Daily Lesson Plan — Unit 1

Health is Wealth

Subject: English | Class: 3 | Series: Leeds (SNC 2020)

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Overview

This unit introduces students to the importance of healthy eating. Students learn about the five food groups (vegetables, fruit, grain, dairy, protein), why a balanced diet matters, and why junk food should be avoided. Language skills include alphabetical order, dictionary use, silent letters, vocabulary building, and the three pronunciations of the -ed suffix.

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Learning Objectives

After completing this unit, students will be able to:

• Use pre-reading as a strategy to predict text content through the title and pictures
• Use critical thinking to respond to the text by relating it to their own experiences
• Use alphabetical order to arrange words
• Recognize general naming words as common nouns and particular naming words as proper nouns
• Recognize and use words opposite in meaning
• Write syllabic division of a word for learning word meanings
• Pronounce and spell simple words with silent letters
• Recognize that -ed has three sounds: /d/, /t/, /id/
• Write numbers from 50 to 70
• Identify and use wh-question words
• Use action verbs in speech and writing
• Describe events in a picture

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Day 1: Pre-Reading and Reading (40 minutes)

Materials

• Textbook pages 4-5
• Flashcards with pictures of different food groups
• Chart paper and markers

Warm-Up (10 minutes)

1. Write the title "Health is Wealth" on the board.
2. Ask students: "What do you think this lesson will be about?"
3. Show pictures of different foods. Ask students to name healthy and unhealthy foods.
4. Discuss: "Why do we need to eat food?"

Reading Activity (20 minutes)

1. Read the pre-reading passage aloud with correct pronunciation.
2. Introduce the five food groups one by one:
   • Fruit and vegetables — provide nutrients, protect from diseases
   • Grain foods — bread, pasta, noodles, rice, oats, barley; give energy to grow and learn
   • Dairy foods — milk, cheese, yogurt; sources of protein and calcium
   • Protein — lean meat, fish, chicken, eggs, beans, lentils, chickpeas, nuts; important for growth and muscle development
3. Emphasize that water is the healthiest drink.
4. Discuss "sometimes foods" — fast food, junk food, hot chips, burgers — and why they must be avoided.
5. Students read the passage silently, then selected students read aloud.

Wrap-Up (10 minutes)

1. Post-reading question: "How can you stay healthy and active?"
2. Students share what food groups they ate today.

Differentiation

• Support: Pair weaker readers with stronger ones for reading aloud.
• Extension: Ask students to draw their lunch and label which food group each item belongs to.

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Day 2: Comprehension and Vocabulary (40 minutes)

Materials

• Textbook page 6
• Vocabulary flashcards
• Notebooks

Warm-Up (5 minutes)

1. Quick recap: "Name the five food groups."
2. Ask 2-3 students to share one healthy food they ate yesterday.

Comprehension (15 minutes)

1. Work through the Reading and Critical Thinking questions:
   • What is the importance of proteins in our lives?
   • Why should children eat vegetables?
   • Why is it important to eat healthy food?
   • Why should junk food be avoided?
   • Name some foods which are not good for our health.
2. Students answer orally first, then write answers in notebooks.

Vocabulary Work (15 minutes)

1. Teach the vocabulary words with meanings:
   • favourite — best loved
   • participate — take part in
   • nutrients — providing substance necessary for health
   • snacks — light meal
   • include — add
   • junk food — processed food
2. Students write each word in a sentence.

Wrap-Up (5 minutes)

1. Quick vocabulary quiz: teacher says the meaning, students say the word.

Differentiation

• Support: Provide sentence starters for comprehension answers.
• Extension: Students find two more words from the passage and write their meanings.

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Day 3: Alphabetical Order and Dictionary Skills (40 minutes)

Materials

• Textbook page 7
• A simple English dictionary (if available)
• Notebooks

Warm-Up (5 minutes)

1. Sing or recite the alphabet together.
2. Ask: "Which letter comes first — B or D? M or K?"

Alphabetical Order (15 minutes)

1. Explain how dictionaries arrange words in alphabetical order.
2. Explain the process: first look at the first letter; if the first letters are the same, look at the second letter.
3. Practice with the textbook exercise: arrange "beans, bread, barley" in alphabetical order.
4. Give additional word sets for practice.

Dictionary Skills (10 minutes)

1. Show a dictionary and explain how to look up a word.
2. Students look up meanings of "beans, bread, barley" (or teacher provides meanings if no dictionary is available).

Silent Letters Introduction (10 minutes)

1. Explain what a silent letter is: a letter in a word that is not pronounced.
2. Give examples: b in thumb, d in bridge, k in knee.
3. Read the silent letter words from the textbook: castle, comb, honest, knock, knife, know, knee, lamb, listen, debt, wrist, watch.
4. Students identify and underline the silent letter in each word.

Differentiation

• Support: Use letter cards for alphabetical ordering practice.
• Extension: Students find 3 more words with silent letters using a dictionary.

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Day 4: Grammar — Pronunciation of -ed (40 minutes)

Materials

• Textbook page 8
• Word cards with -ed words
• Three-column chart on board (/t/, /d/, /id/)

Warm-Up (5 minutes)

1. Write "walked" and "played" on the board.
2. Ask students to listen carefully as you say both words: does the -ed sound the same?

Grammar Lesson (20 minutes)

1. Explain the three sounds of -ed:
   • /t/ — after voiceless sounds (p, f, k, s, sh, ch, gh, c, x). Examples: looked, helped, washed
   • /d/ — after voiced sounds (b, g, l, m, n, r, v, z, or vowel). Examples: called, cleaned, begged
   • /id/ — after t or d sounds. Examples: inverted, added
2. Read the words from the textbook: dressed, talked, started, ordered, talked, spilled, loved, sanded, asked.
3. Students sort the words into three columns: /t/, /d/, /id/.

Practice Exercise (10 minutes)

1. Complete the fill-in-the-blank exercise from the textbook:
   • He _______ into the river. (jumped)
   • They _______ for the winner. (clapped)
   • All the friends _______ loudly at the joke. (laughed)
   • The baby _______ at the top of his voice. (cried)
   • The class _______ the new comer. (welcomed)

Wrap-Up (5 minutes)

1. Say 5 -ed words aloud; students hold up fingers (1 for /t/, 2 for /d/, 3 for /id/).

Differentiation

• Support: Provide a reference chart of voiceless and voiced sounds.
• Extension: Students write 3 sentences using -ed words and identify which sound each uses.

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Day 5: Review, Word Search, and Oral Communication (40 minutes)

Materials

• Textbook page 7 (word search)
• Review worksheet
• Notebooks

Warm-Up (5 minutes)

1. Quick review of vocabulary, silent letters, and -ed sounds.

Word Search Activity (15 minutes)

1. Students complete the silent letter word search from page 7.
2. Read the hints and find the hidden words: write, knee, knock, comb, wrist, castle.
3. Students colour the silent letters in blue.

Oral Communication (10 minutes)

1. Students practise saying words with silent letters aloud.
2. Pair activity: one student says a word, the partner identifies the silent letter.
3. Describe a picture: students describe what they see in the textbook illustrations using complete sentences.

Unit Wrap-Up (10 minutes)

1. Review key concepts: five food groups, vocabulary, silent letters, -ed pronunciation.
2. Students share one thing they learned from this unit.
3. Assign any remaining exercises for homework.

Differentiation

• Support: Provide word bank for oral communication activity.
• Extension: Students write a short paragraph about their favourite healthy meal.