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Lesson plan outlines - Year 3
Term 1
Dialogue
Range:- Stories with familiar settings
Aims:
- to introduce a story extract featuring dialogue, read this together and discuss with the pupils the way in which this dialogue is presented in writing;
- to introduce speech marks and other conventions for indicating speech;
- to encourage pupils to write their own extract of dialogue.
Rainbows 1
Range:- Informal books on topics of interest
Aims:
- to introduce an information text and ways of noting down key information from that text;
- to explore the effect of adding 'ing' to verbs ending in 'e'.
Extracts from 'Rainbows' by Diana Kimpton, published by Oxford University Press
Rainbows 2
Range:- Non-chronological reports
Aims:
- to introduce pupils to the writing of an information text, using notes made from previous reading;
- to encourage pupils to think of synonyms for words they use frequently.
Extracts from 'Rainbows' by Diana Kimpton, published by Oxford University Press
The Flu
Range:- Non-chronological reports
Aims:
- to introduce the process of learning from information texts through the use of questions to guide reading;
- to introduce children to a simple way of recording information from what they have read;
- to introduce the use of commas to mark items in a list.
Extract from A History of the Flu by Christine Butterworth, published by Oxford University Press
Winter nights
Range:- Poems based on observation and the senses
Aims:
- to introduce two poems on the same subject and to discuss the differences between them, including the use of rhyme and rhythm;
- to collect a list of suitable winter words and to use these to compose lines of poetry.
'Winter nights' by Mary F Butts, taken from the 1908 Alpine Readers, New York
Term 2
Instructions
Range:
Aims:
- to explore how written instructions are organised;
- to read and follow simple instructions;
- to consider some of the different purposes of instructional texts.
Note taking
Range:
Aims:
- to provide pupils with guided opportunities to make notes;
- to consider the difference between notes and grammatically correct sentences.
Poetry - Rhythm and Rhyme
Range:- Oral and performance poetry from different cultures
Aims:
- to explore the use of rhythm, repetition, rhyme to discipline performance poetry;
- to publically perform poems;
- to write new verses based on examples.
"Lizzie" Traditional Polish, extract from Steelband Jump Up edited by John Foster published by Oxford University Press
"The Skipping Line" by Wes Magee, extract from Sack Race and other poems compiled by John Foster published by Oxford University Press
"Herbaceous Plodd" by Michael Dugan, extract from I'm Not Scared of the Monster and other poems complied by John Foster published by Oxford University Press
Sequencing Events
Range:
Aims:
- to explore how a range of sources is sequenced;
- to use textual cues and logic to sequence events.
Traditional Stories
Range:- Myths, legends, parables, traditional stories
Aims:
- to consider the themes of traditional stories;
- to explore stereotypes within traditional stories.
Term 3
Airport
Range:- Letters written for a range of purposes
Aims:
- to introduce the letter format and to identify the key features of this text type, focusing particularly on the use of a letter to complain;
- to extend pupils' knowledge of how verbs and subjects agree;
- to give pupils the opportunity to compose their own letters of complaint
Domestic Adventure
Range:
Aims:
- to look closely at a short children's adventure story, identifying the characters' feelings and the way the passage is written;
- to use work on personal pronouns as the basis for a re-telling of the incident from one character's point of view, in the first person.
Glass
Range:
Aims:
- to read and understand an encyclopaedia entry so that the main points can be summarised.
Extracts from Oxford Children's Encyclopaedia Volume 3, published by Oxford University Press
Extract from Fireworks by Elspeth Graham, published by Oxford University Press
Mrs Grey's Greenhouse
Range:
Aims:
- to look closely at an excerpt from a letter of explanation. The lesson identifies how time sequences are signalled and then asks the children to write their own letter of explanation.
Talking Heads
Range:
Aims:
- to look closely at individual utterances and dialogue. Pupils revise the conventions of dialogue and then write a newspaper report of a familiar incident.
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