Grade 7 · Lesson 5 — Noun + Verb

U0 · Re-teach the level below · Noun + Verb (—) · blocked practice · 10–15 min · 17 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: Clauses can hold phrases.
ObjectiveStudents will tell noun + verb apart in mixed practice.
Smallest pieceReview and apply what we already know.
Spot test“Which question is this?”
Why that test works—
Why — in your own wordsCareful words make careful thinking.
MaterialsMini-whiteboard + pen per student · Board or screen for the deck · Board space kept clear for the VIP — it stays up all lesson · Worksheet — Lesson 5 · Deck: G7_L005_… .pptx · If it breaks: Remedial sheet 19, Remedial sheet 20, Remedial sheet 28 · Weekly Quiz 1
Vocabulary — pre-pointedT3: clause phrases = Clauses are groups of words and phrases are also groups of words — the difference is the subject-verb core; subject = who or what the sentence is about; avp = what the subject does
T2: sort = put into groups
SlidePartOn screen / bookTeacher says Teacher does — point, click, clapStudents
1LaunchGrammar — Day 5(nothing yet — this is on screen as they come in and settle)Have Grammar — Day 5 up before they enter. Say nothing about it; it is doing its work by being there.See it on the way in. Know grammar is next.
2LaunchNoun + Verb“Assalamu alaykum.”Greet and settle.Return the greeting.
3LaunchToday — Launch highlighted“Our plan.”Point down the steps.Look.
—LaunchWhy — say it
ten seconds, off screen, in your own words		“Allah taught Adam — peace be upon him — the names of everything.”Why this matters. Say it, do not read it. Ten seconds.
Note: Your words. A different reason every lesson.
Listen.
4LaunchToday the questions jump around: clauses can hold phrase + subject + action verb predicate (avp).“Today the questions jump around — clauses can hold phrase + subject + action verb predicate (avp). Your first job, before you answer anything, is to notice which one I am asking.”Say it slowly. This is the actual objective of the day.
Note: NAME THE INTERLEAVING. Unannounced mixing feels random to a six-year-old; announced, it is a game they can win.
Listen.
5LaunchThe questions
· Clauses can hold phrase — “Is there a subject and verb, or only a phrase?”
· Subject — “Who or what is this about?”
· Action Verb Predicate (AVP) — “What does the subject do?”
· I will not tell you which is coming.
· Listen for the question, THEN answer.		“Clauses can hold phrase: “Is there a subject and verb, or only a phrase?” · Subject: “Who or what is this about?” · Action Verb Predicate (AVP): “What does the subject do?”. I will not tell you which is coming.”Click per line. Write the questions on the board and leave them up.Listen.
6I doToday — I do highlighted“Watch me work out which question it is — then do one.”Point to I do.Watch.
7I doI-do example
Watch me do one
the exact task, modelled — sentence · question · ring it · name it		“The boy ran because he was late.” … “Who or what is this about?” … “boy — a subject.” … “What does the subject do?” … “ran — the action verb predicate.” “Two questions. Two answers. One sentence. Your turn.”One click per move: the sentence · the question · ring the word and name it · hand it over. Do it exactly the way you want them to do it — this is the task they are about to do on their boards, not a different, easier one.
Note: Model the DOING, not only the thinking. The ring is the same mark they will make; the wording is the same wording you want back.
Watch. Hands still.
—I do(board — build the VIP, then leave it up)(you are narrating each stage as you draw it — see the stages)Build on the BOARD, not the slide.
· Write The boy ran because he was late.
· ① Write the question underneath: Who or what is this about?
· ② Try it on boy — “boy” — it works
· ③ Ring boy and name it: a subject
Then leave it up for the whole lesson.
Note: Walk it one click per step — this is the slide the teacher talks through, not one to flash. Leave the BOARD copy up; the slide can move on once they start, because the same strip is printed at the top of their sheet. Come back to it if anyone stalls.
Watch it being built. It stays there to look at.
8We doToday — We do highlighted“Together. Boards out.”Boards out.Boards ready.
9We doThe 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?
Answerfind the clauses can hold phrase		“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?”Say the SENTENCE, then point at the question as you say it. Boards up on signal.Decide which question, then answer.
10We doWe 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?
Answerfind the subject		“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?”Say the SENTENCE, then point at the question as you say it. Boards up on signal.Decide which question, then answer.
11We doIf we drop out the two prepositional phrases, we have this sentence, in which me is an indirect object.
Who or what is this about?
Answerfind the subject		“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?”Say the SENTENCE, then point at the question as you say it. Boards up on signal.Decide which question, then answer.
12We doUp there, a moaning wind sweeps snow from the summits, complaining about something, but they cannot quite hear it.
What does the subject do?
Answerfind the action verb predicate (avp)		“Up there, a moaning wind sweeps snow from the summits, complaining about something, but they cannot quite hear it.” … “What does the subject do?”Say the SENTENCE, then point at the question as you say it. Boards up on signal.Decide which question, then answer.
13You doExit directions
Before you start
· 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)
· Do all of them, then look up
· Wait for “go”.
procedure — given standing still, before anyone moves
Worksheet — Lesson 5
“Before you move. 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). Do all of them, then look up. When I say go — and not before.”Exit Directions. Give ALL of it standing still, before anyone touches anything. Then release. Do not add instructions once they are working — that is what the VIP on the board is for.
Note: Given BEFORE the release, in one go. Adding a step mid-task is what produces the hands going up.
Listen with hands still. Then start.
14You doVIP slide
How we did it together
the worked example — one click per step
1. Write The boy ran because he was late.
2. ① Write the question underneath: Who or what is this about?
3. ② Try it on boy — “boy” — it works
4. ③ Ring boy and name it: a subject
Worksheet — Lesson 5
“On your own. Read the question first, every time.”Watch for children answering the previous question out of habit — that is the error this day exists to surface.Work alone.
15ClosureToday — Closure highlighted“Boards up one more time.”Point to Closure.Boards ready.
16ClosureWe can identify rebuke,reprove,condescend, and writhe as verbs, and we identify aloof abashed, grotesque, serene, and amiable as adjectives.
Answerfind the action verb predicate (avp)		“Last one — and I am not telling you which question.”Boards up on signal. Reveal.Answer. Hold up.
17ClosureListen for the question first.“Listen for the question first.”Collect boards.Repeat it.

If it breaks — stop and repair

Do not move on. Reteach with the sheet named against the error, and let the float absorb it.

Secure looks like: Answers the right question for each item without prompting, and self-corrects when they realize they answered the previous one.

Common errors

  • Calls a phrase a clause
    Both are groups of words.
    → “Where is its subject? Where is its verb? No core, no clause.” Remedial sheet 28
  • Finds one clause when there are two
    The first-hit search habit again.
    → “How many subject-verb cores can you find?” Remedial sheet 28
  • Marks the first word rather than the subject
    The subject usually starts the sentence, so position works often enough to hide.
    → “Who or what is it ABOUT? Say the whole naming part.” Remedial sheet 19
  • Misses a compound subject
    The search stops at the first hit, as it did with nouns.
    → “Who else?” Remedial sheet 19
  • Marks only the single verb when the predicate is longer
    Grade 1 taught 'verb' as one word.
    → “He ran WHAT? Where? Say all of it.” Remedial sheet 20

Three tiers

CoreAs written.
Bridge2–3 word items only. Teacher does the first one with the student.
FoundationOne word at a time; student echoes, then one clap. No sentences yet.

Non-verbal cue

Clauses can hold phrase: both hands framing a two-part shape · Subject: left hand out, palm up — the same cue as the naming part · Action Verb Predicate (AVP): right hand out, palm up
Question continuum: “How many claps?” (concrete) → “How do you know that was one word and not two?” (open)
As-Suffah Academy · Language Arts · Grade 7 · Lesson 5 Launch → I do → We do → You do → Closure