| Slide — what is on it | What you SAY | What happens, and why |
|---|---|---|
| Slide 1 LAUNCH Writing — Day 17 | (nothing yet — this is up as they come in and settle) | Have Writing — Day 17 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 Formality | “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 Read and use Formality from Essay Voyage, pp.69–74. | “Read and use Formality from Essay Voyage, pp.69–74.” | 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 | “Address each person in the manner that person can receive.” | 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 Words we will use
T3 AUDIENCE = the person who will actually read it | “Two words we need before we start.” | Read each, point to it, move on. Do not drill them here.Pre-pointed vocabulary. Naming them now stops the lesson stalling later on a word that was never the point. Students: Listen. |
| Slide 6 LAUNCH What we will do
The level of formality is set by who will read it and why. | “The level of formality is set by who will read it and why.” | 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 reads the key passage of Formality aloud with the book open and models the move it teaches on one sentence. 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
“Who is going to read this, and what do they expect?” | “Here is the question we ask ourselves: “Who is going to read this, and what do they expect?”” | Say it, then apply it aloud to the example already on the board.WHY IT WORKS — you will be asked: Children treat formality as a dial that only goes up — more formal is assumed to be better, which produces the strangled prose that middle-school writing is known for. Anchoring the question to the READER makes formality a judgment with a right answer in both directions, and gives the teacher grounds to say a sentence is too formal, which otherwise sounds arbitrary. 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 applies the move from Formality to two sentences together, checking against the book's own example.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 6, p.56 | “Open Writing Book 6 to page 56.” | 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 In your notebook: apply Formality to three sentences of your own, double-spaced. | “In your notebook: apply Formality to three sentences of your own, double-spaced.” | 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 Read out one sentence that uses Formality. | “Read out one sentence that uses Formality.” | 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 Formality is a choice about your reader, not about yourself. | “Formality is a choice about your reader, not about yourself.” | 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. |