Ip LP Ip English Y3 U08

iPRIMARY ENGLISH Year 3 Term: 2 Weeks: 18, 19 and 20 Duration: 3 weeks
Unit 3.8: Non-fiction: Chocolate!
About this unit: Students look at a non-fiction text and discuss the features and layout of explanation texts. They learn how to find information through the contents
page and glossary, and skim and scan a text for information. They learn how to use adjectives to create expanded noun phrases, use commas in lists and use
persuasive text in a poster they design. They then put together their own explanation text.
Stimulus synopsis:
Chocolate! – There is so much to know about chocolate. This book explores where it comes from, how it is made, and recipes you can follow. Find out about a
famous chocolate-based book and the people whose names we know as well as chocolate manufacturers.
The eBook version of the recommended text is available via a Bug Club subscription on ActiveLearn Primary. Talk to your local Pearson representative for details.
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Comprehension 1 Comprehension 2 Depth Focus 1 Comprehension 3 Depth Focus 2
Discuss the Big Question Select and explain Explore the layout of an Discuss information in a Use a glossary to
information from non-fiction explanation text book as a group understand technical words
Introduce the book as an to support thinking
explanation text
Grammar 1 Short composition 1 Comprehension 4 Depth Focus 3 Grammar 2
Use commas to separate Design a persuasive poster Ask and answer questions to Identify and use adjectives Use extended noun phrases
items in lists of nouns find out more information correctly to create a slogan

Long composition 1 Long composition 2 Long composition 3 Long composition 4 Consolidation
Discuss success criteria for Plan the features and layout Write an explanation text Revise, edit and evaluate Discuss and answer the Big
explanation texts of their explanation text using notes their explanation text Question
Collect information for an

explanation text
1
Year 3 Unit 8: Chocolate! Lesson 1
Main Focus Prior Knowledge Key Curriculum Objectives
Vocabulary
Discuss the Students know that information non-fiction, R3.3A: Answer simple questions about a character, event or piece of information about
Big Question can be found in an explanation contents, which they have read.
text. explanation R3.5C: Read simple reports and alphabetically organised texts, identifying key text
Introduce the text features and beginning to distinguish between fact and opinion.
book as an Students know how to use a
explanation contents list.
text
Teaching Summary
 Ask: Do you like chocolate? Discuss chocolate with the students. [For example: what types of chocolate they have seen or eaten, the different colours and
shapes, what is their favourite type - dark, milk or white.]
 Ask: Where do you think chocolate comes from? Allow Think Time and then take feedback.
 Introduce the Big Question– Does chocolate grow on trees? Ask: How might we find the answer to this question? What information do we need?
 Explain that we are going to read an explanation text that will help us to find the answer. Display the book Chocolate. Use the contents to aid further
discussion. Ask: Do you think chocolate grows on trees?
 Introduce and complete the main activity.
Main Activity
Small, mixed-ability groups complete the True/False activity on PCM 3.8.1. Students should discuss the statements before writing their responses. Encourage the
students to share and compare their decisions, giving reasons for their choices.
Plenary
Come together as a class to discuss the students’ responses to the statements.
Resources
Physical Resources Photocopiable Resources
Chocolate! PCM 3.8.1
2
Vocabulary
Select and Students know how to use a contents, R3.3A: Answer simple questions about a character, event or piece of information about
explain contents list. glossary, fact, which they have read.
information opinion R3.3B: Retell two events from a story or sequence in the correct order.
from non- Students know how to use a
fiction to glossary. R3.5C: Read simple reports and alphabetically organised texts, identifying key text
support features and beginning to distinguish between fact and opinion.
thinking Students know the difference
between fact and opinion.
Teaching Summary
 Recap the Big Question and remind the students that they are going to read the book to help them write a report about chocolate.
 Read up to page 3, and use the glossary to check any unfamiliar vocabulary. Ask the students to talk about what is fact and what is opinion. [For example:
Facts: eat, drink and cook with it and give it as a gift. Opinion: ‘Most of us love chocolate’.]
 Read up to page 7. Make notes about what information is given to the reader. [For example: cacao trees, beans and what happens to the beans.]
 Ask: Does chocolate grow on trees? [No, but it is made from something that grows on a tree.]
 Talk about how you have easily found the answer to the Big Question, but you still need to explain where chocolate comes from and how it is made.
 Turn to the contents page and model looking for information on how chocolate is made (page 12).
 Turn to page 12 and read up to page 13. Model making notes about the information you have learned from these pages.
 Talk about what features the author has used to tell the reader the information they have learned so far. [For example: photos, labels, fact boxes, flow
diagram made out of photos and labels.]
 Discuss each feature in detail with the students. [For example: What does the photo show us? How does it help you to understand more? How do the
photos and arrows on pages 12–13 help the reader understand the process?]
Main Activity
Core: The students complete PCM 3.8.2 individually.
Support: The students work in pairs to complete PCM 3.8.2.
Extend: The students complete PCM 3.8.3 individually.

Plenary
Come back together as a class and compare answers. Ask: Which piece of information do you find most interesting or surprising? Why?
Resources
PCM 3.8.3
3
Vocabulary
Explore the Students know that information feature, layout R3.5C: Read simple reports and alphabetically organised texts, identifying key text
layout of an must be presented clearly. features and beginning to distinguish between fact and opinion.
explanation
text Students know that information
must be organised in a sensible
way to make sense.
Teaching Summary
 Explain that when we write explanation texts, we need to set out our information clearly so that it is easy to follow.
 Use PCM 3.8.4.to model how an explanation text is laid out. Cut out the different boxes and discuss what it tells the reader. [For example: the heading
tells us what the topic is or asks question, the opening sentence tells us what the information will tell us.]
 Ask: What order do these features follow? How can we arrange them to make the information clear and easy to follow? With the students, put the features
into a suitable layout for an explanation text. [For example: heading, then opening sentence, then bullet points.]
Main Activity
In mixed-ability groups of six, the students each hold up a feature card from PCM 3.8.5. They discuss what each card tells the reader and what order it should
follow. The students then arrange themselves to show how an explanation text should be laid out.
Plenary
Groups share the orders of their explanation texts. Discuss the different options, drawing out the idea that not all features have a fixed order, such as the flow
chart.
Resources
PCM 3.8.5
4
Vocabulary
Discuss Students know that information diagram, flow SL3.2A: Give brief descriptions using two or more linked sentences.
information in must be presented clearly. chart SL3.2C: Participate in discussions when invited to do so by the teacher.
a book as a
group Students know that information R3.3B: Retell two events from a story or sequence in the correct order.
must be organised in a sensible
way to make sense.
Teaching Summary
 Reread pages 12–13. Ask: How are the cocoa beans made into chocolate? The students Babble Gabble the answer.
 Take feedback. Ask: Is making chocolate simple? Draw out the idea that it is a complex process with many different stages.
 Ask: How could we explain this information to others so that it is easy to follow? [For example: a diagram, a bulleted list, a flow chart.]
 Explain that we are going to create a flow chart to show how cocoa mass is made into chocolate. Show PCM 3.8.6 and ask the students to help you match
the pictures and the captions.
Main Activity
Students work with a Talk Partner to put the images and captions in the correct order and explain why they have chosen the order they have.
Plenary
Talk about the correct order of the images and captions. Did the students spot the clues with the time words ‘first’, ‘then’, ‘now’, ‘next’, ‘finally’?
Resources
5
Vocabulary
Use a glossary Students know how to use a glossary, R3.2D: Organise words into alphabetical order by their first two letters, and use
to understand glossary. definition, alphabetical order to find words in dictionaries and glossaries.
technical alphabetical
words Students know how to put words order
in alphabetical order.
Teaching Summary
 Highlight the importance of using the right words when explaining something. Note that most non-fiction texts include a list of words and their meanings in
a glossary.
 Turn to page 13. Point to the word ‘paste’. Ask: What is different about this word? [It is written in bold.] Why is it in bold? [It is a technical word.] How do
we find its meaning? Model how to look this up in the glossary on page 24.
 Highlight the features of a glossary, such as it is written in alphabetical order and has a short definition sentence next to each word.
 Model creating a glossary about bees using PCM 3.8.7. Ask the students to help you put the words in alphabetical order. Then, ask them to help you read
out each definition and decide to which word it belongs.
Main Activity
Core: In small groups, give the students topic-related words such as: ‘chocolate’, ‘cacao bean’, ‘nibs’ and ‘milk’. Encourage them to write definitions for a glossary
for younger children. Remind them to rehearse their definitions orally before writing them down. Then they should discuss the correct alphabetical order.
Support: Arrange the students in small groups. Give each group one word of which they have direct experience, such as ‘milk’ or ‘chocolate’. Ask them to write a
simple sentence about it.
Extend: In small groups, give the students topic-related words such as: ‘chocolate’, ‘cacao bean’, ‘nibs’ and ‘milk’. Encourage them to write definitions for a
glossary for younger children, and then to discuss the correct alphabetical order. They should then read through the book and add other tricky words to their
glossary and write definitions.
Plenary
Come back together as a class to share the students’ definitions and sentences without revealing the topic words. Ask: Can you guess what word the
definition/sentence describes? Does the definition/sentence help you to understand more about the word?
Resources
6
Vocabulary
Use commas Students know how to use comma, noun, W3.3A: Compose and write a sequence of three or more simple or compound sentences.
to separate commas. separator W3.6D: Use commas to separate items in lists of nouns.
items in lists of
nouns Students can compose and write
their own sentences.
Teaching Summary
 Write on these sentences on the board: There are many different kinds of chocolate. There is white, milk, dark and drinking chocolate.
 Read the sentences out loud. Demonstrate how punctuation helps with intonation and expression.
 Look at the second sentence. Help the students to identify that the items are kept separate by the commas.
 Explain that there is no need for a comma before the last item (‘and drinking chocolate) because the word ‘and’ acts as the separator in the list.
 Note: In fact, commas in a list act as substitutes for ‘and’. This exercise helps students see the importance of using a comma instead of repeating ‘and’.
Main Activity
Core: Ask the students to read pages 14–15 and then write a list of what ingredients they would need to make dark chocolate and a list for milk chocolate.
Students should write in full sentences.
Support: Ask the students to read pages 14–15 and then write a list of what ingredients they would need to make dark chocolate. Students should write in full
sentences.
Extend: Ask the students to read pages 14–15 and then write a list of what ingredients they would need to make dark chocolate and a list for milk chocolate. They
should also write the ingredients for cocoa and cooking chocolate in one sentence. Students should write in full sentences.
Plenary
n/a
Resources
Chocolate! n/a
7
Vocabulary
Design a Students know some persuasive persuasive, W3.2A: Use a range of adjectives (around 20, in addition to colour and size) to add
persuasive words and phrases. Fairtrade description.
poster W3.3A: Compose and write a sequence of three or more simple or compound sentences.
W3.5D: Use adjectives in expanded noun phrases, in own writing of three or more simple
or compound sentences.
Teaching Summary
 Reread the text on page 7 about Fairtrade chocolate. Ask: What is Fairtrade? [A system that makes sure that farmers have been paid a fair price for their
work.]
 Ask students to work in small groups to make notes on PCM 3.8.8 about why it might be a good idea to buy Fairtrade chocolate. They should think of
words for a poster that will persuade people to buy Fairtrade chocolate.
 Share the students’ ideas for persuasive words and phrases. Write them on the board for use in the main activity.
Main Activity
Students use their notes on PCM 3.8.8 to help them design a poster persuading everyone at school to try Fairtrade chocolate.
Plenary
Share posters. Are they persuasive? What makes them persuasive?
Resources
8
Vocabulary
Ask and Students know how to use skim, scan, R3.5C: Read simple reports and alphabetically organised texts, identifying key text
answer question words to create question question features and beginning to distinguish between fact and opinion.
questions to sentences. words, W3.3A: Compose and write a sequence of three or more simple or compound sentences.
find out more question
information Students can compose and write
Teaching Summary
 Read pages 4–7 and 12–17 with the students to remind them of the chocolate making process.
 Then turn to the quiz on page 23. Explain that it shows a set of questions about the contents of the book. Ask the students to help you answer the
questions.
 Read the first question and turn to page 4. Model skimming and scanning the text for the information and orally rehearsing the answer to the question.
 Go through each of the questions on page 23 with the students. Ask them to help you to skim and scan the text and composing answers orally.
Main Activity
Core: In small groups, the students create a set of quiz questions for pages 14–15. Remind students of the key question words: how, why, what, where, when.
Support: In small groups, the students create a set of quiz questions for pages 14–15. Remind students of the key question words: how, why, what, where, when.
Encourage students to use the photographs on pages 14–15 to help them think of their questions.
Extend: In small groups, the students create a set of quiz questions for pages 14–15. Each student should be given a different question word to focus on.
Encourage the students to skim and scan the text to think about what quiz questions would work.
Plenary
Come back together as a class to hold the quiz, with the students checking their answers against the text. Remind them to give their answers as full sentences.
Resources
Chocolate! n/a
9
Vocabulary
Identify and Students know what adjectives adjective R3.6B: Identify adjectives in expanded noun phrases and use the term 'adjective'.
use adjectives are. W3.5D: Use adjectives in expanded noun phrases, in own writing of three or more simple
correctly or compound sentences.
Teaching Summary
 Show PCM 3.8.9 and read the text. Ask: What does a chocolate taster do?
 Remind the students what an adjective is. Ask: How would a chocolate taster use adjectives? [For example: to help them describe how something looks,
smells, tastes.]
 Create a Mind Map of the five senses, each with an example adjective to describe the chocolate, such as shiny, snappy, bumpy, milky, bitter.
 Ask: Can you think of any other adjectives to describe chocolate? Take suggestions and add these to the relevant sections of the Mind Map.
 Model writing a sentence about a piece of chocolate using one of the taste adjectives. [For example: The chocolate tastes creamy.]
 Encourage the students to help you write out four more sentences with adjectives from the list of remaining senses.
Main Activity
Core: Talk Partners take turns to describe their favourite chocolate bars while their partner asks questions to help prompt them. [For example: about how the
chocolate tastes, smell, looks.] Students refer to the Mind Map as they answer.
Support: Talk Partners take turns to describe their favourite chocolate bars while their partner asks questions to help prompt them. [For example: about how the
chocolate tastes, smell, looks.] Provide simple adjectives from which the students can choose. [For example: yummy, tasty, creamy, fluffy.]
Extend: Talk Partners take turns to describe their favourite chocolate bars while their partner asks questions to help prompt them. [For example: about how the
chocolate tastes, smell, looks.] The students should think of adjectives that have not been modelled on the Mind Map and try to describe the chocolate using all
five senses.
Plenary
Come back together as class to share the students’ descriptions. The students vote for the kind of chocolate they’d most like to eat based on only the adjectives
used to describe it.
Resources
10
Vocabulary
Use expanded Students know what adjectives adjective, W3.5D: Use adjectives in expanded noun phrases, in own writing of three or more simple
noun phrases are. noun, noun or compound sentences.
to create a phrase,
slogan Students know what nouns are. expanded
noun phrase
Students can compose and write
Teaching Summary
 Write up the chocolate bar slogan: The smooth, starry chocolate for space explorers.
 Read out the slogan to the students and discuss what image of the chocolate the slogan gives the students. Ask: Would you buy it? Why?
 Discuss how the extra detail about the chocolate in the slogan helps the buyer get an idea of the type of chocolate it is: smooth and starry.
 Explain that the groups of words used to add detail before and after the noun, chocolate, are all called an extended noun phrase. In extended noun
phrases, the descriptions can come before or after the noun, or both. In this case, the whole slogan is an extended noun phrase.
 Display PCM 3.8.10 and explore the adjective and noun word banks. Use these to model composing a new noun phrase that adds different details in front
of or after the word chocolate.
 Write out the new slogan. Compare it with the first slogan and highlight how the image and feel of the chocolate bar has changed.
Main Activity
Core: Talk Partners decide on a theme for a new chocolate bar. They then use the word banks on PCM 3.8.10 to create their own slogans. Encourage them to
rehearse their slogans orally before filling in PCM 3.8.11 and writing them down.
Support: Talk Partners decide on a theme for a new chocolate bar. Provide the students with a simple slogan as a model as before: ‘The smooth, starry chocolate
for space explorers’. Ask them to use the word banks on PCM 3.8.10 to create their own slogans. Students requiring further support could simply choose two
adjectives from PCM 3.8.10 and then write their slogans using ‘and’. [For example: ‘Creamy and smooth!’.] Encourage them to rehearse their slogans orally before
filling in PCM 3.8.11 and writing them down.
Extend: Talk Partners decide on a theme for a new chocolate bar. They then use the word banks on PCM 3.8.10 to create their own slogans. Encourage them to
rehearse their slogans orally before filling in PCM 3.8.11 and writing them down. They then read and revise each other's slogans, asking whether the words give
the chocolate bar the right image and what other words they could use instead.
Plenary
Come back together as a class to share the slogans. Which words make you want to buy the chocolate bar?
Resources
PCM 3.8.11
11
Vocabulary
Discuss Students can recall information recall, R3.5C: Read simple reports and alphabetically organised texts, identifying key text
success previously learned. explanation features and beginning to distinguish between fact and opinion.
criteria for an SL3.2A: Give brief descriptions using two or more linked sentences.
explanation Students know the features of
text explanation texts.
Collect
information for
an explanation
text
Teaching Summary
 Remind the students that they are to write an explanation text to answer the Big Question: Does chocolate grow on trees?
 Remind the students of the work they did on explanation texts in Lesson 3.
 Ask the students to Think-Pair-Share the features of an explanation text. Use PCM 3.8.4 to check the student’s responses.
 Read pages 2–9, 12–17 with the students. Ask them to be thinking about what information they would like to include within their explanation text as they
listen.
 The students Babble Gabble everything they have learned about chocolate and cocoa beans.
Main Activity
Talk Partners discuss the information that they are going to use in their explanation texts and what features they might use to make this clear and easy to follow.
Encourage them to refer to the success criteria on PCM 3.8.4 to help organise their ideas. They should make notes.
Plenary
Invite students to share their favourite piece of information about chocolate with the group.
Resources
12
Vocabulary
Plan the Students can recall information recall, R3.5C: Read simple reports and alphabetically organised texts, identifying key text
features and previously learned. explanation features and beginning to distinguish between fact and opinion.
layout of their W3.3C: Select pictures and write simple report texts of up to 100 words.
explanation Students know the features of
text explanation texts.
Teaching Summary
 Remind the students that they are to write an explanation text to answer the Big Question and to explain how chocolate is made.
 Ask: What does our explanation text need? Remind the students of the success criteria on PCM 3.8.4.
 Show PCM 3.8.12. Encourage discussion of each of the key features. [For example: What does this feature do? What information goes here?]
 Model adding notes under each of the prompts, drawing out any technical vocabulary you might use. Use the glossary as a reminder if needed.
Main Activity
Core: The students use PCM 3.8.12 to draft their explanation texts. They Think-Pair-Share options for including pictures and any technical vocabulary they might
use.
Support: The students use PCM 3.8.12 to draft their explanation texts. They Think-Pair-Share options for including pictures they might use.
Extend: The students use PCM 3.8.12 to draft their explanation texts independently.
Plenary
Show PCM 3.8.4 and ask the students to check that they have used features from explanation texts. Explain not all features need to be included if not appropriate.
Resources
PCM 3.8.12
13
Vocabulary
Write an Students can recall information recall, W3.3C: Select pictures and write simple report texts of up to 100 words.
explanation previously learned. explanation,
text using past tense,
notes Students know the features of third person
explanation texts.
Students can identify past tense.
Students know how to write in the

third person.
Teaching Summary
 Remind the students of the planning that they have done for their explanation texts. Explain that they are now going to write the final versions.
 Show PCM 3.8.12 and model turning your notes into full sentences. Rehearse the sentences orally before writing them.
 Note the use of the present tense and the third person in explanation texts to make them impersonal and more immediate.
Main Activity
Individually, all students use their notes on PCM 3.8.12 to complete their explanation texts.
Plenary
Show PCM 3.8.4 and ask the students to check that they have used features from explanation texts. Explain not all features need to be included if they are not
appropriate.
Resources
PCM 3.8.12
14
Vocabulary
Revise, edit Students know the features of explanation, W3.3C: Select pictures and write simple report texts of up to 100 words.
and evaluate explanation texts. edit W3.3D: Re-read own writing, improving it at sentence level.
their
explanation
text
Teaching Summary
 Ask: What features do our explanation texts need to have? Use PCM 3.8.4 to recap the success criteria.
 Explain that the students are going to revise and edit their explanation texts.
Main Activity
Talk Partners share their explanation texts, giving each Two Stars and a Wish. Individually, the students then edit their texts.
Plenary
Display completed explanation texts on the Learning Wall to share with others.
Resources
15
Vocabulary
Discuss and Students can ask and answer hot seat R3.3A: Answer simple questions about a character, event or piece of information about
answer the Big appropriate questions. which they have read.
Question
Teaching Summary
 Remind the students about their completed statements on PCM 3.8.1. Ask: Have your opinions changed since you read the book?
 Recap the Big Question.
 Show PCM 3.8.13. Read the text and look at the photos. Ask: What have you learned about where chocolate comes from? Allow Think Time.
 Take feedback, drawing out the idea that there are lots of processes and more than one person involved in the making of chocolate.
 Encourage the students to help you make a list of all the people involved in the process, such as farmer, sailor, factory worker, chocolate taster. Ask:
What do they do to help make chocolate? Make a list of any related technical vocabulary on the Learning Wall.
Main Activity
The students use Hot Seating to play ‘What’s My Job?’ and explore the chocolate-making process. One student takes the role of one of the people involved
without revealing which role they are taking. The other students try to guess their job by asking them questions about what they do, such as: ‘Do you work with
beans or pods?’ or ‘Do you work at a farm or a factory?’
Plenary
Display completed explanation texts on the Learning Wall to share with others.
Resources
PCM 3.8.13
16

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iPRIMARY ENGLISH Year 3 Term: 2 Weeks: 18, 19 and 20 Duration: 3 weeks

Unit 3.8: Non-fiction: Chocolate!

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15

Collect information for an

Support: The students work in pairs to complete PCM 3.8.2.

Extend: The students complete PCM 3.8.3 individually.

Students can identify past tense.

Students know how to write in the

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