Before you teach — read this first
Grade 3 · Lesson 79 — Clauses and commas
U2 · Level Four — Clauses · Clauses and commas (—) · 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 objects of prepositions, prepositions, subject. 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 The girl with the apples goes home., ringing with.
Why it matters — say this in your own words, about ten seconds.
“Naming a thing is the first step to understanding it.”
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: What a clause is · Commas in a series + 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 — “Naming a thing is the first step to understanding it.” 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: The girl with the apples goes home. · the question · ring with · name it an object of a preposition. 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 objects of prepositions, prepositions, subject. 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 The girl with the apples goes home. still marked when they start work.
- The We-do runs 4 items on whiteboards — So prepositions show relationships of space, such as under the stars?Preposition — what?, With two ears acts as an adjective to modify the noun beagle.What relationship does it show?, Each preposition shows a relationship, such as space, or time, or something else.What relationship does it show?, They walked through the spot where the white wall had been.Who or what is this about?. 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 objects of preposition or the preposition or the subject. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on When we say predicate, we usually will mean simple predicate—the verb. — an item they have not met, so it measures rather than reminds — then the line they leave with: “Objects of Prepositions.”
- Watch for: Names the preposition without its object — Grade 1 only ever asked for the preposition. If you see it: “Under WHAT? Say the whole phrase.” (Remedial sheet 25.)