Page 391 - Year 1 SOW 2020

CROSS - TEACHER’S
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES NOTES /
ELEMENT REMARKS

MAIN SKILL MAIN SKILL Pre-lesson Flashcards of Creativity and Your choice
Play a mime game to review animal vocabulary – teacher animals Innovation depending on your
Language Arts Language Arts says a word, pupils pretend to be the animal. Similar to lesson and class.
5.3 5.3.1 Lesson 84, but this time ask a pupil to write the name of the Card to be cut into
Express an Respond animal on the board. small rectangles Possibly strategies
imaginative response imaginatively and Lesson delivery: (e.g. size of a credit 2, 3 and 5.
to literary texts intelligibly through 1. Play a game to review spelling of the eight words from card or slightly
creating simple art p.34 of the textbook. For example, pre-lesson tasks 1 or 6. bigger). One sheet You might want to
and craft products Leave the words written on the board. (You could write a for each pupil. provide lines for the
short sentence, e.g. It’s a xxx.) Paper is possible, children to write the
Other imaginative but can be seen words on the cards
responses as 2. Using flashcards, ask pupils to match the words to the through, so is not or ask the pupils to
appropriate pictures on the flashcards. Leave these on the board. advised write lines before
3. Pupils work in groups of four. Each pupil should choose writing the words.
two of the eight animals. Give out a sheet of card to each Coloured
pupil and ask them to cut it into four equal parts (cards), the pens/pencils and If you are
COMPLEMENTARY COMPLEMENTARY size of a credit card. scissors. concerned about
SKILL SKILL pupils’ drawing
4. Ask each pupil to take two of their smaller cards and tell Keep the pupils’ skills (the ability to
Speaking Speaking them to write the name of the animal, one on each card in cards so you can draw a recognisable
2.1 2.1.5 big and neat writing. use them again in animal), you could
Communicate simple Name or describe 5. Now ask pupils to draw a picture of their animal, one on later lessons prepare the picture
information intelligibly objects using suitable each of the remaining cards. cards in advance.
words from word sets
6. Assign a group leader to each group. This pupil should If you are
check then collect together all the cards from their group. concerned about
The group can count them together, there should be 16 pupils using
cards (8 words, 7 corresponding pictures). scissors, you can

8. Use a group to model the activity for the whole class – prepare the cards in
this is a pelmanism or matching game (where all cards are advance or can
placed face-down on the table. In turns, pupils turn over have lines for
cards, saying ‘it’s a …’ as they do so. They should try to cutting along on the
find a pair (word + picture). They keep a pair they find. If card. It is useful,
not a pair, they turn the cards back over, taking care not to however, for pupils
move them out of position. Then it is the next player’s turn, to practise and
and so on. The winner is the player with the most pairs). continue to develop
this fine motor skill,
9. The pupils could play the game a few times and/or however.
change groups.

Post lesson
Your choice, perhaps another word game or post-lesson
task 7 or 8.

206
Primary Year 1 Scheme of Work