Before you teach — read this first
Grade 3 · Lesson 6 — Re-teach Level Two
U0 · Square One · Re-teach Level Two (—) · 10–15 minutes · 17 slides ·
Launch → I do → We do → You do → Closure
What this lesson is
A review day. No new concept: today drills subject complement, phrases, objects of prepositions. 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 NOT between compound subject complements: He was angry and tired., ringing tired.
Why it matters — say this in your own words, about ten seconds.
“A writer who knows the parts can build anything.”
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: Re-teach Level One. 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 — “A writer who knows the parts can build anything.” 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: NOT between compound subject complements: He was angry and tired. · the question · ring tired · name it the subject complement. 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 subject complement, phrases, objects of prepositions. 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 NOT between compound subject complements: He was angry and tired. still marked when they start work.
- The We-do runs 4 items on whiteboards — He's still blasting Poodle's feathers and What?'s hairs and Sidney's shell.Does it tell me about the subject?, It the Visigoths attack before sunrise, we will seek shelter below.Does this group act like one word?, Object pronouns can be objects of preposition, but subject pronouns cannot.Does this group act like one word?, The preposition relates beans to another word in the sentence, dog.Preposition — what?. 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 subject complement or the phrase or the objects of preposition. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on The action does not have to act on a direct object. — an item they have not met, so it measures rather than reminds — then the line they leave with: “The complement completes the subject.”
- Watch for: Confuses the complement with a direct object — Both sit after the verb. If you see it: “Is the verb DOING something to it, or telling you what the subject IS?” (Remedial sheet 23.)