Unit Plan English

Year 3 level Description

The Curriculum is built around the three interrelated strands of language, literature and
literacy. Teaching and learning programs should balance and integrate all three strands.
Together, the strands focus on developing students knowledge, understanding and skills in
listening, reading, viewing, speaking, writing and creating. Learning in English builds on
concepts, skills and processes developed in earlier years, and teachers will revisit and
strengthen these as needed.

Achievement Standard Literacy

Receptive modes (listening, reading and viewing)
By the end of Year 3, students understand how content can be organised using
different text structures depending on the purpose of the text. They understand
how language features, images and vocabulary choices are used for different effects.
They read texts that contain varied sentence structures, a range of punctuation conventions,
and images that provide extra information. They use phonics and word knowledge to
fluently read more complex words. They identify literal and implied meaning connecting
ideas in different parts of a text. They select information, ideas and events in texts that relate
to their own lives and to other texts. They listen to others views and respond appropriately
using interaction skills.

Productive modes (speaking, writing and creating)

Students understand how language features are used to link and sequence ideas. They
understand how language can be used to express feelings and opinions on topics. Their
texts include writing and images to express and develop, in some detail, experiences,
events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute
actively to class and group discussions, asking questions, providing useful feedback and
making presentations. They demonstrate understanding of grammar and choose vocabulary
and punctuation appropriate to the purpose and context of their writing. They use knowledge
of letter-sound relationships including consonant and vowel clusters and high-frequency
words to spell words accurately. They re-read and edit their writing, checking their work for
appropriate vocabulary, structure and meaning. They write using joined letters that are
accurately formed and consistent in size.

Content Descriptions Literacy

Texts in Context
Identify the point of view in a text and suggest alternative points of view
(ACELY 1675)
Interacting with others
Plan and deliver short presentations, providing some key details in logical sequence
(ACELY1677)
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to evaluate
texts by drawing on a growing knowledge of context, text structures and language features
(ACELY1680)
Creating texts
Re-read and edit texts for meaning, appropriate structure, grammatical choices and
punctuation (ACELY1683)

Lesson Plan 1
Daily 5
Spelling at the start of a new week
The students learn their spelling words for two weeks. At the end of the two weeks,
they do a post test to see if they can spell all the words. The students are at different
levels of spelling. Some can do eight words, some ten words, some twelve, some
fifteen and some twenty words.
At the start of a new week
The students are seated on their tables with their spelling books. The teacher gets
five spelling sheets for the different groups and reads out the words and the students
try to spell it in their books. The teacher will also use the words in a sentence so the
students can have an idea what the word is. At the end the spelling books are
collected for the teacher to mark them.
(Time allocated 30 minutes)
The students are then given their spelling sheets to stick on their communication
books. The students then follow the procedure of Look, See, Cover, Write, Check to
do their spelling words. There is also some activity on the sheet which the students
must do.
(Time allocated 10 minutes)

Lesson Plan 2
Daily 5
Rapid Reading Picture of a boy peeping from a hole in the fence
The students are seated in a circle on the floor. They are given a minute to have a
look at the picture and think about whats happening in the picture.
The students are then asked to say what they think the picture is telling them. All the
students are given an opportunity to express themselves. They are asked to use the
Inquiry questions Why? What? Who? and Where?
(Time allocated 10 minutes)
The students responses are noted on the Smart Board to help the them in writing
their story.
(Time allocated 25 minutes)
The teacher collects the books to mark their answers.

Lesson Plan 3
Daily 5
Spelling/Reading to self/Reading task Card
The students are asked to spend 15 minutes to practice their spelling (L, S, C, W, C)
They must also finish the activities on the sheet. They have a spelling contract which
they must fulfil. The contract lists down a series of activities that the students must
complete during the 2 weeks of spelling new words.

They are also given 10 minutes to read to themselves or read to the teacher.
They are then given 15 minutes to do Reading task card, where they read a story
and answer questions based on the story.

Lesson Plan 4
Daily 5
English Comprehension Video Clip The Spectacular Flying Frog
The students are seated on the floor. Before they watch the video clip, the students
are asked to pay attention to the short video. They are told that at the end of the
video clip, they will be given 10 questions to answer. They watch the video clip which
goes for 7 minutes. At the end of the video clip, they are given the 10 questions to
answer. They are reminded to use the words from the questions to answer the
questions. The are also reminded about using capital letters at the start of each
sentence and full stops.
(Time allocated 10 minutes)
They are given 25 minutes to do the activity.
At the end of the activity, the students swap books and mark the answers.
Lesson Plan 5
Daily 5
Spelling/Reading to self/Reading task Card
The students are asked to spend 15 minutes to practice their spelling (L, S, C, W, C)
They must also finish the activities on the sheet. They have a spelling contract which
they must fulfil. The contract lists down a series of activities that the students must
complete during the 2 weeks of spelling new words.
They are also given 10 minutes to read to themselves or read to the teacher.
They are then given 15 minutes to do Reading task card, where they read a story
and answer questions based on the story.

Lesson Plan 6
Daily 5
Hand Writing exercise
The students are seated on the floor. The teacher, standing in front of the Smart
Board shows the students the letter they will practice writing. Today, it is the letter
U.
They begin the exercise by writing some 2 oclock words. They begin by writing the 4
cs start at 2 oclock, come around anticlockwise, down and up to 2 oclock. Next,
they write coco. Then the students write capital U they are instructed on how a
capital letter is written start at the top red line, come down to the blue line then up
again touching the red line. Next, they are shown how to write the lower case u-
start from middle blue line, down to the bottom blue line then up to the blue line
again.
Then they write some linking words -ug, next line they write some three letter words
using the linking words tug, bug, dug. The students are also encouraged to write
more words containing the linking words to give them more writing exercises.
(time allocated 10 minutes)
The students are given 25 minutes to do the task.

Lesson Plan 7
Daily 5
Spelling/Reading to self/Reading task Card
The students are asked to spend 15 minutes to practice their spelling (L, S, C, W, C).
They must also finish the activities on the sheet. They have a spelling contract which
they must fulfil. The contract lists down a series of activities that the students must
complete during the 2 weeks of spelling new words.
They are also given 10 minutes to read to themselves or read to the teacher.
They are then given 15 minutes to do Reading task card, where they read a story
and answer questions based on the story.

Lesson Plan 8
Daily 5
Daily Edit
The students are seated on the floor. They are given five texts to read and correct.
There are some spelling mistakes, commas, full stops, capital letters etc, etc in the
text which need to be corrected. The students re-write the text and underline the
corrections made to the text.
The texts are on the Smart Board for them to see and correct.
(Time allocated 30 minutes)

Lesson Plan 9
Daily 5
Quote of the Day
The students are seated on the floor. They are shown a quote on the Smart board.
Below the quote are five questions to help the students generate some ideas and
what to write.
The teacher goes through the questions with the class giving them some hints/ideas
which they can build upon while writing their responses. The students are asked if
they have any questions before they go back to their seats to do the activity.
(Time allocated 25 minutes).

Lesson Plan 10
Daily 5
Literacy
The students are seated on the floor. From the class meeting, an issue was raised
that they needed some new games for Fitness, so for the lesson, the students have
been asked by their teacher to design and write up a new game which can be
included into their pool of games.
Before they start, the teacher shows the students a few games found on the internet.
These games are meant for fitness purposes. Together, they go through the games
and the teacher lists down the requirements needed for designing the games.
The students must:
1. Give the game a name
2. The set up what is required/needed and
3. How the game is played the rules/how many people to play.
After going through with the class, the students then go back to their seats and
design the games for themselves.
(Time allocated 30 minutes).
At the end of the activity, the students books are collected for marking.

Lesson Plan 11
Daily 5
English Comprehension Video Clip The Big Storm
The students are seated on the floor. Before they watch the video clip, the students
are asked to pay attention to the short video. They are told that at the end of the
video clip, they will be given 10 questions to answer. They watch the video clip which
goes for 8 minutes. At the end of the video clip, they are given the 10 questions to
answer. They are reminded to use the words from the questions to answer the
questions. The are also reminded about using capital letters at the start of each
sentence and full stops.
(Time allocated 10 minutes)
They are given 25 minutes to do the activity.
At the end of the activity, the students swap books and mark the answers.

Lesson Plan 12
Daily 5
Spelling/Reading to self/Reading task Card
The students are asked to spend 15 minutes to practice their spelling (L, S, C, W, C).
They must also finish the activities on the sheet. They have a spelling contract which
they must fulfil. The contract lists down a series of activities that the students must
complete during the 2 weeks of spelling new words.
They are also given 10 minutes to read to themselves or read to the teacher.
They are then given 15 minutes to do Reading task card, where they read a story
and answer questions based on the story