Before you teach — read this first

Grade 2 · Lesson 1 — Re-teach Level One

U0 · Square One · Re-teach Level One (—) · 10–15 minutes · 17 slides · Launch → I do → We do → You do → Closure

What this lesson is

A review day. No new concept: today drills adjectives, verbs, adverbs. Choose the focus from the last assessment rather than from a plan made months ago — the sheet works on whatever you pick. The worked example is built on There was one more problem that came to Poodle's mind., ringing that.

Why it matters — say this in your own words, about ten seconds.
“The better we know words, the better we understand the Qur'an.”
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

Nothing to retrieve yet; this is the first lesson of the year. Spend the minute on the routine instead — boards out, boards up on the signal — so it is automatic before it has to carry content.

How it goes

  1. Ten seconds on why it matters — “The better we know words, the better we understand the Qur'an.” Your words, not those; it is a different reason every lesson so what lands is the idea rather than a sentence they can recite.
  2. Then you do one yourself, on screen, one click per move: There was one more problem that came to Poodle's mind. · the question · ring that · name it an adjective. 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.
  3. You build the same thing on the board and leave it up for adjectives, verbs, adverbs. 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 There was one more problem that came to Poodle's mind. still marked when they start work.
  4. The We-do runs 4 items on whiteboards — The reader turned the page to follow them down.Which one? What kind? How many?, I will fly—it's coming so soon, like the moon!Can I put “I” in front of it?, No wonder you want to be an action verb.Can I put “I” in front of it?, In a trace she had vanished like a sandwich.How? When? Where?. 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.
  5. Exit directions in full, standing still, before anyone moves — Sheet and pencil · Read the question above each one BEFORE you answer it · Find the adjective or the verb or the adverb. Then they work alone, with the same worked example printed at the head of their sheet.
  6. Close on It made Poodle think, but What? began to shrink. — an item they have not met, so it measures rather than reminds — then the line they leave with: “An adjective tells more about a noun.”
  7. Watch for: Marks the noun as the adjective — They sit side by side and only one has been named so far. If you see it: “Which one is the THING? Then the other one is telling you about it.” (Remedial sheet 10.)
As-Suffah Academy · Language Arts · Narrative brief Then open the run sheet