Page 363 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)

WEEK: LESSON: 133 (Language Arts 25) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories

TOPIC: On holiday
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple: went, was …

CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
In this lesson, pupils will learn a poem, suggest an ending, and share their
Main Skill Main Skill finished poem with classmates. Flashcards or Differentiate learning according to
Language Arts 5.1 Language Arts drawings of a boy the needs of your pupils and class.
Enjoy and 5.1.2 Pre-lesson and a girl, a Please see the seven differentiation
appreciate In addition to Year 1. Show a flashcard of Sasha and Jason (use different names for the forest, castle, strategies listed in the introduction
rhymes, poems 2 text types: characters if preferred) and tell pupils that they went on holiday in a big room, box, key,
and songs simple poems. forest. Put the flashcard/drawing of the forest on the board. door.
Lesson delivery
2. Ask pupils to guess things which Sasha and Jason saw in the forest. Elicit Copy of Sasha
their suggestions, and then tell them that they saw a castle. Add your and Jason went
picture of the castle to the board. on holiday poem
3. Show pupils the picture of the castle. Ask them to guess what was in the
Complementary castle, and again, elicit their suggestions. Don’t tell pupils what was really
in the castle.
Complementary Skill 4. Tell pupils that now they’ll find out what Sasha and Jason really saw in the
Skill Speaking 2.3.1 castle.
Speaking 2.3 Narrate very short 5. Start by saying the first two lines of the poem, pointing to the pictures on
Communicate basic stories and the board as you do so.
appropriately to a events 6. Put the picture of a room on the board, elicit what Sasha and Jason saw
small or large next, and say the next line of the poem.
group
7. Continue to build up the poem in this way for each new line until the end.
8. Now say the whole poem again, this time getting pupils to join in. Point to
the pictures to help pupils remember.
9. Repeat step 8, this time staying silent as pupils say the poem, Continue
until pupils can say the poem with confidence
10. Give pupils a copy of the poem or write a copy on the board. Put pupils
into pairs and ask them to agree what Sasha and Jason saw behind the
door. Tell them to practise saying their poem together.
Post-lesson
11. Put pupils into groups of 6 or 8 and ask them to perform their poems to
each other. Pupils can mime and use body language as they perform their
poems, if they want to.
12. Ask the class to tell you their ideas about what Sasha and Jason saw.

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