Before you teach — read this first
Grade 4 · Lesson 5 — Noun + Verb
U0 · Re-teach the level below · Noun + Verb (—) · 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 adjectives, verbs, adverbs. 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 There could be little doubt that Sidney was fast, not slow, like a drought., ringing little.
Why it matters — say this in your own words, about ten seconds.
“Allah taught Adam — peace be upon him — the names of everything.”
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: Verb · Noun. 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 — “Allah taught Adam — peace be upon him — the names of everything.” 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: There could be little doubt that Sidney was fast, not slow, like a drought. · the question · ring little · name it an adjective. 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 adjectives, verbs, adverbs. 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 There could be little doubt that Sidney was fast, not slow, like a drought. still marked when they start work.
- The We-do runs 4 items on whiteboards — If you have a tooth, that does not mean that you are a tooth.Which one? What kind? How many?, There could be little doubt that Sidney was fast, not slow, like a drought.Can I put “I” in front of it?, People and things are stopping, waving, speaking, riding, flowing, selling, and hurrying!Can I put “I” in front of it?, Verbs that are always transitive are enjoy,find, excuse, reward, feed, and sell.How? When? Where?. 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 adjective or the verb or the adverb. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on For example, we cannot disappear someone, or belong something, or laugh someone. — an item they have not met, so it measures rather than reminds — then the line they leave with: “An adjective tells more about a noun.”
- Watch for: Marks the noun as the adjective — They sit side by side and only one has been named so far. If you see it: “Which one is the THING? Then the other one is telling you about it.” (Remedial sheet 10.)