Back to Year 3 Term 2 Medium Term Plans

Year 3 : Term 2

From Framework to Learning Intentions

POETRY Week 1: Objectives 4 and 5

4 To choose and prepare poems for performance, identifying appropriate expression, tone, volume and use of voices and other sounds;
5 Rehearse and improve performance, taking note of punctuation and meaning.

Learning Intentions:

• This week we are learning how to select and perform a poem to an audience

Breakdown of Learning Intention:

• To be able to choose a suitable poem for performance.
• To know that poems best suited to performance:
  • use powerful and carefully chosen words, including alliteration and onomatopoeia;
  • often have a chorus;
  • have a strong rhythm;
  • are lively;
  • often use oral language based on speech;
  • contain emotions that are direct &endash; funny, sad, angry etc.
• To be able to create appropriate effects by:
  • varying the volume of the performance;
  • altering the pace of the reading;
  • leaving dramatic pauses;
  • putting expression into the reading related to the meaning;
  • using different voices;
  • using background sounds;
  • deciding on how to stand or move.
• To be aware that the way punctuation is used in poems is different to how it is normally used.
• To be aware that punctuation is used to create affects in poems

How will we know that the children have learnt it?

• They can select a poem that is suitable to be performed.
• They can prepare and perform the poem selecting the appropriate techniques described above to create effects

Working towards the learning intention:

• They can select which techniques to use to create different effects when performing a poem.
• They can perform the poem as part of a group.

Beyond the learning intention:

• They can prepare a poem to be performed by others.

Key learning activities:

• Shared reading of a number of performance poems with the teacher modelling the different techniques that can be used to create effects.
• Discussion of the effects created by the different techniques used.
• Group work to prepare and perform poems to class

download learning objectives 4 and 5

POETRY Week 2: Objective 11

To write new or extended verses for performance based on models of 'performance' and oral poetry read e.g. rhythms, repetition.

Learning Intentions:

• This week we are learning how to write our own poems for performance using those we read last week as a model.

Breakdown of Learning Intention:

• To be able to write a verse or extension to a poem using powerful vocabulary;
• To be able to write a verse or extension to a poem that uses onomatopoeia and alliteration to create affect.
• To be able to write a verse or extension to a poem that continues the rhythm.
• To be able to write verse or extension to a poem that uses oral language based on speech.
• To know that you need to keep rereading the writing to ensure that the rhythm is continued.
• To be able to write a verse or extension to a poem that is lively.
• To be able to write a verse or extension to a poem that has direct emotions.
• To be able to use the techniques described last week to perform the poem.

How will we know that the children have learnt it?

• They can write an extension to a poem that continues the rhythm.
• They can write an extension to a poem that has some of the key features of performance poetry such as oral language etc. (see week 1 for full list)

Working towards the learning intention:

• They can identify rhymes and change/substitute these in order to create a 'new' version of the poem.
• They can use alliteration or onomatopoeia to create affects.

Beyond the learning intention:

• They can write their own performance poem.

Key learning activities:

• Teacher demonstration and scribing of extending (or adding a new verse to) a performance poem.
• Paired writing of extension or new verse to poem.

download learning objective 11

NON-FICTION Week 1: Objective 12

To identify the different purposes of instructional texts, e.g. recipes, route-finders, timetables, instructions, plans, rules

Learning Intentions:

• This week we are learning that the purpose of an instructional text is to tell the reader how to do/make/operate something

Breakdown of Learning Intention:

• To understand that the purpose of a recipe is to tell the reader how to make something.
• To understand that the purpose of a bus timetable is to tell the reader how to get from A to B on the bus.
• To understand that the purpose of a set of game rules is to tell the reader how to play the game.
• To understand that the purpose of an instructions booklet is to tell the reader how to operate something

How will we know that the children have learnt it?

• They can recognise the different purposes of different instructional texts.
• They can tell you what is to be done and how to do it.

Working towards the learning intention:

• Some children may be able to tell you simply that the (instruction) text is telling you how to do something.

Beyond the learning intention:

• Some children may be able to recognise the purpose of more complex instructional texts that are not structured in the standard format e.g. timetables, route-finders.

Key learning activities:

• Play 'Text lucky dip' &endash; children choose text in envelope, discuss with partner why it was written and for whom.
• Shared, guided and independent reading of a range of instruction texts (i.e. recipes, 'How to make or do' texts, route-finders, plans, timetables etc.)
• Oral rehearsal of directions, before writing
• Writing captions (independent/ paired) to accompany a sequence of pictures which instruct

download learning objective 12

NON-FICTION Week 2: Objectives 13, 14 and 15

15. To read and follow simple instructions;
13. To discuss the merits and limitations of particular instructional texts, including IT and other media texts, and to compare these with others, where appropriate, to give an overall evaluation.
14. How written instructions are organised, e.g. lists, numbered points, diagrams with arrows, bullet points, keys

Learning Intentions:

• This week we are learning how instruction texts are organised, and we are learning to evaluate different instructions for making/doing the same thing.

Breakdown of Learning Intention:

• To be able to identify generic structure and key features of instruction texts:
  • To know that written instructions have an aim or a goal which states what is to be done.
  • To know that written instructions have a list of materials/equipment needed.
  • To know that written instructions have a sequence of steps which tell you how to do something.
  • To know that these steps can be organised as numbered steps or using bullet points or arrows.
  • To know that some written instructions end with an evaluation which lets you check whether you've been successful.
• To recognise that some instruction texts are easy to follow whilst others are more difficult.
• To understand why some instruction texts are easy to follow whilst others are more difficult

How will we know that the children have learnt it?

• They know and can show that instructions start with an aim or a goal.
• They know and can show that written instructions have a list of materials/equipment needed.
• They can tell you that the written instructions have a sequence of steps which tell you how to do something, and that these steps can be organised as numbered steps or using bullet points/arrows.
• They can read and follow a set of instructions and tell you which text is easier to follow.
• They can give at least one reason for the one being easier to follow (e.g. it has a list of thing you need before you start).
• They can give at least one reason for the one being more difficult to follow.

Working towards the learning intention:

• They can recognise that a piece of text is instruction writing by telling/showing you one feature.
• They can read and follow simple instructions and tell you which text is easier to read.

Beyond the learning intention:

• They can comment on when particular organisational features (e.g. numbers, arrows, bullet points) are more appropriate.
• They can read and follow more challenging instruction texts.
• They can give more than one reason for the one being easier to follow and make direct comparisons with the one that is less successful (e.g. the one has a list of things you need before you start, whereas the other lets you find out what you need as you read along).

Key learning activities:

• Read and deconstruct an instruction text to show generic structure and key features.(Shared/guided/independent)
• Read and follow instructions (practical, e.g. follow instructions to make a paper aeroplane, or how to play a game of hopscotch… - Shared/guided/independent)
• Problem solving: Comparing and evaluating 2-4 instruction texts with same goal; highlighting key features which make the one or the other easier to read; annotating text to comment on features. (Shared/guided/independent)
• Shared/ guided and independent writing of instructions

download learning objectives 13, 14 and 15

NON-FICTION Weeks 3 and 4: Objective 16

To write instructions, e.g. rules for playing games, recipes, using a range of organisational devices, e.g. lists, dashes, commas for lists in sentences, recognising the importance of correct sequence; use 'writing frames' as appropriate for support;

• Learning Intentions:
• This week we are learning to write instructions for a game or recipe using different ways to organise the writing.

Breakdown of Learning Intention:

• To be able to plan the instruction writing.
• To be able to write the aim/goal.
• To be able to write a list of what's needed.
• To be able to write a sequence of steps that show how to make/do the 'thing'
• To be able to use numbers, bullets, dashes or arrows to show the sequence of steps.

How will we know that the children have learnt it?

• They can plan their writing to include an aim, list of what's needed and steps to achieve aim.
• Their writing clearly states what it is that's to be made/played.
• Their writing includes what equipment/ingredients will be needed, in a list.
• Their writing tells the reader how it's to be done or made in a sequence of steps and these steps are organised using bullets, numbers etc…

Working towards the learning intention:

• They can plan and write instructions (as above) supported by a writing frame.

Beyond the learning intention:

• As above, plus…
• Their writing ends with an evaluation to show how the success of the procedure can be tested.

Key learning activities:

• Shared/ guided and independent writing* of instructions (for practical use, e.g. how to mix 2 colours to make a particular shade of paint; how to save work on the computer…)

*Should include planning; composing; revising, editing and redrafting

download learning objective 16

NON-FICTION Weeks 4 and 5: Objective 17

make clear notes through, e.g.:

• Discussing the purpose of note-taking and looking at simple examples
• Identifying the purpose for which particular notes will be used;
• Identifying key words, phrases or sentences in reading;
• Exploring ways of writing ideas, messages, in shortened forms, e.g. notes, lists, headlines, telegrams, to understand that some words are more essential to meaning than others;
• Making use of simple formats to capture key points, e.g. flow chart, 'for' and 'against' columns, matrices to complete in writing or on screen;

Identifying intended audience i.e. self or others

Learning Intentions:

• This week we are learning to be able to make clear notes

Breakdown of Learning Intention:

• to understand the purposes of different notes read.
• to be able to recognise which words, phrases or sentences are the most important to keep the meaning.
• to be able to write the important (key) words, phrases or sentences to help remind you of the content of the whole text.

How will we know that the children have learnt it?

• They can recognise the different purposes of different written notes.
• They can pick out the key words, phrases or sentences in a text which are needed to keep the meaning.
• They can included the key words, phrases or sentences in their written notes.

Working towards the learning intention:

• They can pick out one important sentence from a text.
• They can recognise that a note is a shorter version of the whole 'message'.

Beyond the learning intention:

• As above, plus…
• They can transform/ summarise the essence of a group of related key words, or sentences into their own words

Key learning activities:

• Read examples of notes written for different purpose (e.g. telephone message, shopping list, noting an appointment, note to accompany flowers, headlines, text message, note in register next to name…)
• Paired discussion about purpose of various notes
• Drama to illustrate context, purpose and audience, for note-taking: (e.g. children act out scenario where parent rings up to explain in great detail why they cannot pick up child, take the telephone message)
• Unit 13 Grammar for Writing: Reduce
• Teacher demonstration of writing notes
• Shared/ guided and independent writing of notes for a specified purpose (e.g. to make notes from TV programme such as Art Attack or Blue Peter, where instructions to make something are given

download learning objective 17