| Slide | Part | On screen / book | Teacher says | Teacher does — point, click, clap | Students |
|---|---|---|---|---|---|
| 1 | Launch | Grammar — Day 83 | (nothing yet — this is on screen as they come in and settle) | Have Grammar — Day 83 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 | Prepositional phrases | “Assalamu alaykum.” | Greet and settle. | Return the greeting. |
| 3 | Launch | Today — Launch highlighted | “Our plan.” | Point down the steps. | Look. |
| — | Launch | Why — say it ten seconds, off screen, in your own words | “We learn the kinds of words so we can say exactly what we mean.” | Why this matters. Say it, do not read it. Ten seconds. Note: Your words. A different reason every lesson. | Listen. |
| 4 | Launch | Today the questions jump around: rhyme + alliteration. | “Today the questions jump around — rhyme + alliteration. Your first job, before you answer anything, is to notice which one I am asking.” | Say it slowly. This is the actual objective of the day. Note: NAME THE INTERLEAVING. Unannounced mixing feels random to a six-year-old; announced, it is a game they can win. | Listen. |
| 5 | Launch | The questions · Rhyme — “Do the sounds match, and where?” · Alliteration — “Do the sounds match, and where?” · I will not tell you which is coming. · Listen for the question, THEN answer. | “Rhyme: “Do the sounds match, and where?” · Alliteration: “Do the sounds match, and where?”. I will not tell you which is coming.” | Click per line. Write the questions on the board and leave them up. | Listen. |
| 6 | I do | Today — I do highlighted | “Watch me work out which question it is — then do one.” | Point to I do. | Watch. |
| 7 | I do | I-do example Watch me do one the exact task, modelled — sentence · question · ring it · name it | “Poems are hard to write, the author wrote.” … “Do the sounds match, and where?” … “are hard to — rhyme.” “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 Poems are hard to write, the author wrote. · ① Write the question underneath: Do the sounds match, and where? · ② Try it on are hard to — “are hard to” — it works · ③ Ring are hard to and name it: rhyme 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. |
| 8 | We do | Today — We do highlighted | “Together. Boards out.” | Boards out. | Boards ready. |
| 9 | We do | You have to hear the sounds of words. Do the sounds match, and where? Answerfind the rhyme | “You have to hear the sounds of words.” … “Do the sounds match, and where?” | Say the SENTENCE, then point at the question as you say it. Boards up on signal. | Decide which question, then answer. |
| 10 | We do | I'm getting you out of there to anywhere, quick! Do the sounds match, and where? Answerfind the alliteration | “I'm getting you out of there to anywhere, quick!” … “Do the sounds match, and where?” | Say the SENTENCE, then point at the question as you say it. Boards up on signal. | Decide which question, then answer. |
| 11 | We do | It was better than the alternative, don't you think? Do the sounds match, and where? Answerfind the alliteration | “It was better than the alternative, don't you think?” … “Do the sounds match, and where?” | Say the SENTENCE, then point at the question as you say it. Boards up on signal. | Decide which question, then answer. |
| 12 | You do | Exit directions Before you start · Sheet and pencil · Read the question above each one BEFORE you answer it · Find the rhyme or the alliteration · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 83 | “Before you move. Sheet and pencil. Read the question above each one BEFORE you answer it. Find the rhyme or the alliteration. 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. |
| 13 | You do | VIP slide How we did it together the worked example — one click per step 1. Write Poems are hard to write, the author wrote. 2. ① Write the question underneath: Do the sounds match, and where? 3. ② Try it on are hard to — “are hard to” — it works 4. ③ Ring are hard to and name it: rhyme Worksheet — Lesson 83 | “On your own. Read the question first, every time.” | Watch for children answering the previous question out of habit — that is the error this day exists to surface. | Work alone. |
| 14 | Closure | Today — Closure highlighted | “Boards up one more time.” | Point to Closure. | Boards ready. |
| 15 | Closure | It was better than the alternative, don't you think? Answerfind the alliteration | “Last one — and I am not telling you which question.” | Boards up on signal. Reveal. | Answer. Hold up. |
| 16 | Closure | Listen for the question first. | “Listen for the question first.” | Collect boards. | Repeat it. |
| 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. |