Grade 6 · Lesson 33 — Explanatory — Edit and publish

Road-map project · blocked · 30 min · 18 slides · Launch → I do → We do → Read → You do → Closure

Anchor to leave them with: A published copy is one someone else will read.

Objective Edit and publish of the explanatory project.

Smallest piece Editing is the narrowest pass: only what is on the checklist, and only what has been taught.

Spot test “Is this item on my checklist for this grade?”

Why that test works A child cannot be corrected on grammar they have not met — the checklist is derived from the grammar pacing precisely so that it never happens. The test hands that protection to the CHILD, which changes editing from being judged to being checked, and is the difference between a class that edits and a class that endures editing.

Why — in your own words What is offered to others should be finished with care.

Practice mode blocked

If it breaks Remedial 83 — one checklist item only, whole piece

Vocabulary — pre-pointed T3 PUBLISH = make the copy other people will read

Materials Mini-whiteboard + pen per student · Composition notebook · Deck — 18 slides · Writing Book 6, p.72 · Remedial 83 — one checklist item only, whole piece

The lesson, slide by slide

Slide — what is on it	What you SAY	What happens, and why
Slide 1 LAUNCH Writing — Day 33	(nothing yet — this is up as they come in and settle)	Have Writing — Day 33 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 Explanatory — Edit and publish	“Everything we have practiced comes together in one piece of writing.”	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 min Mini-whiteboards: Retrieval on MWB Students: Look.
Slide 4 LAUNCH Today we work on our own piece of writing.	“Today we work on our own piece of writing.”	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	“What is offered to others should be finished with care.”	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: U9 set 1, U14 set 1, U15 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 Words we will use T3 PUBLISH = make the copy other people will read	“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 7 LAUNCH What we will do Editing is the narrowest pass: only what is on the checklist, and only what has been taught.	“Editing is the narrowest pass: only what is on the checklist, and only what has been taught.”	Click once per line. Do not elaborate. Students: Listen.
Slide 8 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 min Mini-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 shows the road map with today's slot named, and models edit and publish on the class piece — one slot only, so the model is followable. 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 9 I DO The test “Is this item on my checklist for this grade?”	“Here is the question we ask ourselves: “Is this item on my checklist for this grade?””	Say it, then apply it aloud to the example already on the board. WHY IT WORKS — you will be asked: A child cannot be corrected on grammar they have not met — the checklist is derived from the grammar pacing precisely so that it never happens. The test hands that protection to the CHILD, which changes editing from being judged to being checked, and is the difference between a class that edits and a class that endures editing. Students: Listen, then say the test back.
Slide 10 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 min Mini-whiteboards: PRIMARY MWB use Students: Look.
Slide 11 WE DO Together	“Now with me.”	Class works the same slot on the shared piece, then reads two versions aloud and says which is clearer and why. Take answers from boards, not from hands — that is how you see all thirty. Students: Answer on boards.
Slide 12 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 13 READ Writing Book 6, p.72	“Open Writing Book 6 to page 72.”	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 14 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 min Mini-whiteboards: Written on the sheet Students: Look.
Slide 15 YOU DO In your notebook: edit and publish for your own piece, double-spaced so there is room to correct.	“In your notebook: edit and publish for your own piece, double-spaced so there is room to correct.”	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 16 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 min Mini-whiteboards: Display answers on MWB Students: Look.
Slide 17 CLOSURE Read the one sentence you are most sure of.	“Read the one sentence you are most sure of.”	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 18 CLOSURE A published copy is one someone else will read.	“A published copy is one someone else will read.”	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.

As-Suffah Academy · Writing · run sheet