Page 473 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 148 (Writing 28) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

Environmental Sustainability
adjectives; Statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Flashcards of Differentiate learning
Writing 4.2 Writing 4.2.4 1. Play a game to brainstorm animals found in Malaysia. Pupils may use their first language for Malaysian animals according to the
Communicate Describe people this, but you can help them to translate the words after the activity has finished or during the that are on the needs of your pupils
basic information and objects activity, depending on the kind of game they are playing. worksheet (see and class. Please see
intelligibly for a using suitable Lesson delivery below) the seven
range of words and differentiation
purposes in print phrases 2. Show the Malaysian animals flashcards and put them on the board. You could play a game Worksheet (see strategies listed in the
and digital media with these if you have time, for example a miming game or a guessing game. Teach the below) introduction. Please
word endangered. also consider the
Complementary 3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered following:
Complementary Skill animal in Malaysia. They then draw a picture. More proficient pupils
Skill Writing 4.3.2 Key: turtle; pangolin; tiger; orangutan; rhino can write more than
Writing 4.3 Spell an others in their
Communicate increased range 4. Say some sentences about one of the animals. Pupils should listen and guess which animal notebooks.
with appropriate of familiar high you are talking about. Talk a little about these animals being endangered including the
language form frequency words reasons for this and some of the ways we can help to protect them. This could be done in
and style for a accurately in first language. For example:
range of guided writing This animal is big but it is smaller than a whale. It lives in the sea. It has a brown shell.
purposes in print It is endangered. – (hawksbill) turtle
and digital media 5. Ask pupils to write in their notebooks at least two sentences about at least one animal from
the worksheet. Pupils can work in pairs.
Monitor and help pupils with their writing so they can say what they want to say about the
animals. Support pupils, especially with the use of the comparative forms.
6. Collect the notebooks from pupils. They will use it again later in the unit (Lesson 160).
Review it before then and give some guidance on some of the important mistakes they have
made without correcting them.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.

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