Grade 4 · Lesson 3 — Verb

U0 · Re-teach the level below · Verb (—) · blocked practice · 10–15 min · 17 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: A conjunction joins.

ObjectiveStudents will tell verb apart in mixed practice.

Smallest pieceReview and apply what we already know.

Spot test“Which question is this?”

Why that test works'What is happening?' finds action verbs; 'is it just telling me that something IS?' finds being verbs. Both work because a verb is the only word that changes with time — ran, runs, will run — so if a word can be moved into yesterday or tomorrow, it is a verb.

Why — in your own wordsAnimals make sounds. People use words. That is a way Allah honored us.

MaterialsMini-whiteboard + pen per student · Board or screen for the deck · Board space kept clear for the VIP — it stays up all lesson · Worksheet — Lesson 3 · Deck: G4_L003_… .pptx · If it breaks: Remedial sheet 07, Remedial sheet 08, Remedial sheet 17, Remedial sheet 18

Vocabulary — pre-pointedT3: conjunction = a joining word — it holds two things together; interjection = a word that jumps out to show a feeling; noun = a naming word — it names a person, a place, a thing, or an idea
T2: sort = put into groups

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Grammar — Day 3	(nothing yet — this is on screen as they come in and settle)	Have Grammar — Day 3 up before they enter. Say nothing about it; it is doing its work by being there. Note: Same slide every lesson, number only changes. Students learn to read the room from it — it marks the transition into grammar before you speak.	See it on the way in. Know grammar is next.
2	Launch	Verb	“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	“When we know words well, we can learn other languages too.”	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: conjunction + interjection + noun.	“Today the questions jump around — conjunction + interjection + noun. 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 · Conjunction — “What two things is it holding together?” · Interjection — “Could it stand on its own with an exclamation mark?” · Noun — “Can I put “the” in front of it?” · I will not tell you which is coming. · Listen for the question, THEN answer.	“Conjunction: “What two things is it holding together?” · Interjection: “Could it stand on its own with an exclamation mark?” · Noun: “Can I put “the” in front of it?”. 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	“Yes, they finally reached the old cinema, and they went through the front door and under the lights of the marquee.” … “What two things is it holding together?” … “and — a conjunction.” … “Could it stand on its own with an exclamation mark?” … “Yes — an interjection.” … “Can I put “the” in front of it?” … “door — a noun.” “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 Yes, they finally reached the old cinema, and they went through the front door and under the lights of the marquee. · ① Write the question underneath: What two things is it holding together? · ② Try it on and — “__ and __” — it works · ③ Ring and and name it: a conjunction 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	The coordinating conjunctions are and, but, or, nor, for, so, and yet. What two things is it holding together? Answerfind the conjunction	“The coordinating conjunctions are and, but, or, nor, for, so, and yet.” … “What two things is it holding together?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
10	We do	Sidney," Poodle said, "make a sentence that has all eight kinds of words. Could it stand on its own with an exclamation mark? Answerfind the interjection	“Sidney," Poodle said, "make a sentence that has all eight kinds of words.” … “Could it stand on its own with an exclamation mark?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
11	We do	Examples of interjections are oh, ugh, oof, wow, yes, no, and oops. Could it stand on its own with an exclamation mark? Answerfind the interjection	“Examples of interjections are oh, ugh, oof, wow, yes, no, and oops.” … “Could it stand on its own with an exclamation mark?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
12	We do	Nouns are words that name things, like boat fish, bird, island, and wind. Can I put “the” in front of it? Answerfind the noun	“Nouns are words that name things, like boat fish, bird, island, and wind.” … “Can I put “the” in front of it?”	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 conjunction or the interjection or the noun · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 3	“Before you move. Sheet and pencil. Read the question above each one BEFORE you answer it. Find the conjunction or the interjection or the noun. 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 Yes, they finally reached the old cinema, and they went through the front door and under the lights of the marquee. 2. ① Write the question underneath: What two things is it holding together? 3. ② Try it on and — “__ and __” — it works 4. ③ Ring and and name it: a conjunction Worksheet — Lesson 3	“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	NOUNS Nouns are words that name things, like train, smoke, track, and land. Answerfind the noun	“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.

If it breaks — stop and repair

Do not move on. Reteach with the sheet named against the error, and let the float absorb it.

Secure looks like: Answers the right question for each item without prompting, and self-corrects when they realize they answered the previous one.

Common errors

Names the conjunction but not what it joins
Recognising a three-letter word is easy; tracking both sides is the skill.
→ “And what? And what else? Point to both.” Never accept the word alone. Remedial sheet 17
Treats every “and” as joining two nouns
Lesson 68 only ever joined single words.
→ “He knocked AND she opened. What is on each side? Two whole thoughts.” Remedial sheet 17
Calls “because” or “so” conjunctions
They are.
→ Say yes, and that we meet those in Grade 2. Never mark it wrong.
Calls any exclamation-marked sentence an interjection
Lesson 74 tied the two together.
→ “Is the WHOLE sentence the feeling word, or just the first bit?” Remedial sheet 18
Misses interjections that are ordinary words — “Well!”, “Yes!”
They do not look special.
→ “Say it the way you would if you were surprised.” Reading it aloud settles nearly every case. Remedial sheet 18
Calls the word after “the” a noun when it is an adjective — “the red…”
The spot test is positional, and an adjective sits in the same slot.
→ “The red WHAT? It has not finished. Keep going to the naming word.” Remedial sheet 07
Refuses idea nouns — “you can't touch peace, so it isn't a thing”
We taught person/place/thing first, and touchability generalised.
→ “Can you say THE peace? Then it is a noun. Some nouns you can only think about.” Lesson 17 exists for this. Remedial sheet 08
Finds only the first noun in a sentence
Stops at the first success — a search habit, not a grammar error.
→ “Good. Now is there another one? Keep going to the period.” Remedial sheet 07

Three tiers

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.

Non-verbal cue

Conjunction: two hooked fingers pulling together and holding · Interjection: both hands thrown up sharply, once · Noun: flat hand, palm down, held still — a thing you could put on the table

Question continuum: “How many claps?” (concrete) → “How do you know that was one word and not two?” (open)

As-Suffah Academy · Language Arts · Grade 4 · Lesson 3 Launch → I do → We do → You do → Closure