Before you teach — read this first
Grade 6 · Lesson 5 — Verb
U0 · Re-teach the level below · Verb (—) · 10–15 minutes · 17 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 direct object, linking verb predicate (lvp), subject complement. 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 soup was hot., ringing soup.
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: 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: The soup was hot. · the question · ring soup · name it the direct object. 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 direct object, linking verb predicate (lvp), subject complement. 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 soup was hot. still marked when they start work.
- The We-do runs 4 items on whiteboards — The subject acts on the object, which is a noun or pronoun that receives the action!Verb — what? or whom?, No, I mean, it is not between you and I, Freddie; it is between you and me.Does it DO, or does it link?, G000 AWAY," Dickinson seemed to say, and yet it sounded more like a stormy, "AROINT THEE!Does it DO, or does it link?, In those sentences, the action verb shoots its action at the direct object, which receives the action.Does it tell me about the subject?. 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 direct object or the linking verb predicate (lvp) or the subject complement. Then they work alone, with the same worked example printed at the head of their sheet.
- 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: “The direct object receives the action.”
- Watch for: Finds a direct object where there is none — The pattern of the last three lessons was that there always is one. If you see it: “He ran WHAT? There is no answer, so there is no direct object.” (Remedial sheet 21.)