| Slide — what is on it | What you SAY | What happens, and why |
|---|---|---|
| Slide 1 LAUNCH Writing — Day 26 | (nothing yet — this is up as they come in and settle) | Have Writing — Day 26 up before they enter. Say nothing about it.Same slide every lesson, number only changes. It marks the transition into writing before you speak, which saves you having to. Students: See it on the way in. Know writing is next. |
| Slide 2 LAUNCH Summary that covers the whole page | “This is how we set our hand and our page up to write.” | CONTEXT — say where this lesson sits: what it follows, and what it is part of. One sentence. The children should know what kind of work is starting.Context, not a hook. A child who knows what KIND of lesson this is spends no attention working it out. Students: Listen. Orient. |
| Slide 3 LAUNCH Today
›› Launch
I Do
We Do
Read
You Do
Closure | “Here is what we will do today.” | Point to Launch once. Do not explain the others. · Retrieval on MWB · 3-5 minMini-whiteboards: Retrieval on MWB Students: Look. |
| Slide 4 LAUNCH Write one summary sentence that covers every part of the page. | “Write one summary sentence that covers every part of the page.” | PURPOSE — say it slowly, in these words. The teacher objective in the header is for you; this is the version the class hears.Never read a teacher objective to children. The version in the brief header is written for you and is too long and too abstract to say to a class; this one is what they hear. Students: Listen. |
| No slide LAUNCH WHY — SAY IT
ten seconds, off screen, in your own words | “Fair representation of a whole is a duty, in speech and in writing.” | Why this matters. Say it, do not read it. Ten seconds, then move on.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. Students: Listen. |
| Slide 5 LAUNCH Sixty seconds — what do you remember? | “Before anything new: U12 set 1, U17 set 1.” | Five minutes, boards out. Take answers from boards, not hands. Do not re-teach — this is retrieval, not a lesson.The spiral. These are sets met 2, 5, 10, 20 or 35 lessons ago, and the items are DIFFERENT from the ones taught then — same category, new example. If they cannot recall it, note it and move on. Students: Write answers on boards. |
| Slide 6 LAUNCH What we will do
A summary that misses the end of the page is not a summary. | “A summary that misses the end of the page is not a summary.” | Click once per line. Do not elaborate. Students: Listen. |
| Slide 7 I DO Today
Launch
›› I Do
We Do
Read
You Do
Closure | “Now we i do.” | Point to I Do once. Do not explain the others. · 3-4 minMini-whiteboards: NOT here — they watch, they do not write. Writing during I DO is how the model gets missed. Students: Look. |
| No slide I DO (board — build the VIP, then leave it up) | (you are narrating each stage as you build it) | Build on the BOARD, not the slide. Teacher writes a summary that only covers the top half, names the fault aloud, and fixes it. Then leave it up for the whole lesson.One click per step. The footsteps are never erased — the same strip is printed at the top of their sheet, so come back to it if anyone stalls. Students: Watch it being built. It stays there to look at. |
| Slide 8 I DO The test
“Does my sentence cover the bottom of the page too?” | “Here is the question we ask ourselves: “Does my sentence cover the bottom of the page too?”” | Say it, then apply it aloud to the example already on the board.WHY IT WORKS — you will be asked: Spiral return of Unit 0 lesson 3 on harder material — the fault is the same and the load is greater, which is what makes it a test rather than a repeat. Students: Listen, then say the test back. |
| Slide 9 WE DO Today
Launch
I Do
›› We Do
Read
You Do
Closure | “Now we we do.” | Point to We Do once. Do not explain the others. · PRIMARY MWB use · 5-6 minMini-whiteboards: PRIMARY MWB use Students: Look. |
| Slide 10 WE DO Together | “Now with me.” | Class tests a candidate summary against each section of the page.Take answers from boards, not from hands — that is how you see all thirty. Students: Answer on boards. |
| Slide 11 READ Today
Launch
I Do
We Do
›› Read
You Do
Closure | “Now we read.” | Point to Read once. Do not explain the others.Mini-whiteboards: NOT here — they watch, they do not write. Writing during I DO is how the model gets missed. Students: Look. |
| Slide 12 READ Writing Book 5, p.65 | “Open Writing Book 5 to page 65.” | Read it with them — FASE or teacher read-aloud, never round robin. Stop at the worked example and let them look at it.Our own book, not a purchased one — so it can be printed, edited and improved, and there is no license on it. Students: Follow along. Read when asked. |
| Slide 13 YOU DO Today
Launch
I Do
We Do
Read
›› You Do
Closure | “Now we you do.” | Point to You Do once. Do not explain the others. · Written on the sheet · 4-5 minMini-whiteboards: Written on the sheet Students: Look. |
| Slide 14 YOU DO Write one summary sentence for a full page of notes. | “Write one summary sentence for a full page of notes.” | Set them off. Walk the rows. Correct the grip and the setup, not the content, in the first minute. Students: Work in the notebook. |
| Slide 15 CLOSURE Today
Launch
I Do
We Do
Read
You Do
›› Closure | “Now we closure.” | Point to Closure once. Do not explain the others. · Display answers on MWB · 2-3 minMini-whiteboards: Display answers on MWB Students: Look. |
| Slide 16 CLOSURE Prove your summary covers the bottom of the page. | “Prove your summary covers the bottom of the page.” | Exit Direction. Take it from every child before anyone stands.It belongs to today's content — it is how you know who has it. Students: Answer, then pack away. |
| Slide 17 CLOSURE One sentence, the whole page. | “One sentence, the whole page.” | Say it once. Leave it on screen as they pack away.The anchor — the one line you want them to still have tomorrow. Students: Hear it. Repeat it if asked. |