| Slide | Part | On screen / book | Teacher says | Teacher does — point, click, clap | Students |
|---|---|---|---|---|---|
| 1 | Launch | Grammar — Day 64 | (nothing yet — this is on screen as they come in and settle) | Have Grammar — Day 64 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 | OR — a choice | “Assalamu alaykum.” | Greet and settle. | Return the greeting. |
| 3 | Launch | Today — Launch highlighted | “Our plan.” | Point down the five steps. | Look. |
| — | Launch | (no slide — retrieval) | “Yesterday: and joins. Quick — one together.” | 60 seconds, no longer. Same language as when it was taught, a NEW example. Note: SPIRAL. If they cannot do this, that is today's real work — stop and reteach with the sheet named against the error. | Answer together. |
| — | Launch | Why — say it ten seconds, off screen, in your own words | “We learn language so we can teach people about Allah.” | Why this matters. Say it, do not read it. Ten seconds. Note: Your words. A different reason every lesson, on purpose. | Listen. |
| 4 | Launch | Or offers a choice between two things. | “Or offers a choice between two things.” | Say it slowly. This is the one idea of the day. Note: CONFOUND CONTROLLED: Meaning, not just membership. | Listen. |
| 5 | Launch | What we will do · Yesterday: and joins. · Or offers a choice between two things. · The question we ask: “What two things is it holding together?” · Then we find them together. | “Or offers a choice between two things. The question we ask ourselves is: What two things is it holding together?” | Click once per line. Land on the question — it is the tool they keep. | Listen. |
| 6 | Launch | I am when you are. AnswerWhat two things is it holding together? → yes | “I am when you are.. What two things is it holding together?” | Ask it, answer it aloud together, then click. | Answer together. |
| 7 | I do | Today — I do highlighted | “Watch me do one — then I will leave it on the board.” | Point to I do. | Watch. |
| 8 | I do | I-do example Watch me do one the exact task, modelled — sentence · question · ring it · name it | “Which do you prefer, geography or geophysics?” … “What two things is it holding together?” … “or — a conjunction.” “Your turn: same question, on your board.” | One click per move: the sentence · the question · ring the word and name it · hand it over. Do it exactly the way you want them to do it — this is the task they are about to do on their boards, not a different, easier one. Note: Model the DOING, not only the thinking. The ring is the same mark they will make; the wording is the same wording you want back. | Watch. Hands still. |
| — | 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 Which do you prefer, geography or geophysics? · ① Write the question underneath: What two things is it holding together? · ② Try it on or — “__ or __” — it works · ③ Ring or and name it: a conjunction 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. |
| 9 | We do | Today — We do highlighted | “Together. Boards out.” | Boards out. | Boards ready. |
| — | We do | (no slide — a student models, then turn and talk) | “Watch him/her do one. Same question, out loud.” … “Now turn to your partner. One of you does the next one out loud, the other one checks the question was asked.” | Student models first — pick someone you are confident will do it well; this first model sets the standard the class copies. Then turn and talk: 60 seconds, one item, and they swap roles. Listen for who says the question aloud and who just says an answer. Note: This is the Interactive Modeling step 4 move. It is not in every lesson — only where a procedure is new. Start over if the class does not watch the model silently. | One models; then partners take turns. |
| 10 | We do | The octarchy unanimously decided to invade Macedonia. Answerfind the conjunction | “The octarchy unanimously decided to invade Macedonia.” … “What two things is it holding together?” | Wait. Boards up on signal. Scan before you reveal. | Write the answer, boards up. |
| 11 | We do | Which do you prefer, geography or geophysics? Answerfind the conjunction | “Which do you prefer, geography or geophysics?” … “What two things is it holding together?” | Wait. Boards up on signal. Scan before you reveal. | Write the answer, boards up. |
| 12 | We do | Phrases no phrases Clauses indep. Answerfind the conjunction | “Phrases no phrases Clauses indep.” … “What two things is it holding together?” | Wait. Boards up on signal. Scan before you reveal. | Write the answer, boards up. |
| 13 | We do | That sounds complicated at first, but it is not. Answerfind the conjunction | “That sounds complicated at first, but it is not.” … “What two things is it holding together?” | Wait. Boards up on signal. Scan before you reveal. | Write the answer, boards up. |
| 14 | You do | Exit directions Before you start · Sheet and pencil · Ask the question on every item · Find the conjunction in each one · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 64 | “Before you move. Sheet and pencil. Ask the question on every item. Find the conjunction in each one. Do all of them, then look up. 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. |
| 15 | You do | VIP slide How we did it together the worked example — one click per step 1. Write Which do you prefer, geography or geophysics? 2. ① Write the question underneath: What two things is it holding together? 3. ② Try it on or — “__ or __” — it works 4. ③ Ring or and name it: a conjunction Worksheet — Lesson 64 | “On your own. The question is the same: What two things is it holding together?” | Their sheet carries the same strip. Come back to this if anyone stalls. | Work alone. |
| 16 | Closure | Today — Closure highlighted | “Boards up one more time.” | Point to Closure. | Boards ready. |
| 17 | Closure | Never end a sentence with a preposition? Answer— (check against the spot test, not the meaning) | “Last one. What two things is it holding together?” | Boards up on signal. Scan. Click to reveal. Note: Held-out item — the class has not met this one. | Answer. Hold up. |
| 18 | Closure | A conjunction joins. | “A conjunction joins.” | Collect boards. | Repeat: “A conjunction joins.” |
| 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. |