Before you teach — read this first
Grade 2 · Lesson 77 — Prepositional phrases
U2 · Level Three — Phrases · Prepositional phrases (—) · 10–15 minutes · 16 slides ·
Launch → I do → We do → You do → Closure
What this lesson is
A review day. No new concept: today drills rhyme, alliteration. 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 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.
“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: What a phrase is · Rhyme + Alliteration. 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: 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?, I showed you rhyme and assonance and consonance.Do the sounds match, and where?, Now let us look at a different idea.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 Now let us look at a different idea. — 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.)