| Slide | Part | On screen / book | Teacher says | Teacher does — point, click, clap | Students |
|---|---|---|---|---|---|
| 1 | Launch | Grammar — Day 8 | (nothing yet — this is on screen as they come in and settle) | Have Grammar — Day 8 up before they enter. Say nothing about it; it is doing its work by being there. | See it on the way in. Know grammar is next. |
| 2 | Launch | Whole thought, or only a piece? | “Here is where this fits with what we already know.” | CONTEXT — say where this sits: what it follows, and what it is part of. One sentence, then move. (Greet the class as you always do; that is not a step.) | Listen. Orient. |
| 3 | Launch | Today — Launch highlighted | “Our plan.” | Point down the steps. | Look. |
| — | Launch | Why — say it ten seconds, off screen, in your own words | “The better we know words, the better we understand the Qur'an.” | Why this matters. Say it, do not read it. Ten seconds, then move on. Do not explain it further today. Note: Your words, not these. This is the one beat of the lesson that should sound like you mean it rather than like it is written down. | Listen. |
| — | Launch | (board — my brother helps my dad) | “Dress it. Big letter, period.” | Write it undressed. One volunteer at the board, the rest on fingers. 60 seconds. Note: SPIRAL — retrieval of Lesson 7, fresh sentence. | Capital M, period at the end. |
| 4 | Launch | Today I am going to try to trick you. | “I said yesterday I would try to trick you. I am going to.” | Let that sit for a second. They will sit up. | Listen. |
| 5 | Launch | What we will do · Some things are a WHOLE THOUGHT. · Some things are only a PIECE of a thought. · A piece can still have a big letter. · A piece can still have a period. · So the marks do NOT decide. The question decides: · “Am I still waiting for more?” | “Some things are a whole thought. Some are only a piece of one. Here is the trick: a piece can still wear a big letter, and it can still wear a period. So the marks do not tell you. Only one question tells you: am I still waiting for more?” | Click per line. On the last line, hold up the open 'wait' hand and leave it up. Note: This is the most important slide in Unit 0. Everything about sentences that they will meet for the next eight years is built on judging by meaning, not by marks. | Listen. |
| — | Launch | (no slide — teach the sort) | “We are going to sort. This side: whole thoughts. This side: only a piece. Practice one — is a banana a fruit or a shoe?” | Draw two columns on the board and head them. Run one silly non-academic sort so the routine is clear before any grammar rides on it. Note: NEW ROUTINE, non-subject content first. Quick form. If the sort is messy, stop and run full Interactive Modeling — the step that matters is having a child sort one in front of the class before everybody goes. Lesson 1 has the full seven steps written out. | Point to the correct column. |
| 6 | I do | Today — I do highlighted | “Watch me get tricked — then watch me catch it.” | Point to I do. | Watch. |
| — | I do | (board — build the VIP, then leave it up) | (you are narrating each stage as you draw it — see the stages) | Build on the BOARD, not the slide. · Write Under the tall tree. · ① Check off the big letter, check off the period · ② Ask the question — answer YES, still waiting · ③ Write only a piece. Do NOT rub out step ①. Then leave it up for the whole lesson. Note: Walk it one click per step — this is the slide the teacher talks through, not one to flash. Leave the BOARD copy up; the slide can move on once they start, because the same strip is printed at the top of their sheet. Come back to it if anyone stalls. | Watch it being built. It stays there to look at. |
| 7 | I do | Watch me — Under the tall tree. · Under the tall tree. · Big letter? Yes. Period? Yes. · So it must be a sentence… let me check. · “Am I still waiting for more?” → Yes. WHO is under the tree? What do they DO? · It is only a piece. The marks tricked me. | “Under the tall tree. Big letter — yes. Period — yes. So it must be a sentence… but let me check. Am I still waiting for more? Yes I am — who is under the tree? What do they do? It never tells me. It is only a piece. The marks tricked me.” | Click per line. Check off the capital and the period visibly, then STILL put it in the 'piece' column. That contradiction is the lesson. Note: Model being fooled and then recovering. A child who only ever sees you get it right does not learn what checking is for. | Watch only. |
| 8 | We do | Today — We do highlighted | “Together. We sort.” | Point to the two columns. | Ready. |
| 9 | We do | Cats sleep. Answerwhole thought | “Cats sleep. Whole thought, or only a piece? Ask the question first.” | Every item wears a capital and a period — say nothing about that unless a child raises it, then praise them for noticing. Boards up, then reveal. | Write W for whole or P for piece. Boards up. |
| 10 | We do | On the top shelf. Answeronly a piece — still waiting | “On the top shelf. Whole thought, or only a piece? Ask the question first.” | Every item wears a capital and a period — say nothing about that unless a child raises it, then praise them for noticing. Boards up, then reveal. | Write W for whole or P for piece. Boards up. |
| 11 | We do | Our class went outside. Answerwhole thought | “Our class went outside. Whole thought, or only a piece? Ask the question first.” | Every item wears a capital and a period — say nothing about that unless a child raises it, then praise them for noticing. Boards up, then reveal. | Write W for whole or P for piece. Boards up. |
| 12 | We do | When the bell rang. Answeronly a piece — still waiting | “When the bell rang. Whole thought, or only a piece? Ask the question first.” | Every item wears a capital and a period — say nothing about that unless a child raises it, then praise them for noticing. Boards up, then reveal. | Write W for whole or P for piece. Boards up. |
| 13 | We do | My dad drives. Answerwhole thought | “My dad drives. Whole thought, or only a piece? Ask the question first.” | Every item wears a capital and a period — say nothing about that unless a child raises it, then praise them for noticing. Boards up, then reveal. | Write W for whole or P for piece. Boards up. |
| 14 | We do | The big blue. Answeronly a piece — no doing part | “The big blue. Whole thought, or only a piece? Ask the question first.” | Every item wears a capital and a period — say nothing about that unless a child raises it, then praise them for noticing. Boards up, then reveal. | Write W for whole or P for piece. Boards up. |
| 15 | You do | Today — You do highlighted Worksheet — Lesson 8 | “On your own.” | Hand out the worksheet. | Sheet out. |
| 16 | You do | Exit directions Before you start · Sheet and pencil · Sort all six first · Then go back and write your two reasons · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 8 | “Before you move. Sheet and pencil. Sort all six first. Then go back and write your two reasons. When I say go — and not before.” | Exit Directions. Give ALL of it standing still, before anyone touches anything. Then release. Do not add instructions once they are working — that is what the VIP on the board is for. Note: Given BEFORE the release, in one go. Adding a step mid-task is what produces the hands going up. | Listen with hands still. Then start. |
| 17 | You do | VIP slide How we did it together the worked example — one click per step 1. Write Under the tall tree. 2. ① Check off the big letter, check off the period 3. ② Ask the question — answer YES, still waiting 4. ③ Write only a piece. Do NOT rub out step ①. Worksheet — items 1–6 | “Sort them. And for two of them, tell me how you knew.” | The 'how you knew' box is the one to read tonight — it tells you who is using the question and who is guessing from length. | Sort all six. Write a reason for two. |
| 18 | Closure | Today — Closure highlighted | “Boards up one more time.” | Point to Closure. | Boards ready. |
| 19 | Closure | The train came on time. Answerwhole thought | “Last one. Whole thought, or only a piece?” | Boards up on signal. Click to reveal. Note: Ends on a clear, correct whole thought — not on a trick. Close on success. | Write W. Hold up. |
| 20 | Closure | If I am still waiting, it is not a sentence yet. | “If I am still waiting, it is not a sentence yet. Next time, the questions are going to jump around.” | Collect boards. | Repeat: “If I am still waiting, it is not a sentence yet.” |
| Core | As written. |
| Bridge | 2–3 word items only. Teacher does the first one with the student. |
| Foundation | One word at a time; student echoes, then one clap. No sentences yet. |