Page 168 - Year 3 SOW (2020)

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

LESSON: 41 (Writing 8) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous

negative statements (be + -ing)
Values

CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing Writing 1. Play a True/False game, where you/pupils mime an action. Student’s Book, p.29 needs of your pupils and class. Please
4.2 4.2.4 They should say what they are not doing as well as what they see the seven differentiation strategies
Communicate Describe people are doing. Encourage, but don’t insist on full sentences at this Small pieces of paper listed in the introduction. Please also
basic information and objects using stage, but use this as a way to assess pupils’ language at the for Writing activity, one consider the following:
intelligibly for a suitable words and beginning of the lesson. per pupil You could ask pupils to write at least
range of purposes phrases one/two sentences on their cards.
in print and digital Lesson delivery
media 2. Tell pupils they will make sentences. Pupils work in pairs. Give Consider having pupils write in pairs so
Complementary each pair one set of words for a cut-up sentence (see that they can support each other if
Skill sentences below). There are several different sets. Ask pupils necessary.
Complementary Reading to arrange the words into a sentence. They should keep the
Skill 3.2.2 sentences tidy on their desk during the next step. Don’t feed
Reading Understand specific back on this activity at this stage.
3.2 information and
Understand a details of short 3. Ask pupils to look at the picture on Student’s Book, p.29,
variety of linear simple texts Activity 3, to find which child their sentence is about. They can
and non-linear circle the child in the picture if they don’t know the characters’
print and digital names.
texts by using 4. Feed back on each sentence as a whole class, so pairs can
appropriate check their answers.
reading strategies
5. Tell pupils they are going to make a game. There are several
steps to making the game:
Put a model on the board, which describes children in Student’s
Book, p.29. e.g.
They’re not doing gymnastics. They’re not skateboarding.
Who are they?
Ask pupils to look at Student’s Book, p.29 and tell you which
children these sentences are about.

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