Grade 2 · Lesson 58 — All four devices

U1 · Poetics + grammar maintenance · Alliteration (11 of 11) · blocked practice · 10–15 min · 18 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: Alliteration is about sound.

ObjectiveStudents will all four devices.

Smallest pieceRhyme, assonance, consonance, alliteration — I know all four.

Spot test“Do the sounds match, and where?”

Why that test works—

Why — in your own words—

MaterialsMini-whiteboard + pen per student · Board or screen for the deck · Board space kept clear for the VIP — it stays up all lesson · Worksheet — Lesson 58 · Deck: G2_L058_… .pptx · If it breaks: Remedial sheet 24

Vocabulary — pre-pointedT3: alliteration = alliteration repeats the sound at the start of nearby words.
T2: identify = find and name

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Grammar — Day 58	(nothing yet — this is on screen as they come in and settle)	Have Grammar — Day 58 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	All four devices	“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: all four devices. 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	“Grammar is not rules to obey — it is how meaning is made.”	Why this matters. Say it, do not read it. Ten seconds. Note: Your words. A different reason every lesson, on purpose.	Listen.
4	Launch	Rhyme, assonance, consonance, alliteration — I know all four.	“Rhyme, assonance, consonance, alliteration — I know all four.”	Say it slowly. This is the one idea of the day. Note: CONFOUND CONTROLLED: Review and celebration. No new content.	Listen.
5	Launch	What we will do · Yesterday: all four devices. · Rhyme, assonance, consonance, alliteration — I know all four. · The question we ask: “Do the sounds match, and where?” · Then we find them together.	“Rhyme, assonance, consonance, alliteration — I know all four. The question we ask ourselves is: Do the sounds match, and where?”	Click once per line. Land on the question — it is the tool they keep.	Listen.
6	Launch	Ten tall towers tumbled. AnswerDo the sounds match, and where? → yes	“Ten tall towers tumbled.. Do the sounds match, and where?”	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	“It was better than the alternative, don't you think?” … “Do the sounds match, and where?” … “was better than — alliteration.” “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 It was better than the alternative, don't you think? (p.68) · ① Write the question underneath: Do the sounds match, and where? · ② Try it on was better than — “was better than” — it works · ③ Ring was better than and name it: alliteration 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.
10	We do	It was better than the alternative, don't you think? (p.68) Answerfind the alliteration	“It was better than the alternative, don't you think?” … “Do the sounds match, and where?”	Wait. Boards up on signal. Scan before you reveal.	Write the answer, boards up.
11	We do	Stop it, and I will show you more alliteration. (p.71) Answerfind the alliteration	“Stop it, and I will show you more alliteration.” … “Do the sounds match, and where?”	Wait. Boards up on signal. Scan before you reveal.	Write the answer, boards up.
12	We do	Gentle gray geese gathered. AnswerGentle, gray, geese, gathered	“Gentle gray geese gathered.” … “Do the sounds match, and where?”	Wait. Boards up on signal. Scan before you reveal.	Write the answer, boards up.
13	We do	The wild wind whistled around the wall. Answerwild, wind, whistled, wall	“The wild wind whistled around the wall.” … “Do the sounds match, and where?”	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 alliteration in each one · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 58	“Before you move. Sheet and pencil. Ask the question on every item. Find the alliteration 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 It was better than the alternative, don't you think? (p.68) 2. ① Write the question underneath: Do the sounds match, and where? 3. ② Try it on was better than — “was better than” — it works 4. ③ Ring was better than and name it: alliteration Worksheet — Lesson 58	“On your own. The question is the same: Do the sounds match, and where?”	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	Sidney crept out from the behind the curtain. Answer— (check against the spot test, not the meaning)	“Last one. Do the sounds match, and where?”	Boards up on signal. Scan. Click to reveal. Note: Held-out item — the class has not met this one.	Answer. Hold up.
18	Closure	Alliteration is about sound.	“Alliteration is about sound.”	Collect boards.	Repeat: “Alliteration is about sound.”

If it breaks — stop and repair

Do not move on. Reteach with the sheet named against the error, and let the float absorb it.

Secure looks like: Finds non-adjacent alliteration in an MCT poem, judged by sound rather than letter, and distinguishes it from consonance.

Common errors

Judges by first LETTER instead of first sound
The letter is visible and the sound is not — and for four lessons they agreed.
→ “Say them. Do they START the same? 'City' and 'cat' do not.” Remedial sheet 24
Misses alliteration when words are not adjacent
The first two lessons only ever showed adjacent words.
→ “Read past the little words. What starts the same?” Remedial sheet 24
Calls consonance alliteration
Both repeat consonant sounds.
→ “Is the sound at the START of the words, or inside them?” Remedial sheet 24

Three tiers

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.

Non-verbal cue

Alliteration: tap the ear, then tap twice

Question continuum: “How many claps?” (concrete) → “How do you know that was one word and not two?” (open)

As-Suffah Academy · Language Arts · Grade 2 · Lesson 58 Launch → I do → We do → You do → Closure