Page 72 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)

LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends

rd
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; ICT LANGUAGE/GRAMMAR FOCUS: have got 3 person, has
contraction

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will make a class year book in groups. This can either be put
Main Skill Main Skill together as a book, which can be copied for each pupil to take home, or it could be an Prepare and write Differentiate learning
Language Arts Language Arts open book, displayed on the wall. Pupils will describe something interesting about their a sentence (using according to the needs of
5.3 5.3.1 peers appearance, therefore responding creatively in writing. the lesson your pupils and class. Please
Express an Respond grammar focus) see the seven differentiation
imaginative imaginatively and Pre-lesson about each pupil strategies listed in the
response to intelligibly through 1. Distribute the sentence papers, one to each pupil. Pupils read their sentence and try to on a strip of paper introduction. Please also
literary texts creating simple guess who it is about. They should find that pupil and check. Feed back by asking A digital camera consider the following:
action songs on pupils to read the sentence to the class. and computer to Ask pupils to write two or
familiar topics. upload and print more sentences about the
Other imaginative Lesson delivery out photos pupil in the group.
responses as 2. Put pupils in groups of 5–6 pupils. Give each pupil in the group a number or letter, e.g.
appropriate. Pupil A, B, C, etc. Ask pupils to write two sentences that describe another pupil’s Plain paper, string You could ask more
appearance in the group (Pupil A about pupil B, pupil B about pupil C, etc.). They can and scissors (if proficient pupils or groups to
Complementary write their sentences in their notebook. For example, Amir has a green hat. He likes making a wall write some questions for
Complementary Skill green colour. display) their classmates about the
Skill Writing Plain paper, glue photos.
Writing 4.3.3 Monitor as pupils write and support them as necessary. Encourage pupils to support and ruler (if
4.3 Plan, draft and each other in their groups. As you monitor, you could take a photo of each group. When making a class
Communicate write an increased groups are finished, they can help you to upload and print out the photo of their group. book)
with appropriate range of simple 3. Ask each group to check each other’s sentences and to discuss any changes that are
language form sentences needed before writing a final version.
and style for a For a wall display:
range of purposes Pupils write on a small piece of paper. They then put up the photo on the display with the
in print and digital papers around it and a piece of string connecting it to the picture of the pupil it describes.
media For a class book:
Pupils stick the photo in the middle of the page and write the descriptions around it,
connecting them to the pupil in the photo with a line.
Post-lesson
4. Encourage pupils to look at the display/book by asking them questions. You could ask
them to tell you what they like about the description of the pupils in each group.
Alternatively, you could play a Find someone who... game (e.g. Find someone who has
curly hair / Which group has two pupils who have long hair, etc).
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