Before you teach — read this first
Grade 7 · 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 clauses can hold phrases, subject, action verb predicate (avp). 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 boy ran because he was late., ringing boy.
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: The boy ran because he was late. · the question · ring boy · 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 clauses can hold phrases, subject, action verb predicate (avp). 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 boy ran because he was late. still marked when they start work.
- The We-do runs 4 items on whiteboards — The monsters looked at each other, blinked twice, took a deep breath, and jumped through the portal.Is there a subject and verb, or only a phrase?, We can identify rebuke,reprove,condescend, and writhe as verbs, and we identify aloof abashed, grotesque, serene, and amiable as adjectives.Who or what is this about?, If we drop out the two prepositional phrases, we have this sentence, in which me is an indirect object.Who or what is this about?, Up there, a moaning wind sweeps snow from the summits, complaining about something, but they cannot quite hear it.What does the subject do?. 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 clauses can hold phrase or the subject or the action verb predicate (avp). Then they work alone, with the same worked example printed at the head of their sheet.
- Close on We can identify rebuke,reprove,condescend, and writhe as verbs, and we identify aloof abashed, grotesque, serene, and amiable as adjectives. — an item they have not met, so it measures rather than reminds — then the line they leave with: “Clauses can hold phrases.”
- Watch for: Calls a phrase a clause — Both are groups of words. If you see it: “Where is its subject? Where is its verb? No core, no clause.” (Remedial sheet 28.)