Before you teach — read this first
Grade 2 · Lesson 18 — 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 adverbs, prepositions, conjunctions. 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 For Poodle and What?, there was nothing else to do., ringing there.
Why it matters — say this in your own words, about ten seconds.
“A writer who knows the parts can build anything.”
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 — “A writer who knows the parts can build anything.” 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: For Poodle and What?, there was nothing else to do. · the question · ring there · name it an adverb. 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 adverbs, prepositions, conjunctions. 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 For Poodle and What?, there was nothing else to do. still marked when they start work.
- The We-do runs 4 items on whiteboards — It made Poodle think, but What? began to shrink.How? When? Where?, They saw words around them, beside them, below them.Can I say it in front of “the box”?, Some poems flew by with times in their chimes.Can I say it in front of “the box”?, No," remonstrated Time, "you went after the stop signal.What two things is it holding together?. 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 adverb or the preposition or the conjunction. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on ADV: The ice cream man went down the block. — an item they have not met, so it measures rather than reminds — then the line they leave with: “An adverb tells more about a verb.”
- Watch for: Calls an adjective an adverb because it sounds descriptive — Both describe; only the target differs. If you see it: “Is it telling you about a THING or about a DOING?” Two hands: flat palm for the thing, rolling hands for the doing. (Remedial sheet 11.)