Before you teach — read this first
Grade 5 · Lesson 37 — Verb
U1 · Level One — Parts of Speech · Verb (—) · 10–15 minutes · 14 slides ·
Launch → I do → We do → You do → Closure
The grammar behind this lesson — read this before you teach it.VerbWhat it is. A verb is the doing or the being of the sentence. Every complete sentence has one.
Why our 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.
Leans on. Knowing a sentence is a complete thought. The verb is what makes it complete.
Watch for. Being verbs feel like nothing is happening, so children skip them. *She is tall* has a verb, and the child needs it before linking verbs make sense.
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 little girl bought a cone., ringing girl.
Why it matters — say this in your own words, about ten seconds.
“The better we know words, the better we understand the Qur'an.”
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 + Pronoun + Adjective · Pronoun + 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 — “The better we know words, the better we understand the Qur'an.” 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 little girl bought a cone. · the question · ring girl · 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 little girl bought a cone. still marked when they start work.
- The We-do runs 1 items on whiteboards — We use interrogative pronouns to interrogate: who, whose, whom, which, what Who rode the bus today?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 We use interrogative pronouns to interrogate: who, whose, whom, which, what Who rode the bus today? — 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.)