Before you teach — read this first
Grade 2 · Lesson 17 — Two-level analysis in context
U1 · Poetics + grammar maintenance · Two-level analysis in context (—) · 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 Poodle ate slowly and gave him a big bite., ringing big.
Why it matters — say this in your own words, about ten seconds.
“Allah taught Adam — peace be upon him — the names of everything.”
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: Re-teach Level One + Re-teach Level Two · Re-teach Level Two. 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 — “Allah taught Adam — peace be upon him — the names of everything.” 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: Poodle ate slowly and gave him a big bite. · the question · ring big · 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.
- 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 Poodle ate slowly and gave him a big bite. still marked when they start work.
- The We-do runs 4 items on whiteboards — It was dermatitis, and ours was painful and unpleasant.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?, Poodle ate slowly and gave him a big bite.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.
- 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.
- Close on Sidney had a very large shell; she liked it. — 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.”
- 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.)