Grade 8 · Lesson 6 — The naming part has a name

U0 · Re-teach the level below · Subject (1 of 4) · blocked practice · 10–15 min · 18 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: The subject is who or what it is about.
ObjectiveStudents will the naming part has a name.
Smallest pieceThe part that tells who or what is called the subject.
Spot test“Who or what is this about?”
Why that test works'Who or what is doing the verb?' works because the subject and the verb agree with each other: change the subject from one to many and the verb changes with it. That agreement is the proof of the link.
Why — in your own wordsWe learn language so we can teach people about Allah.
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 6 · Deck: G8_L006_… .pptx · If it breaks: Remedial sheet 19
Vocabulary — pre-pointedT3: subject = who or what the sentence is about
T2: identify = find and name
SlidePartOn screen / bookTeacher says Teacher does — point, click, clapStudents
1LaunchGrammar — Day 6(nothing yet — this is on screen as they come in and settle)Have Grammar — Day 6 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.
2LaunchThe naming part has a name“Assalamu alaykum.”Greet and settle.Return the greeting.
3LaunchToday — Launch highlighted“Our plan.”Point down the five steps.Look.
—Launch(no slide — retrieval)“Yesterday: noun + verb. Quick — one together.”60 seconds, no longer. Same language as when it was taught, a NEW example.
Note: SPIRAL. If they cannot do this, that is today's real work — stop and reteach with the sheet named against the error.
Answer together.
—LaunchWhy — say it
ten seconds, off screen, in your own words		“We learn language so we can teach people about Allah.”Why this matters. Say it, do not read it. Ten seconds, then move on. Do not explain it further today.
Note: Your words, not these. This is the one beat of the lesson that should sound like you mean it rather than like it is written down.
Listen.
4LaunchThe part that tells who or what is called the subject.“The part that tells who or what is called the subject.”Say it slowly. This is the one idea of the day.
Note: CONFOUND CONTROLLED: Say out loud that this is Unit 0's naming part. Nothing new but the word.
Listen.
5LaunchWhat we will do
· A subject is who or what the sentence is about.
· The part that tells who or what is called the subject.
· The question we ask: “Who or what is this about?”
· Then we find them together.		“The part that tells who or what is called the subject. The question we ask ourselves is: Who or what is this about?”Click once per line. Land on the question — it is the tool they keep.Listen.
6Launchboy
AnswerWho or what is this about? → yes		“boy. Who or what is this about?”Ask it, answer it aloud together, then click.Answer together.
7I doToday — I do highlighted“Watch me do one — then I will leave it on the board.”Point to I do.Watch.
8I doI-do example
Watch me do one
the exact task, modelled — sentence · question · ring it · name it		“Boy is here.” … “Who or what is this about?” … “boy — a subject.” “Your turn: same question, on your board.”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 Boy is here.
· 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.
9We doToday — We do highlighted“Together. Boards out.”Boards out.Boards ready.
—We do(no slide — a student models, then turn and talk)“Watch him/her do one. Same question, out loud.” … “Now turn to your partner. One of you does the next one out loud, the other one checks the question was asked.”Student models first — pick someone you are confident will do it well; this first model sets the standard the class copies. Then turn and talk: 60 seconds, one item, and they swap roles. Listen for who says the question aloud and who just says an answer.
Note: This is the Interactive Modeling step 4 move. It is not in every lesson — only where a procedure is new. Start over if the class does not watch the model silently.
One models; then partners take turns.
10We doTaken as a whole, a prepositional phrase acts as a modifier; that is, it acts as an adjective or an adverb.
Answerfind the subject		“Taken as a whole, a prepositional phrase acts as a modifier; that is, it acts as an adjective or an adverb.” … “Who or what is this about?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
11We doIn all of these sentences, the gerund phrase is just a kind of two-word noun, doing the things that nouns do.
Answerfind the subject		“In all of these sentences, the gerund phrase is just a kind of two-word noun, doing the things that nouns do.” … “Who or what is this about?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
12We dodog
Answeryes — Who or what is this about? works		“dog” … “Who or what is this about?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
13We dosun
Answeryes — Who or what is this about? works		“sun” … “Who or what is this about?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
14You doExit directions
Before you start
· Sheet and pencil
· Ask the question on every item
· Find the subject in each one
· Do all of them, then look up
· Wait for “go”.
procedure — given standing still, before anyone moves
Worksheet — Lesson 6
“Before you move. Sheet and pencil. Ask the question on every item. Find the subject in each one. 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.
15You doVIP slide
How we did it together
the worked example — one click per step
1. Write Boy is here.
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 6
“On your own. The question is the same: Who or what is this about?”Their sheet carries the same strip. Come back to this if anyone stalls.Work alone.
16ClosureToday — Closure highlighted“Boards up one more time.”Point to Closure.Boards ready.
17ClosureShe told me three times to stay out of that pie until after dinner, but she has never been a boy.
Answer— (check against the spot test, not the meaning)		“Last one. Who or what is this about?”Boards up on signal. Scan. Click to reveal.
Note: Held-out item — the class has not met this one.
Answer. Hold up.
18ClosureThe subject is who or what it is about.“The subject is who or what it is about.”Collect boards.Repeat: “The subject is who or what it is about.”

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: Finds the subject of a sentence with a compound subject and names both parts.

Common errors

  • 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

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

Subject: left hand out, palm up — the same cue as the naming part
Question continuum: “How many claps?” (concrete) → “How do you know that was one word and not two?” (open)
As-Suffah Academy · Language Arts · Grade 8 · Lesson 6 Launch → I do → We do → You do → Closure