Before you teach — read this first
Grade 3 · Lesson 123 — Dependent clauses + Clauses in longer sentences
U2 · Level Four — Clauses · Dependent clauses + Clauses in longer sentences (—) · 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 dog with the beans ate bugs., ringing with.
Why it matters — say this in your own words, about ten seconds.
“When we know words well, we can learn other languages too.”
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: Clauses in longer sentences · Dependent 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 — “When we know words well, we can learn other languages too.” 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 dog with the beans ate bugs. · 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 dog with the beans ate bugs. still marked when they start work.
- The We-do runs 4 items on whiteboards — There are relationships of similarity, such as like the bright moonlight.Preposition — what?, The preposition will always be the first word of its phrase.What relationship does it show?, All right is two words; there is no such word as alright.What relationship does it show?, They budged and peered and squinched and never flinched at danger.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 Sidney, slow it down, and face the star as you walk! — 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.)