Term 2 English Year 3

OXBURGH ACADEMY
SCHEME OF WORK 2017/2018

ENGLISH – YEAR 3
WEEKS UNITS/ TOPICS LEARNING OBJECTIVES OUTLINE OF LESSON & SUCCESS

SUGGESTED ACTIVITIES CRITERIA & WHAT
STUDENTS
ACHIEVE
Term 2 Unit 4 (Fiction) 1. Vocabulary 1. Vocabulary & Punctuation Able to understand the
1 Traditional Tales - Generate synonyms for high  Come up with synonyms for difference in intensity
3/1 – 5/1 frequency words, such as commonly used words or interest with the use
‘big’, ‘little’, ‘good’.  Understand the difference in of synonyms
- Collect examples of nouns, intensity or interest with the
verbs and adjectives, and use of synonyms
use the terms appropriately.  Can use synonyms for the verb
- Use a dictionary or ‘said’
electronic means to find the
spelling and meaning of - Review powerful adjectives and
words. verbs learnt in Unit 1.
- Explore vocabulary for - Practise replacing common
introducing and concluding words with powerful alternatives.
dialogues, such as ‘said’, - Continue to fill in the charts of
‘asked’. Nouns, Verbs and Adjectives
- Read aloud with expression created earlier.
to engage the listener. - Complete exercises on SB Pages
- Consider words that make 62 & 63 in their exercise book.
an impact, such as - Assign WS 8, 9 and 10 on
adjectives and powerful synonyms and past tense as
verbs. homework
O X B U R G H A C A D E M Y - S c h e m e o f Wo r k 2 0 1 7 / 2 0 1 8 1|Page
STUDENTS
ACHIEVE
2. Punctuation 2. Punctuation Able to use speech

- Learn the basic convention  Able to use speech marks marks before and after
of speech marks and begin before and after words are words are spoken in a
to use them, spoken in a text to show that text to show that people
- Use question marks, people are talking. are talking.
exclamation marks and  Able to use the correct
commas. punctuation before the closing
speech mark.
- Students complete Exercise A

and B on both SB Page 64 and 65
in their exercise book.
2 Unit 4 (Fiction) 6. Writing 3. Writing

8/1 – 12/1 Traditional Tales - Identify different types of  Rewrite a traditional tale Able to identify the
stories and typical story (Planning) main features of a
themes. - Able to identify the main traditional tale.
- Read a range of story books features of a traditional
and begin to make links tale.
between them. - Practise the use of a new
- Plan main points as a paragraph when there is a
structure for story writing. change of time, place,
- Begin to organize writing in character or action
sections or paragraphs in
extended stories. - Ask students to think about the
- Use reading as a model for traditional tales such as Aladdin,
STUDENTS
ACHIEVE
writing dialogues. The Gingerbread Man,

- Adapt tone of voice, use of Goldilocks and The Three Bears.
vocabulary and non-verbal - Elicit the features of traditional
features for different tales in terms of:
audiences. i) Setting, situation and
- Identify misspelt words in characters.
own writing and keep ii) Problems and Solution
individual spelling logs. iii) Lesson to be learnt
- Learn the basic convention Language features:
of speech punctuation and i) Repetition of phrases
begin to use speech marks. ii) Use of speech or dialogue
- Explore vocabulary for - Give students a paper a sheet of
introducing and concluding paper folded in four.
dialogues, such as ‘said’, - Tell students that they are going
‘asked’. to write their own updated
version of a traditional tale.
- Get students to plan their own
story using the points on SB Page
68 and write their plan in the
paper.
- Discuss and assign WS17 as HW.
3 Unit 5 (Non-Fiction) 1. Speaking, listening and 1. Introduction

15/1 – 19/1 Keep in touch! vocabulary
- Speak clearly and  Introduce Unit 5 which is about
confidently in a range of various types of written
contexts. communication.
- Take turns in discussion,  Learn and understand vocabulary
STUDENTS
ACHIEVE
building on what other have related to written communication

said. and complete exercises on SB Pg
- Listen and respond 71.
appropriately to others’
views and opinions.
- Infer the meaning of
unknown words from the
context.
- Develop sensitivity to ways
that others express meaning
in their talk and non-verbal
communication.
4 Unit 5 (Non-Fiction) 2. Reading 2. Reading Comprehension

Keep in touch! - Read a range of story,  Scan reading text for
22/1 – 26/1 poetry and information specific information to
books and begin to make answer comprehension
links between them. questions.
- Infer the meaning of - Examine the letters on SB Page
unknown words from the 72 and 73.
context. - Identify the meaning of specific
- Identify the main points or details as well as the general idea
gist of a text. in each of the letters and
- Consider ways that complete the comprehension
information is set out on a questions on SB Page 74.
page.
- Make a record of  Answer comprehension
information drawn from a questions related to the
STUDENTS
ACHIEVE
text. characters in the reading texts.
- Re-examine the letters on SB

3. Comprehension Page 72 and 73.
- Scan a passage to find - Discuss and understand the
specific information and details of the characters in the
answer questions. reading texts and complete the
- Identify the main purpose of comprehension questions on SB
a text. Page 75.
- Answer questions with some
reference to single points in Extension Activity
the text.  Record the similarities and
- Identify the main points or differences between two letters
gist of a text. in a Venn diagram.
- Begin to infer meanings
beyond the literal, for - Examine another type of letter on
example about motives and SB Page 76.
character. - Compare it to the letter they read
- Take turns in discussion, in the previous lesson.
building on what others - Record the differences and
have said. similarities using a Venn diagram
- Write first person accounts
and descriptions based on
observation.
5 Unit 5 (Non-Fiction) 4. Vocabulary and spelling Grammar, Vocabulary & Spelling .

29/1 – 31/1 Keep in touch! - Use effective strategies to Able to understand
tackle segmenting  Add suffixes –ful and –less to pluralization and use
STUDENTS
ACHIEVE
unfamiliar words to spell, turn a noun to an adjective. the term ‘singular’ and
including identifying known - List down all the nouns and ‘plural’
suffixes. adjectives in the passages on Pg
- Extend earlier work on 72, 73 and 76 in the form of a
suffixes. table.
- Play a game of matching the
5. Grammar, spelling and suffixes –ful and –less to a list of
punctuation root words.
- Understand pluralisation - Discover that adding suffixes –
and use the terms ‘singular’ ful and –less turns a noun to an
and ‘plural’. adjective.
Recognize the use of the - Complete exercises on Pg 78 and
apostrophe to mark discuss.
omission in shortened - Assign Workbook Pg 26 and 27
words, such as ‘can’t’, as homework.
‘don’t’.
 Make nouns plural and use a
plural verb when a plural noun
is used as a subject (Subject-
Verb-Agreement (SVA)).
- Divide students in groups of
three.
- Divide a large piece of paper into
two columns with the headings
‘One’ and ‘More than one’.
- Elicit words that use ‘-s’ for
plural and write them
accordingly on the chart.
STUDENTS
ACHIEVE
- Explain the use of ‘-es’ to make

plural for words that end with
‘ch’, ‘sh’, ‘ss’ and ‘x’; students
fill in the chart accordingly.
- Complete and discuss exercises
on SB Pg 80 and Workbook Pg
29.
 Use apostrophe (’) to replace

missing letters when you are
making words shorter like
don’t, can’t.
- Read the box introducing
apostrophe on B Pg 81 together
and explain the meaning of
contractions and the use of
apostrophes.
- Complete and discuss exercises
on SB Pg 81 and Workbook Pg
30.
6 Unit 5 (Non-Fiction) 6. Writing 4. Writing Able to establish

1/2- 2/2 Keep in touch! - Read a range of information purpose for writing,
texts and begin to make link  Write a letter to your favourite using features and style
between them. author. based on model texts
- Establish purpose for - Explain to students that they are
writing, using features and going to write a first draft of a
style based on model texts. letter to their favourite author.
STUDENTS
ACHIEVE
- Consider ways that The content must include three

information is set out on a questions that they would like to
page. ask the author.
- Write letters, notes and - Plan their writing using a
messages. planning template that supports
- Make a record of them to organize their ideas into
information drawn from a paragraphs.
text. - Elicit vocabulary of informal
- Ensure consistency in the language.
size and proportion of - Within 30 minutes, write the
lettering and spacing of letter within 30 minutes.
words. - Put up students’ writing on the
- Practice joining lettering wall around the classroom.
handwriting. - Students read their friends’
- Build up handwriting speed, writing on the wall.
fluency and legibility. - Assess each other’s writing using
a peer assessment form while
teacher carries out focused group
interviews of three students in a
group to discuss the weaknesses
and strengths of their work
including areas of improvement.
- Review comments given by
classmates and teacher, edit and
write the final copy of the letter.
- Fill in a self-assessment form.
Extension Writing Activity

STUDENTS
ACHIEVE
- Writing through ‘Reverse

Reading’
7 Unit 6 (Poetry and 1. Speaking, listening and 1. Introduction

5/2 – 9/2 Play script) vocabulary  Work out the meanings of
Sharing cultures - Speak clearly and unfamiliar words from the
confidently in a range of context.
contexts.  Recognise and identify the
- Take turns in discussion, features of a play script.
building on what other - Discuss the pictures in Page 86
have said. and 87 of the Student’s Book and
- Infer the meaning of predict what they are going to
unknown words from the read.
context. -
- Listen and respond 2. Reading Comprehension
appropriately to others’
views and opinions. - Differentiate the text on Page 88
and 89 of the Student’s Book and
2. Reading the traditional tale that they read
- Identify different types of in Unit 4.
stories and typical story - Read the text on Page 88 and 89
themes. of the Student’s Book and
- Read play scripts and identify the features and
dialogues, with awareness characteristics of a play script.
STUDENTS
ACHIEVE
of different voices. - Read the play script aloud using

- Read a range of story, expression and changing their
poetry and information voices.
books and begin to make
links between them.  Answer comprehension
- Infer the meaning of questions about the play script.
unknown words from the (Child friendly)
context. - Recall the play script that they
read on Page 88 and 89 of the
3. Comprehension Student’s Book.
- Answer questions with - Answer questions that are
some reference to single directly related to specific points
points in the text. of the text and complete
- Begin to infer meaning comprehension question on Page
beyond the literal. 90 of the Student’s Book in their
- Take turns in discussion, exercise book.
building on what other - Deduce information from the text
have said. that are not written down
- Listen and respond explicitly and complete
appropriately to others’ comprehension questions on
views and opinions. Page 91 of the Student’s Book in
- Identify the main points or their exercise book.
gist of a text.
 Make predictions before
reading the text and answer
comprehension questions about
the play script.
O X B U R G H A C A D E M Y - S c h e m e o f Wo r k 2 0 1 7 / 2 0 1 8 10 |
Page
STUDENTS
ACHIEVE
- Recall the play script that they

read on Page 88 and 89 of the
Student’s Book.
- Ask students
1) the type of person Maui is
2) if they were Maui, what
solution would they have to
make the day longer
- Read the play script on page 92
of the Student’s Book and check
if the students are able to work
out the meanings of unfamiliar
words from all the available clues
in the text.
- Briefly compare students’
predictions and Maui’s solution.
- Answer questions that are
directly related to specific points
of the text and complete the
comprehension questions in Ex.
A on Page 93 of the Student’s
Book in their exercise book.
- Deduce information from the text
that are not written down
explicitly and complete
comprehension questions in Ex.
B on Page 93 of the Student’s
Page
STUDENTS
ACHIEVE
Book in their exercise book.
8 Unit 6 (Poetry and 4. Grammar - Grammar Able to use the verb ‘to
12/2 – 16/2 Play script) - Know irregular forms of be’ correctly in its
Sharing cultures common verbs - Use the verb ‘to be’ correctly in present and past forms
- Continue to improve its present and past forms.
consistency in the use of - Revise what verbs are and their
tenses. relationship with tenses.
- Tell students that some verbs are
irregular and give examples of
5. Spelling different spelling rules regarding
- Organize words or these irregular verbs.
information alphabetically - Complete exercises on Page 94
using the first two letters. of the Student’s Book in their
- Use a dictionary to find the exercise book.
spelling and meaning of the
words. 3) Spelling
 Able to put words in Able to put words

alphabetical order. in alphabetical
- Arrange words in the exercises order.
on Page 95 of the Student’s Book
in alphabetical order.
- Assign Page 34 – 35 of the
Workbook as homework.
9 Chinese New Year

Page
STUDENTS
ACHIEVE
10 Unit 6 (Poetry and 6. Writing 3. Writing Able to Read a

26/2 – 28/2 Play script) - Read a range of story, range of story,
Sharing cultures poetry and information  Complete a dialogue with stage poetry and
books and begin to make directions based on a information
links between them. traditional tale. books and
- Write and perform poems, - Read the story on Page 32 of the begin to make
attending to the sound of Workbook. links between
words. - Complete a dialogue based on the them.
story with stage directions on
Page 33 of the Workbook.
11 Unit 7 (Fiction) 1. Speaking, listening and 3. Speaking, listening and Able to listen and
26/2 – 2/3 It’s a mystery! vocabulary vocabulary respond appropriately
- Speak clearly and to others’ views and
confidently in a range of - Create a ‘mysterious’ scene in the opinions.
contexts. classroom before students enter.
- Take turns in discussion, - Ask students lots of questions Able to Infer the
building on what others have about the scene. meaning of unknown
said. - Write the word ‘Mystery’ on the words from the context.
- Listen and respond board.
appropriately to others’ - Read the quote on Page 100 of
views and opinions. the Student’s Book and introduce
- Infer the meaning of its writer, Alexander McCall
unknown words from the Smith.
context.
- Develop sensitivity to ways 4. Reading Comprehension
Page
STUDENTS
ACHIEVE
that others express meaning

in their talk and non-verbal  Make predictions before
communication. reading the text and answer
comprehension questions about
2. Reading a mystery and adventure story.
- Read a range of story books - Read the introduction to the story
and begin to make links on Page 102 of the Student’s
between them. Book
- Infer the meaning of - Ask students to look at the
unknown words from the illustrations on Page 102 and 103
context. of the Student’s Book and guess
what the story might be about.
- Answer comprehension questions
about the events and main points
of the story on Page 104 and
about the characters and events
that are not explicitly written in
the text on Page 105 of the
Student’s Book.
12 Unit 7 (Fiction) 5. Comprehension 2. Reading Comprehension

5/3 – 9/3 It’s a mystery! - Answer questions with some Able to make
reference to single points in  Make predictions before predictions before
the text. reading the text and answer reading the text and
- Identify the main points or comprehension questions about answer comprehension
gist of a text. a mystery and adventure story. questions about a
- Begin to infer meanings mystery and adventure
Page
STUDENTS
ACHIEVE
beyond the literal, for - Before reading the introduction story

example about motives and on Page 106, ask students for
character. ideas how they would solve the
- Consider how choice of mystery and catch the thief.
words can heighten - Read the story, stop from time to
meaning. time for students to make
predictions of what happen next.
- Compare what actually happen
with students’ predictions.
- Answer comprehension questions
on Page 107 of the Student’s
Book about specific points in the
text and about the characters and
events that are not explicitly
written in the text.
Extension Activity
 Write a short paragraph about
how you would feel if
somebody stole your snack at
school and what you would do.
- Tell students a story about
something being stolen from me
at school and how I felt and what
I did.
- Ask students the questions stated
in Ex. C on Page 105 of the
Page
STUDENTS
ACHIEVE
Student’s Book.
- Students write their ideas in a
short paragraph.
- Paste students’ writing around the
classroom.
- Students go around and read each
other’s work and vote for their
favourite idea or ideas.
13 Unit 7 (Fiction) 4. Vocabulary and spelling 3. Vocabulary and spelling Able to understand and
12/3 -16/3 It’s a mystery! - Extend earlier work on apply the subject-verb-
TERM 2 prefixes.  We can use the prefixes non-, agreement between
EXAM - Use a dictionary or mis-, anti-, co- and ex- pronouns and verbs
14/3 – 20/3 electronic means to find the correctly. (Child Friendly)
spelling and meaning of - Review the use of prefixes that
words. students have learnt in Unit 3.
- Tell students that there are other
5. Grammar prefixes that also attach to words
- Identify pronouns and and change their meaning.
understand their function in - Students complete exercise on
a sentence. Page 108 and 109 of the
- Understand pluralization Student’s Book.
and use the terms ‘singular’ - Create a “PREFIXES” chart.
and ‘plural’.
- Ensure grammatical 4. Grammar
agreement of pronouns and
verbs in using Standard  We can identify and use
Page
STUDENTS
ACHIEVE
English. pronouns instead of nouns in

sentences.
 We are able to understand and
apply the subject-verb-
agreement between pronouns
and verbs (Child Friendly)
- Explain the use of pronouns to
replace nouns in sentences and
the subject-verb-agreement
between the pronouns and the
verbs in sentences.
- Students complete exercise on
Page 110 and 111 of the
Student’s Book.
- Tell students that their job as a
detective is to identify as many
pronouns as they can on Page
102 and 103.
- Then, identify the nouns that
relate to the pronouns.
- Record their findings in a piece
of paper that will be pasted that
will later be pasted around the
classroom..
14 Unit 7 (Fiction) 6. Writing 5. Writing Able to Finish writing

19/3-23/3 It’s a mystery! - Read a range of story, an adventure story.
Page
STUDENTS
ACHIEVE
poetry and information  Finishing writing an adventure

books and begin to make story.
links between them. - Using interactive games and
- Identify different types of worksheets, revise identifying
stories and typical story different parts of speech, the use
themes. of different forms of verb-to be
- Use reading as a model for and punctuation, with a focus on
story writing. speech marks.
- Write portraits of - Complete a given story with an
characters. emphasis on the use of
- Develop descriptions of paragraphs and dialogue.
settings in stories.
- Choose and compare words
to strengthen the impact of
writing.
- Plain main points as a
structure for story writing,
- Consider how choice of
words can heighten the
meaning.
15 Unit 8 (Non-Fiction) 1. Speaking, listening and 1. Speaking, listening and

26/3 – 30/3 Our world vocabulary vocabulary Able to talk about
- Speak clearly and where we live and what
confidently in a range of  Talk about where we live and it is like to live
contexts. what it is like to live somewhere somewhere remote.
- Take turns in discussion, remote. (Child friendly)
Page
STUDENTS
ACHIEVE
building on what other have - Discuss the picture in Pg 116 of

said. the Student’s Book.
- Listen and respond - Complete
appropriately to others’ - Ask students if they have ever
views and opinions. lived in a place that is far from
- Infer the meaning of the city or isolated in the
unknown words from the wilderness.
context. - Elicit from students the
- Use ICT sources to locate differences between living in
simple information. Malaysia and Alaska and the
- Develop sensitivity to ways advantages and disadvantages of
that others express meaning living in a remote area in
in their talk. comparison to where they are
living.
2. Reading - Students work in pairs to record
- Understand and use the their discussion using mind
terms ‘facts’, ‘fiction’, and maps.
‘non-fiction’. - Students present the outcome of
- Read a range of story, their discussion using the mind
poetry and information maps that they have prepared.
books and begin to make
links between them. Extension Writing Activity
- Infer the meaning of - Based on the outcome of their
unknown words from the discussion, students write a short
context. essay that begins with “If given a
choice, I would like to live in a
city / remote area.” which
Page
STUDENTS
ACHIEVE
includes:
 An introduction that
includes their choice and
a description of the place.
 Advantages of living
there.
 Disadvantages of living
there.
 A conclusion that
contains the reasons of
their choices.
- Students paste their work around
the classroom.
- Students go around reading each
other’s written work and give
their opinions on ‘Post-It’ pads
about what they have read.
2. Reading
 Able to understand how Able to understand how

information is laid out in a information is laid out
report. in a report.
 Able to answer comprehension
questions referring to both Able to answer
specific points and information comprehension
not explicitly stated in the text. questions referring to
Page
STUDENTS
ACHIEVE
(Child friendly) both specific points and

- Read and understand a non- information not
chronological report on Page 118 explicitly stated in the
and 119 in the Student’s Book. text
- Discuss the passage, identify the
main purpose of the text and
work out meanings of unfamiliar
words from context.
- Learn to differentiate facts and
opinions.
- Complete comprehension
questions on Page 120 and 121 in
their exercise book.
16 Unit 8 (Non-Fiction) 3. Comprehension 3. Comprehension

2/4 – 6/4 Our world - Scan a passage to find Able to scan a passage
specific information and - Read and understand a non- to find specific
answer questions. chronological report on Page 122 information and answer
- Answer questions with some in the Student’s Book. questions.
reference to single points in - Discuss the passage, identify the
the text. main purpose of the text and
- Begin to infer meanings work out meanings of unfamiliar
beyond the literal, for words from context.
example about motives and - Learn to differentiate facts and
character. opinions.
- Speak clearly and - Complete Ex B on Page 123 in
confidently in a range of their exercise book.
Page
STUDENTS
ACHIEVE
contexts. - Read and determine the title and

- Listen and respond sub-headings of a non-
appropriately to others’ chronological report on Page 44
views and opinions. in the Workbook.
- Use ICT sources to locate - Answer comprehension questions
simple information. related to the report on Page 45
in the Workbook.
1 Unit 8 (Non-Fiction) 4. Grammar and spelling 7. Grammar and spelling

23/4 – 27/4 Our world - Know irregular forms of Able to understand
common verbs  Understand verbs that have verbs that have
- Continue to improve irregular past tense. irregular past tense.
consistency in the use of
tenses. - Identify verbs that have regular
past tense in ‘Stolen Cake’ on
5. Vocabulary Page 102 of the Student Book.
- Use and spell compound - Remind students that some verbs
words. are irregular and have past tense
forms that do not end with –ed.
6. Grammar and punctuation - Ask students to look for these
- Use a wider variety of verbs in the ‘Stolen Cake’.
sentences types including - Students complete Ex. A and B
simple and compound on Page 124 of the Student Book
sentences and some in exercise books.
complex sentences.
- Understand that verbs are 8. Vocabulary
necessary for meaning in a
Page
STUDENTS
ACHIEVE
sentence.  Able to use and spell compound Able to use and spell
- Use commas in lists. words. (Child friendly) compound words.
- Learn that some words are made
up of two separate words that are
joined to form a new word.
- Tell students these are called
‘compound words’.
- Students complete all the
exercise on Page 125 of the
Student Book in exercise books.
Homework
Explain and assign Workbook Page
46 – Irregular verbs as homework.
9. Grammar and punctuation
 Understand simple and

compound sentences. (Child
friendly)
- Discuss yesterday’s homework.
- Show examples of simple
sentences on the board.
- Explain to students that a simple
sentence is one clause that makes
sense on its own.
- Show students how compound
Page
STUDENTS
ACHIEVE
sentences are form by joining

two clauses using a connective.
- Explain connectives.
- Read through the introductory
text box on Page 126 of the
Student Book together.
- Students complete Ex. A and B
on Page 126 of the Student Book
in exercise books.
Homework
47 – Simple and Compound
Sentences as homework.
 Understand simple and

complex sentences. (Child
friendly)
- Write a sentence that contains a
subordinate clause.
- Ask students identify the number
of clauses and if they make sense
on their own.
- Explain that the clause that does
not make sense on its own is
known as a subordinate clause.
Page
STUDENTS
ACHIEVE
- Also explain that when a

subordinate clause comes first in
a sentence, it is followed by a
comma.
- Students complete all the
exercise on Page 127 of the
Student Book in exercise books.
Homework
48 – Clauses and Commas as
homework.
- Use a wider variety of

sentences types including
simple and compound
sentences and some complex
sentences.
- Understand that verbs are
necessary for meaning in a
sentence.
- Use commas in lists.
Extension Activities
 Make complex sentences.
- Give students a list of
Page
STUDENTS
ACHIEVE
subordinate conjunctions. (after,

before, if, while, although)
- Ask students to make complex
sentences starting with these
words.
- Students take turns to read out
their sentences
- Correct as a class, identifying the
subordinate clause and checking
for commas.
 Students make a ‘My Grammar

Book’ in which they record the
key aspects of all the main
language points covered in the
Student Book.
- They should write:
a) Explanation of the point
b) A sentence showing it in use.
2 Unit 8 (Non-Fiction) 10. Writing 11. Writing

2/4 – 4/4 Our world - Read a range of story, - Demonstrate how information
poetry and information collected by students can be
books and begin to make organised and presented in the Able to demonstrate
Page
STUDENTS
ACHIEVE
links between them. form of a report. how information

- Identify different types of - Distribute the assignment rubrics collected by students
stories and typical story that consist of the features of a can be organised and
themes. non-chronological report to the presented in the form of
- Establish purpose for students. a report.
writing, using features and - Students write a non-
style based on model texts. chronological report of the
- Begin to organize writing animal of their choice
in sections or paragraphs. individually.
- Begin to vary sentence
openings.
- Use ICT sources to locate
simple information.
- Locate books by
classification.
- Locate information in non-
fiction texts using content
page and index.
- Make a record of
information drawn from a
text, for example by
completing a chart.
3 Unit 9 (Poetry) 1. Speaking, listening and 3. Introduction

7/5 – 11/5 Why do we laugh? vocabulary
- Speak clearly and - Introduce the poem on page 134,
confidently in a range of 135 and 138 of the Students
Page
STUDENTS
ACHIEVE
contexts. Book as a poem that tells a story.

- Take turns in discussion,
building on what other 4. Reading
have said.
- Listen and respond  Read a narrative poem and
appropriately to others’ answer questions related to it.
views and opinions. - Introduce the poem on page 134,
- Infer the meaning of 135 and 138 of the Students
unknown words from the Book as a poem that tells a story.
context. - Read and understand the poem.
- Practice reciting poems. - Ask students if they have read
- Read aloud with expression another poem that tells a story.
to engage the listener. - Compare and contrast these
poems.
2. Reading - Explain different ways of writing
- Read a range of story, a story.
poetry and information - Complete comprehension
books and begin to make questions on page 136, 137 and
links between them. 139 in the exercise book.
- Infer the meaning of
unknown words from the
context.
- Practice to improve
performance when reading
aloud.
- Read aloud with expression
to engage the listener.
Page
STUDENTS
ACHIEVE
- Identify different types of

stories and typical story
themes.
- Read play scripts and
dialogues, with awareness
of different voices.
4 Unit 9 (Poetry) 4. Vocabulary and spelling 5. Vocabulary and spelling Able to explore
14/5 – 18/5 Why do we laugh? - Use a dictionary to find the words that have the
spelling and meaning of  What are homonyms? same spelling but
words. - Explore words that have the same different meanings.
- Collect examples of nouns, spelling but different meanings.
verbs, and adjectives, and - Introduce homonyms.
use the terms appropriately. - Explain that choice of words can
- Generate synonyms for high make sentences more interesting.
frequency words. - Complete exercises on page 140
- Explore vocabulary for and 141 in the exercise book.
introducing and concluding - Complete similar exercises on
dialogue, for example said, page 50 – 52 of the Workbook
asked. and assign any unfinished work
- Explore words that have the as homework.
same spelling but different
meanings (homonyms), for 6. Writing
example form, wave.  Write a limerick.
- Consider how choice of - Explain the features of a
words can heighten limerick.
meaning. - Shows samples of
limericks to class.
Page
STUDENTS
ACHIEVE
5. Writing - Read the five points in the

- Identify different types of table on page 143 of the
stories and typical story Student Book.
themes. - Tell the class that they are
- Write and perform poems, going to write a limerick
attending to the sound of with an animal theme.
words.
- Choose and compare words
to strengthen the impact of
writing.
- Adapt tone of voice, use
vocabulary and non-verbal
features for different
audience.
Page

Term 2 English Year 3

Uploaded by

Copyright:

Available Formats

Term 2 English Year 3

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Term 2 English Year 3

Uploaded by

Copyright:

Available Formats

OXBURGH ACADEMY

SCHEME OF WORK 2017/2018

WEEKS UNITS/ TOPICS LEARNING OBJECTIVES OUTLINE OF LESSON & SUCCESS

2. Punctuation 2. Punctuation Able to use speech

- Students complete Exercise A

2 Unit 4 (Fiction) 6. Writing 3. Writing

writing dialogues. The Gingerbread Man,

3 Unit 5 (Non-Fiction) 1. Speaking, listening and 1. Introduction

building on what other have related to written communication

4 Unit 5 (Non-Fiction) 2. Reading 2. Reading Comprehension

text. characters in the reading texts.

- Re-examine the letters on SB

5 Unit 5 (Non-Fiction) 4. Vocabulary and spelling Grammar, Vocabulary & Spelling .

- Explain the use of ‘-es’ to make

 Use apostrophe (’) to replace

6 Unit 5 (Non-Fiction) 6. Writing 4. Writing Able to establish

- Consider ways that The content must include three

Extension Writing Activity

- Writing through ‘Reverse

7 Unit 6 (Poetry and 1. Speaking, listening and 1. Introduction

of different voices. - Read the play script aloud using

- Recall the play script that they

Book in their exercise book.

 Able to put words in Able to put words

9 Chinese New Year

10 Unit 6 (Poetry and 6. Writing 3. Writing Able to Read a

that others express meaning

12 Unit 7 (Fiction) 5. Comprehension 2. Reading Comprehension

beyond the literal, for - Before reading the introduction story

English. pronouns instead of nouns in

14 Unit 7 (Fiction) 6. Writing 5. Writing Able to Finish writing

poetry and information  Finishing writing an adventure

15 Unit 8 (Non-Fiction) 1. Speaking, listening and 1. Speaking, listening and

building on what other have - Discuss the picture in Pg 116 of

 Able to understand how Able to understand how

(Child friendly) both specific points and

16 Unit 8 (Non-Fiction) 3. Comprehension 3. Comprehension

contexts. - Read and determine the title and

1 Unit 8 (Non-Fiction) 4. Grammar and spelling 7. Grammar and spelling

9. Grammar and punctuation

 Understand simple and

sentences are form by joining

 Understand simple and

- Also explain that when a

- Use a wider variety of

subordinate conjunctions. (after,

 Students make a ‘My Grammar

2 Unit 8 (Non-Fiction) 10. Writing 11. Writing

links between them. form of a report. how information

3 Unit 9 (Poetry) 1. Speaking, listening and 3. Introduction

contexts. Book as a poem that tells a story.

- Identify different types of

5. Writing - Read the five points in the

You might also like