Before you teach — read this first
Grade 2 · Lesson 28 — Seeing it as well as hearing it
U1 · Poetics + grammar maintenance · Rhyme (3 of 6) · 10–15 minutes · 18 slides ·
Launch → I do → We do → You do → Closure
What this lesson is
Lesson 3 of 6 on rhyme. The single idea is: I can find the rhyming pair on the page. The tool the children are handed is the question “Do the sounds match, and where?” — by the end of the topic that question, not the teacher, settles every case. Held constant today: Written, and every pair spelled alike, so sound and spelling agree. The worked example is built on Poodle, the author wrote, let me try one., ringing the author wrote.
Why it matters — say this in your own words, about ten seconds.
“We learn language so we can teach people about Allah.”
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: Two-level analysis in context · Re-teach Level One + 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
- Sixty seconds of retrieval opens it: “Yesterday: rhyme at the end of lines. Quick — one together.” Same language as when it was taught, a new example. If the class cannot do this, that is today's real work — stop and reteach.
- Ten seconds on why it matters — “We learn language so we can teach people about Allah.” Your words, not those; it is a different reason every lesson so what lands is the idea rather than a sentence they can recite.
- You name the one idea: I can find the rhyming pair on the page. Then the plan — what it is, the question we ask, and that we will find them together.
- Then you do one yourself, on screen, one click per move: Poodle, the author wrote, let me try one. · the question · ring the author wrote · name it rhyme. 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 rhyme. 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, the author wrote, let me try one. still marked when they start work.
- The We-do runs 4 items on whiteboards — Now we begin to focus on the elements of poems. (p.37), What does the stem tetra mean in the word tetrameter? (p.38), cake / lake, star / car. 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 · Ask the question on every item · Find the rhyme in each one. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on I'm not so sure, the author wrote. — an item they have not met, so it measures rather than reminds — then the line they leave with: “Rhyme is about sound.”
- Watch for: Judges by spelling instead of sound — Spelling is visible; sound has to be produced. If you see it: “Say them both out loud. Do they END the same?” (Remedial sheet 24.)