. They can use
screens 3-9 of the eBook to help them.
Objectives: Organise paragraphs around a theme
Spoken language: Participate actively in conversations
Photocopiables: N/A
Digital resources: eBook of Was Tutankhamen Killed?, NF ITP 3.1.11
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Page 13 of 15
Long composition
Session
Day 1
Main focus
Teaching summary
Activity description
Organise ideas
from the text into
a plan for writing
an explanation
text
 Remind the class of the Big Question and that
the main purpose of this unit is to write a clear
explanation of how Tutankhamen might have
died.
 Ask the children to remind you what features
an explanation text should have. Use the
success criteria on ‘Explanation text features’
(NF ITP 3.1.10) to check their responses.
 Use Modelled Writing to structure and organise
a plan, emphasising the importance of oral
rehearsal. What headings could we have for
each paragraph?
 Remind children of the key information and
evidence collected on the incident board and
make notes about what information will go
where in the plan.
The children write notes using ‘Explanation plan’
(NF PCM 3.1.10) to help plan where the
information will go for their reports. They use the
eBook to find examples of information to help write
the text.
Objectives: Oral rehearsal, use of rich vocabulary, and increasing range of sentence structures; Organise paragraphs around a theme; Use simple
organisational devices in non-narrative material
Spoken language: Listen and respond appropriately
Photocopiables: NF PCM 3.1.10
Digital resources: NF ITP 3.1.10
Session
Day 2
Main focus
Draft the
explanation text
Self-evaluate
writing to make
improvements
Teaching summary
Activity description
 Review the plans created in Writing task 4, Day
1.
 Use Modelled Writing to flesh out the
paragraphs from a plan to a draft piece of
writing, e.g. taking a note from the plan,
thinking about which paragraph it belongs with
and turning it into a complete sentence.
 Once the children have finished writing their
drafts, draw them back together and model
how to self-edit their work using the success
criteria on ‘Explanation text features’ (ITP
3.1.10), e.g. I’ve put my sentences in the
The children use completed ‘Explanation plan’ (NF
PCM 3.1.10) to draft their explanation text.
Then, the children self-evaluate their writing and
make a list of three things they’d like to improve.
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Page 14 of 15
correct paragraphs but I haven’t used any
conjunctions. I’ll go back and add these in.
Objectives: Oral rehearsal, use of rich vocabulary, and increasing range of sentence structures; Organise paragraphs around a theme; Use simple
organisational devices in non-narrative material; Assess own and other's writing; Propose changes to improve consistency; Proof-read for errors
Spoken language: Listen and respond appropriately
Photocopiables: NF PCM 3.1.10
Digital resources: NF ITP 3.1.10
Session
Day 3
Main focus
Teaching summary
Complete and
evaluate final
explanation texts
 Recap the self-evaluation work done yesterday
and allow the children time to create final
versions, making improvements to their drafts.
 Talk Partners evaluate each other’s work
against the success criteria on ‘Explanation
text features’ (NF ITP 3.1.10), giving Two Stars
and a Wish.
The children Think-Share-Pair ideas for presenting
the explanation texts to the Ancient Crime Squad,
e.g. neatly presented written work, word processed
reports with maps and graphics, added to the
incident board, etc.
Discuss ideas for
presenting the
explanation texts
Activity description
The children complete final versions of their
explanation texts, making the improvements on
their list from Day 2.
Objectives: Assess own and other's writing; Propose changes to improve consistency; Proof-read for errors; Read aloud own writing
Spoken language: Articulate and justify answers; Consider and evaluate different viewpoints
Photocopiables: N/A
Digital resources: NF ITP 3.1.10
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Page 15 of 15
Consolidation
Session
Consolidation
Main focus
Use evidence
from the text to
evaluate and
provide an
answer to the
Big Question:
Who killed
Tutankhamen?
Teaching summary
 Refer back to the Big Question (Was
Tutankhamen killed?) Did we have enough
evidence to answer this?
 Review the key information on the incident
board. Is there any information still missing?
 What will our final statement to the Ancient
Crime Squad be? Explain that the statement
needs to answer the question, e.g. It looks
most likely that Tutankhamen died from an
infection, but unless scrolls are discovered
which explain actually what happened, it looks
as though we may never know for sure.
Show ‘Thank You!’ (NF ITP 3.1.12), a thank you
email from the Ancient Crime Squad. I
Explain that the case is closed for now and remove
all photos etc. from incident board.
Activity description
Talk Partners discuss alternative final statements
for the Ancient Crime Squad in answer to the Big
Question.
Objectives: Retrieve and record information from non-fiction
Spoken language: Listen and respond appropriately; Give well-structured descriptions, explanations and narratives
Photocopiables: N/A
Digital resources: NF ITP 3.1.12
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