Page 251 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)

LESSON: 90 (Language Arts 17) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Food vocabulary

Innovation

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create a chant about food.
Main Skill Main Skill Flashcards of food Differentiate
Language Arts 5.3 Language Arts Pre-lesson vocabulary learning according
Express an 5.3.1 1. Put food vocabulary flashcards on the board in this order Copies of the to the needs of your
imaginative Respond i. Line 1: sugar Food train chant pupils and class.
response to imaginatively and ii. Line 2: peas and pineapple (see below) Please see the
literary texts intelligibly through iii. Line 3: coconuts and chocolate biscuits seven differentiation
creating simple iv. Line 4: milk and flour Worksheet (see strategies listed in
action songs on v. Line 5: cheese below) the introduction.
familiar topics. 2. Point to the cards and ask pupils to say vocabulary items.
Other imaginative Lesson delivery
responses as 3. Tell pupils that they are on a steam train which is carrying the food. Say that their train
appropriate.
starts slowly, gets faster, and finally gives a whistle.
Complementary Complementary 4. Ask pupils to stand up. Move your arms slowly then gradually faster, to imitate the rhythm
of the train, and ask pupils to copy you. Finish with the noise of the whistle.
Skill Skill 5. Now say the Food train chant (see below) to this rhythm, using the flashcards to help
Speaking Speaking pupils remember the words if necessary.
2.3 2.3.1 The stress on the words is very important for the rhythm, and is underlined to help you and
Communicate Narrate very short the pupils. You can use hand or body gestures to emphasise the stress, movement such
appropriately to a basic stories and as jumping on a stressed sound or whispering & shouting. This can help less proficient
small or large events pupils identify and practice the stress patterns.
group
Practise two or three times until pupils can say the chant confidently.
6. Put pupils into groups of 3–4. Ask pupils to practise the chant.
Post-lesson
7. Ask groups to perform their chants for their classmates.
Worksheet for Lesson 90
Food train chant
(idea from Young Learners, (1993), (p104) Phillips, S Oxford University Press
Sugar, sugar
Peas and pineapple, peas and pineapple,
Coconuts and chocolate biscuits, Coconuts and chocolate biscuits,
Milk and flour, milk and flour,
CHEESE!
CH-E-E-E-E-E-E-SE!

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