Page 435 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 137 (Writing 26) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &

irregular verbs): positive & negative statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus
Main Skill Main Skill 3 Differentiate
learning according
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that
Communicate Plan, draft and suits your pupils’ needs and interests and that will review language from this unit Student’s to the needs of your
pupils and class.
with appropriate write an to prepare pupils for the lesson. Book, p.89
language form increased range Lesson delivery Please see the
seven differentiation
and style for a of simple 2. Play a word game to practise irregular past tense forms, for example a word Teacher’s
range of sentences search (see worksheet below. Note: answers are in red for you, print in black Book, p.135 strategies listed in
the introduction.
purposes in print and white).
and digital Worksheet Please also
consider the
media Complementary 3. Ask pupils to remember what they can about Katie’s diary. Review the pictures (see below)
Skill and answers to Activity 2 on Student’s Book, p.89. following:
Writing 4.3.2 4. Follow instructions for Activity 3, Teacher’s Book, p.135. Pupils could work in
Complementary Spell an 5. Follow instructions for write, fold and pass (see Optional activity, Teacher’s pairs (i.e. three
Skill increased range Book, p.135). Pupils play this in groups of six. Dictate the first line to pupils pairs in a group of
Writing 4.3 of familiar high carefully at the beginning of the activity and be ready to help pupils as they six pupils) for the
Communicate frequency words write. Note that the focus isn’t on accuracy at this stage. If necessary, have write, fold and pass
with appropriate accurately in pupils write just notes on the papers at this stage. activity. This would
language form guided writing 6. At the end of the activity, pupils/pairs take the paper that they started. They allow more
and style for a should read through the paper and check the language and/or develop the proficient pupils to
range of sentences. They should ask for help if they need it, from you or from the pupil(s) support lower
purposes in print who wrote the line of the story. Monitor closely and support pupils at this stage proficiency pupils in
and digital to help them develop a more accurate piece of writing. Writing.
media
7. Collect pupils’ papers at the end of the lesson and provide some feedback. Mark
mistakes to show pupils where they are (e.g. by circling them) if you think they
can correct them themselves, or if they are past verb forms. You could give
corrections for a small number of other mistakes that you think pupils cannot
correct themselves. Limit the number of corrections pupils will need to make to
their writing (depending on the proficiency of the pupils, between 3 and 6
corrections). They will work on this writing again in Lesson 139.

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