Before you teach — read this first
Grade 3 · Lesson 95 — Independent clauses
U2 · Level Four — Clauses · Independent clauses (—) · 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 preposition relates beans to another word in the sentence, dog., ringing in.
Why it matters — say this in your own words, about ten seconds.
“We learn the kinds of words so we can say exactly what we mean.”
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 + Clauses and commas · Clauses and commas. 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 — “We learn the kinds of words so we can say exactly what we mean.” 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 preposition relates beans to another word in the sentence, dog. · the question · ring in · 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 preposition relates beans to another word in the sentence, dog. still marked when they start work.
- The We-do runs 4 items on whiteboards — The action does not have to act on a direct object.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?, Instead, there was a white wall where the mountains 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 They looked down, and the ground had become a wooden floor. — 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.)