Before you teach — read this first
Grade 3 · Lesson 96 — 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 subject, action verb predicate (avp), direct object. 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 boy ran fast., ringing boy.
Why it matters — say this in your own words, about ten seconds.
“Knowing how words work makes reading easier, not harder.”
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 — “Knowing how words work makes reading easier, not harder.” 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 boy ran fast. · the question · ring boy · name it a subject. 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 subject, action verb predicate (avp), direct object. 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 boy ran fast. still marked when they start work.
- The We-do runs 4 items on whiteboards — When we say predicate, we usually will mean simple predicate—the verb.Who or what is this about?, She showed these sentences: The gray fox barked at the moon.What does the subject do?, And is a plural conjunction, and or is a singular conjunction.What does the subject do?, The direct object will be a noun or a pronoun, always.Verb — what? or whom?. 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 subject or the action verb predicate (avp) or the direct object. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on Example Sentences Here are some example sentences that use direct objects. — an item they have not met, so it measures rather than reminds — then the line they leave with: “The subject is who or what it is about.”
- Watch for: Marks the first word rather than the subject — The subject usually starts the sentence, so position works often enough to hide. If you see it: “Who or what is it ABOUT? Say the whole naming part.” (Remedial sheet 19.)