Before you teach — read this first

Grade 6 · Lesson 1 — Noun

U0 · Re-teach the level below · Noun (—) · 10–15 minutes · 17 slides · Launch → I do → We do → You do → Closure
The grammar behind this lesson — read this before you teach it.
Noun
What it is. A noun names something — a person, place, thing, or idea. It is the only kind of word that can be the thing a sentence is about.
Why our test works. 'Can I put the in front of it?' works because the is a determiner, and determiners in English attach to nouns and to nothing else. *The table* is fine; the ran, the quickly, the and are not. So the test is not a trick — it is asking whether the word behaves the way only nouns behave.
Leans on. Knowing that a sentence is about something. If a child cannot yet find what the sentence is about, the noun test has nothing to hold on to.
Watch for. It fails on names and on some abstract nouns — we do not say the Sarah or the courage in every sentence. Tell the class the test finds most nouns, and names are nouns too because they name a person.

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 Wrong: You need to carefully think about that., ringing that.

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

Nothing to retrieve yet; this is the first lesson of the year. Spend the minute on the routine instead — boards out, boards up on the signal — so it is automatic before it has to carry content.

How it goes

  1. 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.
  2. Then you do one yourself, on screen, one click per move: Wrong: You need to carefully think about that. · the question · ring that · 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.
  3. 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 Wrong: You need to carefully think about that. still marked when they start work.
  4. The We-do runs 4 items on whiteboards — The articles are little noun-alerts; they beep before nouns, letting us know that a noun is coming.Which one? What kind? How many?, No, I mean, it is not between you and I, Freddie; it is between you and me.Can I put “I” in front of it?, Primary auxiliary verbs: be, do, have These verbs also can be main verbs, used by themselves.Can I put “I” in front of it?, And I told you already, if you have to use some adjectives, don't put them close together.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.
  5. 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.
  6. Close on No, I mean, it is not between you and I, Freddie; it is between you and me. — 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.”
  7. 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.)
As-Suffah Academy · Language Arts · Narrative brief Then open the run sheet