Grade 3 · Lesson 35 — Commas with conjunctions

U1 · Punctuation — the comma system · Commas with conjunctions (—) · blocked practice · 10–15 min · 17 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: Objects of Prepositions.

ObjectiveStudents will tell commas with conjunctions 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 words—

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 35 · Deck: G3_L035_… .pptx · If it breaks: Remedial sheet 19, Remedial sheet 25, Remedial sheet 26

Vocabulary — pre-pointedT3: object of preposition = A preposition shows the relationship between its OBJECT and another word. Its object will be a noun or a pronoun; preposition2 = A preposition is a relationship; it might be a relationship of time or space or something else; subject = who or what the sentence is about
T2: sort = put into groups

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Grammar — Day 35	(nothing yet — this is on screen as they come in and settle)	Have Grammar — Day 35 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	Commas with conjunctions	“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: objects of preposition + preposition + subject.	“Today the questions jump around — objects of preposition + preposition + subject. 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 · Objects of Preposition — “Preposition — what?” · Preposition — “What relationship does it show?” · Subject — “Who or what is this about?” · I will not tell you which is coming. · Listen for the question, THEN answer.	“Objects of Preposition: “Preposition — what?” · Preposition: “What relationship does it show?” · Subject: “Who or what is this about?”. 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	“The preposition relates beans to another word in the sentence, dog.” … “Preposition — what?” … “in — an object of a preposition.” … “What relationship does it show?” … “in — a preposition.” … “Who or what is this about?” … “dog — a subject.” “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 The preposition relates beans to another word in the sentence, dog. · ① Write the question underneath: Preposition — what? · ② Try it on in — “in” — it works · ③ Ring in and name it: an object of a preposition 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	The action does not have to act on a direct object. Preposition — what? Answerfind the objects of preposition	“The action does not have to act on a direct object.” … “Preposition — what?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
10	We do	The preposition will always be the first word of its phrase. What relationship does it show? Answerfind the preposition	“The preposition will always be the first word of its phrase.” … “What relationship does it show?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
11	We do	All right is two words; there is no such word as alright. What relationship does it show? Answerfind the preposition	“All right is two words; there is no such word as alright.” … “What relationship does it show?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
12	We do	Instead, there was a white wall where the mountains had been. Who or what is this about? Answerfind the subject	“Instead, there was a white wall where the mountains had been.” … “Who or what is this about?”	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 objects of preposition or the preposition or the subject · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 35	“Before you move. Sheet and pencil. Read the question above each one BEFORE you answer it. Find the objects of preposition or the preposition or the subject. 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 The preposition relates beans to another word in the sentence, dog. 2. ① Write the question underneath: Preposition — what? 3. ② Try it on in — “in” — it works 4. ③ Ring in and name it: an object of a preposition Worksheet — Lesson 35	“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	They looked down, and the ground had become a wooden floor. Answerfind the subject	“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

Names the preposition without its object
Grade 1 only ever asked for the preposition.
→ “Under WHAT? Say the whole phrase.” Remedial sheet 25
Picks a word inside a phrase as the subject
It is often a noun and often near the front.
→ “Cross out the phrase. Now who or what is it about?” Remedial sheet 26
Names the preposition without its object
Grade 1 only ever asked for the preposition.
→ “Under WHAT? Say the whole phrase.” Remedial sheet 25
Picks a word inside a phrase as the subject
It is often a noun and often near the front.
→ “Cross out the phrase. Now who or what is it about?” Remedial sheet 26
Marks the first word rather than the subject
The subject usually starts the sentence, so position works often enough to hide.
→ “Who or what is it ABOUT? Say the whole naming part.” Remedial sheet 19
Misses a compound subject
The search stops at the first hit, as it did with nouns.
→ “Who else?” Remedial sheet 19

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

Objects of Preposition: one hand travelling over a closed fist · Preposition: one hand travelling over a closed fist · Subject: left hand out, palm up — the same cue as the naming part

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 35 Launch → I do → We do → You do → Closure