Page 216 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)

LESSON: 57 (Writing 11) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions review

& Citizenship

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.38 according to the needs
Communicate with Plan, draft and write suits your pupils’ needs and interests and that will review language and prepare of your pupils and
appropriate an increased range pupils for the lesson. Poster paper per class. Please see the
language form and of simple sentences Lesson delivery group seven differentiation
style for a range of strategies listed in the
purposes in print Complementary 2. Elicit and use flashcards to introduce vocabulary related to weather, seasons, Flashcards for introduction. Please
and digital media Skill common activities and clothes related to Malaysia and/or your own local area. common activities, also consider the
Listening 1.2.5 3. Ask questions and talk to pupils about these aspects of their own country. weather, clothes etc. following:
Understand a wide Remember to use different questions for different pupils. Consider assigning
Complementary range of short 4. Ask pupils to work in groups. Show them some pictures from Malaysia. They will Pictures from roles for different pupils
Skill supported questions make posters about Malaysia. First have pupils work together to write three or magazines/internet in each group, e.g.
Listening 1.2 four sentences about Malaysia on a piece of paper or in a notebook. They can etc. writer, designer, artist
Understand use the texts on Student’s Book, p.38 as models. etc. which will let each
meaning in a Glue, colour pens, pupil work to their
variety of familiar 5. In groups, pupils make their posters so that they match the sentences they have paper strength and abilities.
contexts written with the pictures. Then they add the sentences to their posters. While
they are working in their groups, monitor and check on progress. Check their Take care that any
sentences and work with each group to help them improve the sentences by questions you ask
asking questions and eliciting language so that they can write it in the final support and stretch
version on the poster. pupils.
6. Display the posters on the classroom walls.
Post-lesson
7. Talk to pupils about the posters. Give positive feedback to each group and
encourage pupils to tell you what they like about each one.

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