Page 412 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 147 (Reading 28) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand a Understand specific suits your pupils’ needs and interests and that will review language to prepare p.96–97 your pupils and class. Please
variety of linear information and pupils for the lesson. see the seven differentiation
and non-linear details of short Teacher’s Book, strategies listed in the
print and digital simple texts Lesson delivery p.146–147 introduction. Please also
texts by using 2. Show the flashcard of the shark and elicit/teach the word shark. Ask pupils if Sea animals consider the following:
appropriate they have seen a shark. Ask them what they think of sharks. Elicit or teach flashcards If some pupils read much
reading strategies Complementary scary. Ask if they think sharks are scary. Do the same with the other sea faster than others, avoid
Skill animals and elicit adjectives for each. Worksheet (see rushing the slower readers.
Reading 3.2.3 below) You could ask faster pupils to
Complementary Guess the meaning 3. Show pupils the worksheet (see below) and ask them to guess which animal by make a note in their
Skill of unfamiliar words circling it. They may not know the answer, but they can guess. notebooks of what they know
Reading 3.2 from clues provided 4. Play the CD and have pupils read along silently. They check their answers to about sharks / blue whales /
Understand a by visuals and the the worksheet. dolphins, and then ask them
variety of linear topic to tell the class when suitable.
and non-linear 5. Ask pupils to circle the words science and project. Encourage pupils to try to
print and digital work out what the words mean from the context and from the pictures,
texts by using especially picture 6. They should tell their partner before checking as a whole
appropriate class.
reading strategies
6. Follow instructions for Grammar Box on Teacher’s Book, p.147.
7. Follow instructions for Activity 2 on Teacher’s Book, p.147.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.

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