Planning Year 3 Unit 3 Language Play LP by 3NLcFyD2


									Year 3 Weekly Literacy Plan                Unit: Poetry Unit 3 – Language play                              1 Week

 Overview:                               Learning objectives:                                                                 Curriculum
                                         1. Speaking
 Read, discuss and analyse a range of    Choose and prepare poems or stories for performance, identifying appropriate         History – Anglo
 poems that play with language. These    expression, tone, volume and use of voices and other sounds
 could include puns, riddles, nonsense   Sustain conversation, explain or give reasons for their views or choices             Saxon riddles
 verse, cautionary poems, word                                                                                                and Viking
 games, word puzzles, etc. Provide       3. Group discussion and interaction                                                  Kennings
 opportunities for children to perform   Actively include and respond to all members of the group
 some of their favourite examples
 considering volume, pace, expression    6. Word structure and spelling
 and the use of different voices. Play   Spell high and medium frequency words
 some poetry games with the children     Recognise a range of prefixes and suffixes, understanding how they modify meaning
 to generate nonsense phrases,           and spelling, and how they assist in decoding long, complex words
 unusual rhymes, unusual                 Spell unfamiliar words using known conventions including phoneme/grapheme
 combinations of adjectives and          correspondences and morphological rules
 nouns, etc.
                                         7. Understanding and interpreting texts
 Select a particular form and, in shared Explore how different texts appeal to readers using varied sentence structures and
 composition with the children, build up descriptive language
 a poem that follows a model seen in
 the examples read earlier.              8. Engaging with and responding to texts
                                         Identify features that writers use to provoke readers' reactions
 Children then work in pairs or groups
 to devise their own poems and write     9. Creating and shaping texts
 them on screen. They can then share Make decisions about form and purpose, and identify success criteria for their writing
 these with the class, with other        Use layout, format, graphics, illustrations for different purposes
 classes or, via email, with children in
 another school.                         10. Text structure and organisation
                                         Signal sequence, place and time to give coherence
 Homework / weekly lessons               Group related material into paragraphs

                                         11. Sentence structure and punctuation
        Weekly handwriting lesson
                                         Compose sentences using adjectives, verbs and nouns for precision, clarity and
        Weekly spellings for
         homework and spelling test
        Weekly guided reading           12. Presentation
         session                         Write with consistency in size and proportion of letters and spacing within and
                                         between words, using the correct formation of handwriting joins
                                         Develop accuracy and speed when using keyboard skills to type, edit and redraft
                                          Weekly literacy framework plan: Poetry Unit 3 – Language Play
Class: Year 3                     Year:                            Term: Summer 1                           Wk ( to )                        Teacher:

Day   Objective            Activity                                                       Independent work/ Success Criteria              Plenary              Evaluation
                                                                                          Must: all Should: MA/HA Could: HA
                                                                                    LA               MA             HA
M     Know what a riddle   Explain why riddles, poems and stories were so           MUST: select SHOULD:            COULD:                Ask children what
      is and work out      important in Anglo-Saxon times                           the answer to guess the         guess the             they thought the
      some Anglo-Saxon     1 10 mins: children guess without any choice of          a riddle from    answer to a    answer to a           answers were
      riddles              answers or clues                                         a choice of      riddle from a  riddle without        and go through
                           2 10 mins: children guess with the help of clues         answers          clue           any clues             what they actually
      LP001                3 10 mins: children guess with a choice of answers                                                             were
                           Children work in 2s or 3s to work out what each
                           riddle is describing
                           For each riddle complete the sentence ‘I think it is a
                           (blank) because …
Tu    Comprehension        Read through the poem ‘Matilda’ as a class and           MUST:             SHOULD:           COULD:            Hot seating in
                           discuss success criteria e.g. full sentences, answers    answer            answer            answer            groups, then as a
      Strands 1, 7, 8      from text etc.                                           questions         questions         questions         class with each
      and 12               Children answer comprehension questions on               requiring         requiring lower   requiring         child pretending
                           Matilda.                                                 lower order       order, and        higher order      to be a character
      LP002                                                                         thinking skills   some higher       thinking skills   from the story and
                                                                                                      order thinking                      answering
                                                                                                      skills                              questions on it
W     Limericks            Explain the key features of a limerick:                  MUST:             SHOULD:           COULD:            Children read
                                Five lines long                                    complete the      rearrange         write their       some of the
      Strands 1, 3, 7,          One couplet and one triplet                        missing           limericks         own limerick      limericks they
      8, 9, 10, 11 and          Rhyming pattern a a b b a                          words in a        where the         after being       have written to
      12                        Lines 1, 2 and 5 have 3 beats                      limerick          lines are         given a first     each other
                                Lines 3 and 4 have 2 beats                                           mixed up so       line and
      LP003                     Meant to be funny                                                    they make         some
                           Read several examples of limericks                                         sense             rhyming
                           Explain various tasks                                                                        words
Th    Grammar              Read ‘Jabberwocky’ as a class.                           MUST:             SHOULD:           COULD:            Go through
                           Discuss how even though many of the words are not        classify          classify many     classify          answers with
      Classify words as    real words, we could think of words to replace them      words as          of the nouns,     almost all of     class, addressing
      nouns, verbs or      e.g. gyre (blow) or vorpal (shiny).                      nouns, verbs      verbs or          the nouns,        any
      adjectives           This means that we can still classify the words in to    or adjectives,    adjectives,       verbs or          misconceptions or
                           groups: nouns, verbs and adjectives.                     with all of       without all of    adjectives,       disagreements
      LP004                Revise how a noun is a thing, a verb is a doing word     these words       these words       without all of
                           and an adjective is a describing word.                   highlighted in    highlighted in    these words
                           Model how to do this with the first verse.               the poem          the poem          highlighted in
                           LA will have the poem with all of the nouns, verbs                                           the poem
                           and adjectives highlighted in bold.
                           Rest of the class will have the poem without any
                           words in bold, so they will have to decide which
                           words are nouns, verbs and adjectives.
F     Kennings              Read PP which explains how a kenning was                MUST: write     SHOULD:           COULD:          Children read
                            originally a Viking style of poem                       a kenning       write a           guess what      their kennings to
      Strands 1, 3, 7, 8,   Read examples of kennings                                               kenning that      other           each other and
      9, 10, 11 and 12      Model how to write a kenning by first thinking of an                    someone else      people’s        guess what they
                            object / animal:                                                        can correctly     kennings        were describing
      LP005                       Make a list of characteristics about your                        guess what        were
                                     object / animal                                                the object is     describing
                                  Change your list into 2 word clues, with 2
                                     words on each line
                                  Read your kenning and ask someone to
                                     guess what your kenning is describing
                            Children do this themselves

Children who cannot access the comprehension text because they are EAL or because of gaps in their phonic knowledge (low level 2bs or below this) should take
part in a catch up reading scheme, such as ReadWriteInc. See Brooks (2007) by Googling ‘Brooks, G. (2007) What works for pupils with literacy difficulties?’ for a
review of available programmes and their effectiveness.

To top