Grade 7 · Lesson 7 — Learning to Write: General Thoughts

Literature · The Writing of Literature · blocked · 30 min · 18 slides · Launch → I do → We do → Read → You do → Closure

Anchor to leave them with: Read it as a writer: not what happened, but what the author did.

Objective Read and use Learning to Write: General Thoughts from The Writing of Literature, pp.5–5.

Smallest piece A writer reads for the choices another writer made.

Spot test “What did the author DO here, and what would have been lost without it?”

Why that test works The whole reason MCT sits inside a writing block is that reading as a reader and reading as a writer are different acts. Children default to the first because it is what every other subject asks of them. The two-part test forces the second: naming the choice is half of it, and asking what would be LOST is what stops the answer being *the author used a metaphor* with no account of why it mattered.

Why — in your own words To learn a craft, watch closely the hands of one who has it.

Practice mode blocked

If it breaks Remedial 90 — the choice named for them, explain only the effect

Vocabulary — pre-pointed T3 CRAFT = the deliberate choices behind how a thing is made

Materials Mini-whiteboard + pen per student · Composition notebook · Deck — 18 slides · Writing Book 7, p.46 · Remedial 90 — the choice named for them, explain only the effect

The lesson, slide by slide

Slide — what is on it	What you SAY	What happens, and why
Slide 1 LAUNCH Writing — Day 7	(nothing yet — this is up as they come in and settle)	Have Writing — Day 7 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 Learning to Write: General Thoughts	“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 min Mini-whiteboards: Retrieval on MWB Students: Look.
Slide 4 LAUNCH Read and use Learning to Write: General Thoughts from The Writing of Literature, pp.5–5.	“Read and use Learning to Write: General Thoughts from The Writing of Literature, pp.5–5.”	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	“To learn a craft, watch closely the hands of one who has it.”	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: U7 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 CRAFT = the deliberate choices behind how a thing is made	“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 A writer reads for the choices another writer made.	“A writer reads for the choices another writer made.”	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 reads the key passage of Learning to Write: General Thoughts 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 9 I DO The test “What did the author DO here, and what would have been lost without it?”	“Here is the question we ask ourselves: “What did the author DO here, and what would have been lost without it?””	Say it, then apply it aloud to the example already on the board. WHY IT WORKS — you will be asked: The whole reason MCT sits inside a writing block is that reading as a reader and reading as a writer are different acts. Children default to the first because it is what every other subject asks of them. The two-part test forces the second: naming the choice is half of it, and asking what would be LOST is what stops the answer being the author used a metaphor with no account of why it mattered. 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 applies the move from Learning to Write: General Thoughts 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 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 7, p.46	“Open Writing Book 7 to page 46.”	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: apply Learning to Write: General Thoughts to three sentences of your own, double-spaced.	“In your notebook: apply Learning to Write: General Thoughts 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 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 out one sentence that uses Learning to Write: General Thoughts.	“Read out one sentence that uses Learning to Write: General Thoughts.”	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 Read it as a writer: not what happened, but what the author did.	“Read it as a writer: not what happened, but what the author did.”	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