| Slide | Part | On screen / book | Teacher says | Teacher does — point, click, clap | Students |
|---|---|---|---|---|---|
| 1 | Launch | Grammar — Day 52 | (nothing yet — this is on screen as they come in and settle) | Have Grammar — Day 52 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 clauses | “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 language so we can teach people about Allah.” | 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: subject + action verb predicate (avp) + direct object. | “Today the questions jump around — subject + action verb predicate (avp) + direct object. 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 · Subject — “Who or what is this about?” · Action Verb Predicate (AVP) — “What does the subject do?” · Direct Object — “Verb — what? or whom?” · I will not tell you which is coming. · Listen for the question, THEN answer. | “Subject: “Who or what is this about?” · Action Verb Predicate (AVP): “What does the subject do?” · Direct Object: “Verb — what? or whom?”. 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 | “Children, high above the book, put their thoughts down and looked.” … “Who or what is this about?” … “Children — a subject.” … “Verb — what? or whom?” … “book — the direct object.” “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 Children, high above the book, put their thoughts down and looked. · ① Write the question underneath: Who or what is this about? · ② Try it on Children — “Children” — it works · ③ Ring Children and name it: a subject 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 | They looked down, and the ground had become a wooden floor. Who or what is this about? Answerfind the subject | “They looked down, and the ground had become a wooden floor.” … “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. |
| 10 | We do | One of the stage lights was buzzing—'twas because it wanted to. What does the subject do? Answerfind the action verb predicate (avp) | “One of the stage lights was buzzing—'twas because it wanted to.” … “What does the subject do?” | Say the SENTENCE, then point at the question as you say it. Boards up on signal. | Decide which question, then answer. |
| 11 | We do | I'll start with this: an action verb shows the subject acting! What does the subject do? Answerfind the action verb predicate (avp) | “I'll start with this: an action verb shows the subject acting!” … “What does the subject do?” | Say the SENTENCE, then point at the question as you say it. Boards up on signal. | Decide which question, then answer. |
| 12 | We do | It's pointless to cry Aroint thee because we won't turn back. Verb — what? or whom? Answerfind the direct object | “It's pointless to cry Aroint thee because we won't turn back.” … “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. |
| 13 | You do | Exit directions Before you start · Sheet and pencil · Read the question above each one BEFORE you answer it · Find the subject or the action verb predicate (avp) or the direct object · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 52 | “Before you move. Sheet and pencil. Read the question above each one BEFORE you answer it. Find the subject or the action verb predicate (avp) or the direct object. 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 Children, high above the book, put their thoughts down and looked. 2. ① Write the question underneath: Who or what is this about? 3. ② Try it on Children — “Children” — it works 4. ③ Ring Children and name it: a subject Worksheet — Lesson 52 | “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 | She wanted to zip up the slope like a racing snail. Answerfind the direct object | “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. |
| 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. |