Before you teach — read this first
Grade 3 · Lesson 69 — What a clause is
U2 · Level Four — Clauses · What a clause is (—) · 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 direct object, linking verb predicate (lvp), subject complement. 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 There is a third, the being verb kind, but it is more rare, and we do not study it in this book., ringing book.
Why it matters — say this in your own words, about ten seconds.
“Every one of these words is a tool you will keep for life.”
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: Commas in a series + Commas with conjunctions + Commas with clauses · Commas with conjunctions + Commas with clauses. 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 — “Every one of these words is a tool you will keep for life.” 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: There is a third, the being verb kind, but it is more rare, and we do not study it in this book. · the question · ring book · name it the direct object. 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 direct object, linking verb predicate (lvp), subject complement. 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 There is a third, the being verb kind, but it is more rare, and we do not study it in this book. still marked when they start work.
- The We-do runs 4 items on whiteboards — She wanted to zip up the slope like a racing snail.Verb — what? or whom?, Which of the sentences below does not contain a subject complement?Does it DO, or does it link?, Sentences are binary; they have two sides, saying something about something.Does it DO, or does it link?, He slowed to a stop, hovering over the boulder beside them.Does it tell me about the subject?. 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 direct object or the linking verb predicate (lvp) or the subject complement. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on Somehow, hurlyburly sounded familiar, as though he had read it somewhere. — an item they have not met, so it measures rather than reminds — then the line they leave with: “The direct object receives the action.”
- Watch for: Finds a direct object where there is none — The pattern of the last three lessons was that there always is one. If you see it: “He ran WHAT? There is no answer, so there is no direct object.” (Remedial sheet 21.)