Page 50 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)

LESSON: 20 (Writing 4) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for daily

routines (third person He/She -s)

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Flashcards for Differentiate learning
Writing Writing 1. Choose an appropriate pre-lesson activity from the list in the introduction that daily routine according to the needs of
4.3 Communicate 4.3.3 suits your pupils’ needs and interests and that will review language related to Worksheets, one your pupils and class. Please
with appropriate Plan, draft and write routines and prepare the pupils for the lesson. per pupil + one see the seven differentiation
language form and an increased range completed by strategies listed in the
style for a range of of simple sentences Lesson delivery you (see below) introduction. Please also
purposes in print 2. Review the flashcards by putting them on the board and eliciting sentences I xxx consider the following:
and digital media every day and I always/sometimes/never xxx from the pupils. Ask pupils to You can offer pupils the
bring a choice of how many
3. Put pupils in groups (one group for each flashcard). Each group should draft a toothbrush from sentences to write, or ask
Complementary sentence for their picture, I always/never/sometimes xxx. Ask one pupil from home for the them to write more/fewer than
Skill each group to come to the board and write their sentence. Supervise and assist next lesson. 3–4.
Writing Complementary as necessary. Bring a few extra
4.3 Communicate Skill 4. Review with pupils how to change the sentence to He/She and adding the third ones in case Depending on the level of
with appropriate Writing person -s by giving example sentences (talk about yourself and then about male some pupils do support your pupils need at
language form and 4.3.1 and female pupils). You might want to write the sentences on the board if you not bring their this stage, you could keep /
style for a range of Use capital letters, feel it is necessary for your pupils. own. partially keep / delete the
purposes in print full stops and model sentences on the
and digital media question marks 5. Show pupils your completed worksheet and talk to them about what you do every board.
appropriately in day. Tell them they will do a similar worksheet. They can write about themselves If changing or having a choice
guided writing at or about someone in their family. First, they should write three or four sentences between 1 person (I) and 3 rd
st
sentence level in their notebooks. person (he/she) is too
Give pupils time to draft their sentences. Monitor carefully and give corrective complicated for pupils, you
st
feedback as necessary. Ask pupils to exchange their notebooks with their partner can limit it to 1 person only.
to check each other’s work for mistakes (if you could not check everybody’s
sentences).
6. Hand out the worksheets and ask pupils to write their sentences. When they
have finished writing, they can draw a picture in the larger boxes for each one.
Fast finishers can then write more sentences.
7. Some pupils can come to the front and present their work to the class. Try to
choose a range of pupils, not only the more proficient ones.
Post-lesson
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