Before you teach — read this first
Grade 1 · Lesson 33 — Interleave: Pronouns + Adjectives
U1 · Level One — Parts of Speech · Pronouns + Adjectives (—) · 10–15 minutes · 16 slides ·
Launch → I do → We do → You do → Closure
What this lesson is
An interleaved day mixing pronouns + adjectives. The skill is not either of them — both are secure — it is working out which question is being asked before answering. That is invisible unless you name it, so the objective is stated to the children outright. The worked example is built on Row many can you find for him?, ringing you.
Why it matters — say this in your own words, about ten seconds.
“Every one of these words is a tool you will keep for life.”
A different reason every lesson, on purpose. It is not on a slide and it
is not a script — if you have a better reason today, use yours. What should land is the
idea, not a sentence they can recite.
Recall — sixty seconds, before anything new
Retrieve: Nouns + Adjectives · Adjectives. Ask for it before you introduce anything, take the answers from boards rather than from hands so you see all thirty, and do not re-teach — note who has lost it and carry on. This is the middle of the launch: context, then this, then why it matters. Only what today leans on — a minute spent retrieving something unrelated costs the same and buys nothing, and the child who cannot recall the prerequisite is the one you will lose in the I-do.
How it goes
- Ten seconds on why it matters — “Every one of these words is a tool you will keep for life.” Your words, not those; it is a different reason every lesson so what lands is the idea rather than a sentence they can recite.
- Then you do one yourself, on screen, one click per move: Row many can you find for him? · the question · ring you · name it a pronoun. Do it exactly the way you want it done — this is the task they are about to do on their boards, not an easier one.
- You build the same thing on the board and leave it up for pronouns, adjectives. The four steps are identical in every lesson of this unit — sentence, question, test, answer — so the children read the method rather than the layout, and today's board shows Row many can you find for him? still marked when they start work.
- The We-do runs 3 items on whiteboards — We gave Poodle and him some soup.Whose place is it taking?, Row many can you find for him?Which one? What kind? How many?, Adjectives also modify pronouns: She is sensitive.Which one? What kind? How many?. You are scanning for who applies the question and who is guessing from meaning; those look identical on a right answer and completely different on a wrong one.
- Exit directions in full, standing still, before anyone moves — Sheet and pencil · Read the question above each one BEFORE you answer it · Find the pronoun or the adjective. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on Adjectives also modify pronouns: She is sensitive. — an item they have not met, so it measures rather than reminds — then the line they leave with: “A pronoun stands in for a noun.”
- Watch for: Cannot say which noun the pronoun replaces — Recognising the word is easier than tracking the reference. If you see it: “Put the naming word back in. Does it still make sense?” The swap-back is both the check and the repair. (Remedial sheet 09.)