Page 369 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 116 (Writing 22) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple

statements & Yes/No questions (was/were)

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus
Main Skill Main Skill Pre-lesson 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Communicate Spell an increased your pupils’ needs and interests and that will review the adjectives from the previous Student’s your pupils and class.
with appropriate range of familiar lesson. Book, p.77 Please see the seven
language form high frequency Lesson delivery (and 76 to differentiation strategies
and style for a words accurately in remind of listed in the introduction.
range of purposes guided writing 2. Divide pupils into small groups. Give each group a paper, so that you have about the story) Please also consider the
in print and digital same number of papers for each adjective. Tell pupils they should write or draw following:
media something (one word or picture) that they think about when they hear the word Teacher’s If some pupils dominate
Complementary (adjective). They can use the picture dictionary at the back of the Student’s Book to Book, p.119 group work, then tell them
Skill help them if necessary or they can ask for your help. Set a short time limit, then the they each get to write/draw
Complementary Reading 3.2.2 groups pass the paper to the next group, receiving a new paper from another group Papers with one word/picture. Then
Skill Understand specific with a different adjective (the other group’s word). Pupils should think of something one of the make sure they change
Reading 3.2 information and new to put on each paper. Continue with the new adjective for at least four rounds. headings: papers at least once for the
Understand a details of short Monitor and provide support as pupils work and check they are working as a team. scary, number of pupils in the
variety of linear simple texts 3. Feed back on the final papers and provide any relevant new vocabulary in English. delicious, groups so that they all have
and non-linear Note down this vocabulary so that you can return to it in later lessons. These are boring, funny a turn to write.
print and digital words that are important to the pupils and have been thought up by them. (one paper per
texts by using group) Note that this task becomes
appropriate 4. Remind pupils of the story on Student’s Book, p.76 before doing Activity 2 (Teacher’s more difficult as more words
reading strategies Book, p.119). Remind pupils to take care with spelling and handwriting. are on the paper. Try to
5. Pupils choose words from the papers from step 2 to write sentences in their have more proficient pupils
notebooks starting with I think…. They could draw a picture to go with their writing if go last. Pupils should help
they finish quickly. each other with ideas in the
groups.
Post-lesson
6. Play Hot card pantomime (See Optional activity, Teacher’s Book, p.119).

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