| Slide | Part | On screen / book | Teacher says | Teacher does — point, click, clap | Students |
|---|---|---|---|---|---|
| 1 | Launch | Grammar — Day 74 | (nothing yet — this is on screen as they come in and settle) | Have Grammar — Day 74 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 | What a clause is | “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 | “Careful words make careful thinking.” | 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 complement + phrase + objects of preposition. | “Today the questions jump around — subject complement + phrase + objects of preposition. 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 Complement — “Does it tell me about the subject?” · Phrase — “Does this group act like one word?” · Objects of Preposition — “Preposition — what?” · I will not tell you which is coming. · Listen for the question, THEN answer. | “Subject Complement: “Does it tell me about the subject?” · Phrase: “Does this group act like one word?” · Objects of Preposition: “Preposition — what?”. 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 | “NOT between compound subject complements: He was angry and tired.” … “Does it tell me about the subject?” … “tired — the subject complement.” … “Does this group act like one word?” … “between — a phrase.” … “Preposition — what?” … “between — an object of a preposition.” “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 NOT between compound subject complements: He was angry and tired. · ① Write the question underneath: Does it tell me about the subject? · ② Try it on tired — “tired” — it works · ③ Ring tired and name it: the subject complement 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 | Somehow, hurlyburly sounded familiar, as though he had read it somewhere. Does it tell me about the subject? Answerfind the subject complement | “Somehow, hurlyburly sounded familiar, as though he had read it somewhere.” … “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. |
| 10 | We do | Cover your toes, and don't come H the shadow so fast. Does this group act like one word? Answerfind the phrase | “Cover your toes, and don't come H the shadow so fast.” … “Does this group act like one word?” | Say the SENTENCE, then point at the question as you say it. Boards up on signal. | Decide which question, then answer. |
| 11 | We do | Notice that the noun sidewalk is almost like a direct object. Does this group act like one word? Answerfind the phrase | “Notice that the noun sidewalk is almost like a direct object.” … “Does this group act like one word?” | Say the SENTENCE, then point at the question as you say it. Boards up on signal. | Decide which question, then answer. |
| 12 | We do | Poodle and What? trekked on the stars, but What? looked puzzled. Preposition — what? Answerfind the objects of preposition | “Poodle and What? trekked on the stars, but What? looked puzzled.” … “Preposition — what?” | 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 complement or the phrase or the objects of preposition · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 74 | “Before you move. 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. 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 NOT between compound subject complements: He was angry and tired. 2. ① Write the question underneath: Does it tell me about the subject? 3. ② Try it on tired — “tired” — it works 4. ③ Ring tired and name it: the subject complement Worksheet — Lesson 74 | “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 | So prepositions show relationships of space, such as under the stars? Answerfind the objects of preposition | “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. |