Grade 3 · Lesson 5 — Re-teach Level Two

U0 · Square One · Re-teach Level Two (—) · blocked practice · 10–15 min · 17 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: The direct object receives the action.

ObjectiveStudents will tell re-teach level two apart in mixed practice.

Smallest pieceReview and apply what we already know.

Spot test“Which question is this?”

Why that test works—

Why — in your own wordsCareful words make careful thinking.

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 5 · Deck: G3_L005_… .pptx · If it breaks: Remedial sheet 21, Remedial sheet 22, Remedial sheet 23 · Weekly Quiz 1

Vocabulary — pre-pointedT3: direct object = the thing that receives the action; lvp = a verb that links instead of acting; subject complement = the word after a linking verb that tells about the subject
T2: sort = put into groups

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Grammar — Day 5	(nothing yet — this is on screen as they come in and settle)	Have Grammar — Day 5 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	Re-teach Level Two	“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	“Allah taught Adam — peace be upon him — the names of everything.”	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: direct object + linking verb predicate (lvp) + subject complement.	“Today the questions jump around — direct object + linking verb predicate (lvp) + subject complement. 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 · Direct Object — “Verb — what? or whom?” · Linking Verb Predicate (LVP) — “Does it DO, or does it link?” · Subject Complement — “Does it tell me about the subject?” · I will not tell you which is coming. · Listen for the question, THEN answer.	“Direct Object: “Verb — what? or whom?” · Linking Verb Predicate (LVP): “Does it DO, or does it link?” · Subject Complement: “Does it tell me about the subject?”. 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	“There is a third, the being verb kind, but it is more rare, and we do not study it in this book.” … “Verb — what? or whom?” … “book — the direct object.” … “Does it DO, or does it link?” … “is — the linking verb predicate.” … “Does it tell me about the subject?” … “kind — the subject complement.” “Two questions. Two answers. One sentence. Your turn.”	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 There is a third, the being verb kind, but it is more rare, and we do not study it in this book. · ① Write the question underneath: Verb — what? or whom? · ② Try it on book — “book” — it works · ③ Ring book and name it: the direct object 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	Example Sentences Here are some example sentences that use direct objects. Verb — what? or whom? Answerfind the direct object	“Example Sentences Here are some example sentences that use direct objects.” … “Verb — what? or whom?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
10	We do	Which of the sentences below does not contain a subject complement? Does it DO, or does it link? Answerfind the linking verb predicate (lvp)	“Which of the sentences below does not contain a subject complement?” … “Does it DO, or does it link?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
11	We do	Sentences are binary; they have two sides, saying something about something. Does it DO, or does it link? Answerfind the linking verb predicate (lvp)	“Sentences are binary; they have two sides, saying something about something.” … “Does it DO, or does it link?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
12	We do	But if there is a subject complement, there is NO ACTION. Does it tell me about the subject? Answerfind the subject complement	“But if there is a subject complement, there is NO ACTION.” … “Does it tell me about the subject?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
13	You do	Exit directions Before you start · Sheet and pencil · Read the question above each one BEFORE you answer it · Find the direct object or the linking verb predicate (lvp) or the subject complement · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 5	“Before you move. Sheet and pencil. Read the question above each one BEFORE you answer it. Find the direct object or the linking verb predicate (lvp) or the subject complement. 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.
14	You do	VIP slide How we did it together the worked example — one click per step 1. Write There is a third, the being verb kind, but it is more rare, and we do not study it in this book. 2. ① Write the question underneath: Verb — what? or whom? 3. ② Try it on book — “book” — it works 4. ③ Ring book and name it: the direct object Worksheet — Lesson 5	“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.
15	Closure	Today — Closure highlighted	“Boards up one more time.”	Point to Closure.	Boards ready.
16	Closure	The subject complement is just the subject again by another name. Answerfind the subject complement	“Last one — and I am not telling you which question.”	Boards up on signal. Reveal.	Answer. Hold up.
17	Closure	Listen for the question first.	“Listen for the question first.”	Collect boards.	Repeat it.

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: Answers the right question for each item without prompting, and self-corrects when they realize they answered the previous one.

Common errors

Finds a direct object where there is none
The pattern of the last three lessons was that there always is one.
→ “He ran WHAT? There is no answer, so there is no direct object.” Remedial sheet 21
Calls a linking verb an action verb
Seven lessons taught verbs as actions.
→ “What did they DO? Nothing — it is telling you what they ARE.” Remedial sheet 22
Confuses the complement with a direct object
Both sit after the verb.
→ “Is the verb DOING something to it, or telling you what the subject IS?” Remedial sheet 23

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

Direct Object: both hands catching · Linking Verb Predicate (LVP): two hands hooking, held still · Subject Complement: both hands opening outward

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

As-Suffah Academy · Language Arts · Grade 3 · Lesson 5 Launch → I do → We do → You do → Closure