Before you teach — read this first
Grade 2 · Lesson 67 — Interleave: Rhyme + Alliteration
U1 · Poetics + grammar maintenance · Rhyme + Alliteration (—) · 10–15 minutes · 16 slides ·
Launch → I do → We do → You do → Closure
What this lesson is
An interleaved day mixing rhyme + alliteration. The skill is not either of them — both are secure — it is working out which question is being asked before answering. That is invisible unless you name it, so the objective is stated to the children outright. The worked example is built on All right, the author thought, and Poodle heard him., ringing right, the author.
Why it matters — say this in your own words, about ten seconds.
“Naming a thing is the first step to understanding it.”
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: Alliteration · Rhyme. 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 — “Naming a thing is the first step to understanding it.” 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: All right, the author thought, and Poodle heard him. · the question · ring right, the author · 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, alliteration. 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 All right, the author thought, and Poodle heard him. still marked when they start work.
- The We-do runs 3 items on whiteboards — You had to know which one it was.Do the sounds match, and where?, Maybe I fib bled them, wrote the author.Do the sounds match, and where?, A gruff cough suddenly scuffed the air, right beside them.Do the sounds match, and 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 rhyme or the alliteration. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on A gruff cough suddenly scuffed the air, right beside them. — 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.)