Before you teach — read this first
Grade 4 · Lesson 30 — Pronoun + Adjective
U1 · Level One — Parts of Speech · Pronoun + Adjective (—) · 10–15 minutes · 14 slides ·
Launch → I do → We do → You do → Closure
What this lesson is
A review day. No new concept: today drills 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 children were giggling., ringing children.
Why it matters — say this in your own words, about ten seconds.
“A writer who knows the parts can build anything.”
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: Noun + Adjective · Adjective. 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 — “A writer who knows the parts can build anything.” 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 children were giggling. · the question · ring children · 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. 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 children were giggling. still marked when they start work.
- The We-do runs 1 items on whiteboards — The next spot, I say," said Poodle that way, "we'll find the next spot over there.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 subject. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on The next spot, I say," said Poodle that way, "we'll find the next spot over there. — 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.)