Lesson Plan: Body Parts and “Have Got/Has Got” for 3rd Grade

Subject: English Language Arts Topic: Body Parts and “Have Got/Has Got” Grade Level: 3rd Grade Duration: 45 minutes

Objectives: 1. Students will be able to identify and name different body parts. 2. Students will understand the usage of “have got/has got” to describe possession. 3. Students will practice using “have got/has got” in sentences to describe possession.

Materials: - Chart paper and markers - Flashcards with pictures of body parts - Worksheets on body parts and “have got/has got” - Video resources: - “The Human Body for Kids” (https://www.youtube.com/watch?v=7Vjg7T3w0gg) - “Have Got/Has Got Song” (https://www.youtube.com/watch?v=3DZq9z4fz8w)

Introduction (5 minutes): 1. Greet the students and introduce the topic of the lesson: body parts and “have got/has got.” 2. Show a picture of a human body and ask students to identify different body parts. 3. Engage students in a brief discussion about the importance of knowing body parts and how we use them in daily life.

Lesson Outline: 1. Body Parts (10 minutes): a. Display flashcards with pictures of different body parts on the chart paper. b. Call out the name of a body part and ask students to raise their hands if they know the name. c. Repeat the process for all the flashcards, encouraging students to participate actively. d. Use the video resource “The Human Body for Kids” to reinforce the learning of body parts.

1. “Have Got/Has Got” (15 minutes): a. Explain that “have got/has got” is used to talk about possession or ownership. b. Write the sentence “I have got a nose” on the chart paper and read it aloud. c. Ask students to identify the body part mentioned in the sentence. d. Repeat the process with other body parts, using flashcards or drawing on the chart paper. e. Introduce the usage of “has got” for the third person singular (e.g., “He has got a mouth”). f. Use the video resource “Have Got/Has Got Song” to reinforce the concept.

2. Practice (15 minutes): a. Distribute worksheets on body parts and “have got/has got” to each student. b. Instruct students to complete the sentences by filling in the blanks with the correct body parts and “have got/has got.” c. Circulate the classroom to provide assistance and monitor students’ progress. d. Collect the completed worksheets for assessment.

Assessment: 1. Informal Assessment: - Observe students’ participation during the discussion on body parts. - Monitor students’ engagement and understanding during the “Have Got/Has Got” activity.

1. Formal Assessment:
   • Evaluate students’ completion of the worksheets on body parts and “have got/has got.”

Differentiation: 1. For students who need additional support: - Provide extra visual aids, such as labeled diagrams or enlarged flashcards. - Pair them with a peer who can assist and support their learning.

1. For students who need extension:
   • Encourage them to write sentences using “have got/has got” to describe possession of body parts.
   • Provide additional challenging worksheets or activities related to body parts.

Plenary (5 minutes): 1. Recap the main points of the lesson, emphasizing the importance of knowing body parts and using “have got/has got” correctly. 2. Allow students to share any interesting facts they learned about body parts. 3. Conclude the lesson by watching a short video related to body parts or playing a quick review game.

Note: The provided video links are subject to availability and suitability. Please ensure they are appropriate for your classroom before using them.