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					ALBERT BRADBEER JUNIOR SCHOOL MEDIUM TERM PLANNING Class: 3F Year: 3
Week Beg Prog of Study Learning Objective

Foundation Subjects

Topic: Punctuation, commas, antonyms, glossaries & synonyms
Lesson Content

Subject: Extra Literacy Time Allocation: 1 hr
Differentiation

 S10: To identify boundaries between separate sentences

10th Nov 2003

 S11: To write in complete sentences  S12: To demarcate sentences with a full stop & a capital letter  S2: To take account of the grammar & punctuation

Reinforce appropriate use of capital letters ie: at the start of a sentence, names and headings & for the pronoun ‘I’. Introduce activity by reading a passage from a book & asking chn to call ‘Stop!’ when they hear that the end of the sentence has been reached. Share text (Dev Lit 3 sentence level p.9) as OHP omitting the full stops. Discuss how full stops help the reader to make sense of the text. Identify groups of words within the passage that are sentences. Intro use of question marks & exclamation marks. Brainstorm a list of words often used at the beginning of questions eg. when, where, why, who, what & how. Reinforce use of ‘?’ to show a question is being asked. As class use the bank of words to formulate questions. Consider when an exclamation mark is used to punctuate a sentence eg. angry, excited, happy, frightened, surprised or a command. (Words at Work 2 p64) What are the people saying?. Introduce use of commas to separate items when writing a list. Discuss purpose of commas in lists ie. to replace repetitive use of the connective ‘and’. Stress that commas are used to separate items apart from the last two, which are separated by ‘and’ but no comma. Using white boards ask chn to write something they do well. Use these ideas to create a class list of ‘My favourite foods are ……’, separating items with a comma. Repeat activity create a class ‘Wish List for Christmas’.

Grp 1+2 ‘Using Punctuation’ Rewrite two short stories putting in the capital letters & full stops. (ext) finish story in your own way Grp 3 ‘Using Punctuation’ Punctuate a set of sentences using capital letters & full stops. (ext) write some sentences about yourself Grp 4+5 ‘Using Punctuation’ Rewrite simple sentences putting in the capital letters & full stops. (ext) write two sentences for each picture Grp 1+2 (Words at Work 1p77) Complete the speech bubbles using exclamation marks. (ext) write a question for each answer Grp 3 (Dev Lit 3 sentence level p.45) Write what the people might say. (ext) write questions using when, where, why, who, what & how Grp 4+5 Make up own questions for a friend using when, where, why, who, what & how. Chn will work on differentiated activities writing lists using commas. (Refer to texts for ideas). Grp 1+2 ‘Writing Lists’ (Words at Work 1 p. 71) Grp 3 ‘Writing Lists’ (Dev Lit 3 sentence level p.44) Grp 4+5 ‘Writing Lists’ (Letts 2 term 2 p.11)

17th Nov 2003

 S6: To understand the purpose & use of question & exclamation marks

 S13: To use commas to separate items in a list

24th Nov 2003

1st Dec 2003

8th Dec 2003

15th Dec 2003

Introduce vocab ‘antonym’ & ‘prefix’. Define  W10: To recognise & spell common prefixes & how ‘antonyms’ as words that have opposite meanthese influence word meaning ings. Explain that most antonyms are different words but some antonyms are made by adding a ‘prefix’. As class activity play the ‘Antonym  W11: To generate new Game’ using the ‘Antonym Cards’ from ALS. words from root words esp Blu-tac a range of words on the board & ask antonyms chn to match words that are opposite in meaning. Extend activity by adding prefixes dis &  W12: To use the term un to a list of words on the board to change ‘prefix’ words into opposite meanings. Examine a glossary from a non-fiction text eg.  W13: To collect new Magic Bean Big book. Discuss the purpose of words & create ways of a glossary - to explain the meanings of words categorizing & logging them used within the text & layout - alphabetical eg. glossaries order for easy access. Create a class glossary. Share an extract from the text. Identify & underline the words that need to be in a glossary. Model how to organise words into alphabetical order & find the meaning using a dictionary. Define term ‘synonym’- different words with  W16: To understand the purpose & organisation of the the same meaning. Demonstrate an example of how synonyms are used eg. give three thesaurus synonyms for happy, sad, big, fast, good and angry & write on board. As class activity play  W17: To generate synonyms for high frequency the ‘Synonym Game’ using the ‘Synonym Cards’ from ALS. Blu-tac a range of words on words the board & ask chn to match words that are similar in meaning. Discuss purpose of a  W18: To use the term thesaurus & link to synonyms. ‘synonym’

Grp 1,2+3 ‘Antonym Machine’ Change the word entering the machine to the opposite meaning. (ext) make up two antonym machines of your own Grp 4+5 Complete simple sentences writing opposite meanings (ext) use the antonym cards to write some sentences of your own

Grp 1+2 ‘Glossary’ Find the meaning of the underlined words within an extract using a dictionary to create a glossary (ext) identify & write unfamiliar words from a range of non-fiction glossaries Grp 3 ‘Glossary’ Create a glossary based on information within text(ext) organise vocab into alphabetical order Grp 4+5 OTE: Unit 5 CM2 Put ‘ar’ words in the correct set & write names of ‘ar’ objects. Grp 1+2 (Dev Lit 3 word level p.58) Rewrite a passage replacing the underlined words with more interesting words which mean the same using a thesaurus. Grp 3 (Dev Lit 3 word level p.59) Use a thesaurus to find five words with similar meanings to those on the notepads. Grp 4+5 ‘Synonyms’ Create synonym chains


				
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