Grade 3 Subject: English Week: 17 Lesson: 2

Learning objective(s) Previous knowledge Key vocabulary Sentence structures

Phonics focus: ‘ea’ sounds. Students should be familiar bread, breakfast, head, healthy, ‘_____ looked like _____.’
with the different sounds of ready, sweater, thread,
Practice writing to describe. ‘ea’. weather.

Pre-lesson preparation Resources

Before the lesson begins (in the office): Digital resources: Paper resources:
PowerPoint Agendas
N/A. Files to project* Answer keys*
Audio file(s)* Copies of book
Before the lesson begins (in the classroom): Video(s)* page(s)*
Flashcards*
Encourage students to write the date (properly, in full, e.g. ‘Thursday 28th December 2023’) on their *if applicable Worksheets*
agendas.

Plus any other lesson-specific materials.

Timing Activities & description Checking understanding / Feedback

1 10 PowerPoint - English Week 17, Lesson 2 (slides 1-10) / Phonics: ‘ea’ sounds. Ask concept-checking questions (CCQs).

 Elicit and board examples of different words that feature the ‘ea’ spelling. Use elicitation to get students to offer
 Clarify the different sounds ‘ea’ can make. examples and/or answers.
 Elicit and board further examples for each pronunciation.

2 15 PowerPoint - English Week 17, Lesson 2 (slides 11-17) / Language Book page 32. Ask concept-checking questions (CCQs).

 Project, explain and model the book page. Use elicitation to get students to offer
 For the first activity, sound out the words together as a class before instructing examples and/or answers.
students to write down the words.
 After a suitable amount of time, go through the answers as a class.
3 10 PowerPoint - English Week 17, Lesson 2 (slides 18-26) / Gap fill activity. Ask instruction-checking questions (ICQs).

 Give clear instructions as to how and where you want to students to answer. Aside Model the activity/task.
from using mini boards or notebooks, students could also board the answers.
 Once each answer has been revealed, encourage students to read the whole Monitor the students when they are
sentence. working.

4 15 PowerPoint - English Week 17, Lesson 2 (slides 27-35) / Practice Book Page 19. Monitor the students when they are
working.
 Project, explain and model the book page.
 Fast finishers should be encouraged to board their answers for the second activity. Get students to come up and board the
 After a suitable amount of time, go through the answers as a class. answers.

5 30 PowerPoint - English Week 17, Lesson 2 (slides 36+) / Practice Book pages 20-21. Ask instruction-checking questions (ICQs).

 Project, explain and model the book pages. Model the activity/task.
 Elicit descriptions of moon buggies and space shuttles.
 Although the writing task is modelled in the PowerPoint, it remains quite an open- Monitor the students when they are
ended activity. Encourage students to write in full sentences and use adjectives and working.
conjunctions (e.g. ‘and’, ‘but’).
 Fast finishers should be encouraged to board their descriptions. Provide incorrect answers and have
 After a suitable amount of time, get students to present their writing. students offer the correct versions.

Extension / Follow-up Strategies for differentiation

N/A. Ask different-level questions to different-

level students.

Put students into groups with students of

similar ability.

Have extension tasks for fast finishers.

Allow stronger students to compare
answers.