Page 448 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 157 (Reading 30) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Review of comparatives

Technology
& superlatives

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.3 7. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand a Guess the meaning your pupils’ needs and interests and that will review planet names to prepare p.101 your pupils and class.
variety of linear of unfamiliar words pupils for the lesson. Please see the seven
and non-linear from clues provided Teacher’s Book, differentiation strategies
print and digital by visuals and the Lesson delivery p.152-153 listed in the introduction.
texts by using topic 1. Tell pupils they will make models of the Solar System and talk about them in this Please also consider the
appropriate lesson, but first they need to know how to do it. Give each pair a set of cut-up Cut-up copies of following:
reading strategies pictures and texts from Student’s Book, p.101. Tell them these are the instructions the pictures and Pupils may need support in
Complementary for making the model of the Solar System. With their partner, they should read and texts 1–4 preparing for the show and
Skill match the text to the correct picture, then put the texts + pictures in order to make (Student’s Book, tell activity (step 4). You
Complementary Listening 1.2.4 the model instructions. Remind them they can use clues from the pictures to help p.101), one copy could provide a model and
Skill Understand a wide them. per pair let pupils prepare their
Listening 1.2 range of short basic 2. Read the instructions in order and pupils listen to check their answers. Check the presentation by writing it
Understand supported instructions by having one or two pupils say them again. Ask questions to check Various first if you think they will
meaning in a classroom pupils’ understanding of the instructions. resources (see need this support.
variety of familiar instructions Teacher’s Book,
contexts 3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity. p.152)
Monitor carefully to make sure pupils are working well together and are able to
follow the instructions.
4. Follow instructions for Activity 2 on Teacher’s Book, p.152.
Post-lesson
5. 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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