Grade 7 · Lesson 12 — Notes that separate fact from interpretation

Note-taking · blocked · 30 min · 17 slides · Launch → I do → We do → Read → You do → Closure

Anchor to leave them with: F is what could be checked. I is someone's judgment.

Objective Mark which lines are the source's facts and which are its opinions.

Smallest piece Notes mark which lines are the source's facts and which are its opinions.

Spot test “Could this be checked, or is it what the writer made of it?”

Why that test works Every source mixes the two, and a child whose notes do not separate them will later argue from an author's opinion believing it was a fact — the single most damaging thing that can happen between reading and writing. Checkability is the only test a thirteen-year-old can apply reliably, and it is the same distinction Grade 6 met as checkable-versus-judgeable, now applied to somebody else's writing.

Why — in your own words A report and the opinion of the one reporting it are two different things, and confusing them wrongs both.

Practice mode blocked

If it breaks Remedial 65 — a passage with the facts already marked

Vocabulary — pre-pointed T3 INTERPRETATION = what someone makes of a fact

Materials Mini-whiteboard + pen per student · Composition notebook · Deck — 17 slides · Writing Book 7, p.51 · Remedial 65 — a passage with the facts already marked

The lesson, slide by slide

Slide — what is on it	What you SAY	What happens, and why
Slide 1 LAUNCH Writing — Day 12	(nothing yet — this is up as they come in and settle)	Have Writing — Day 12 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 Notes that separate fact from interpretation	“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 Mark which lines are the source's facts and which are its opinions.	“Mark which lines are the source's facts and which are its opinions.”	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	“A report and the opinion of the one reporting it are two different things, and confusing them wrongs both.”	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 INTERPRETATION = what someone makes of a fact	“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 Notes mark which lines are the source's facts and which are its opinions.	“Notes mark which lines are the source's facts and which are its opinions.”	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 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 outlines a passage and marks each line F or O, showing one line that looks factual but is not. 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 “Could this be checked, or is it what the writer made of it?”	“Here is the question we ask ourselves: “Could this be checked, or is it what the writer made of it?””	Say it, then apply it aloud to the example already on the board. WHY IT WORKS — you will be asked: Every source mixes the two, and a child whose notes do not separate them will later argue from an author's opinion believing it was a fact — the single most damaging thing that can happen between reading and writing. Checkability is the only test a thirteen-year-old can apply reliably, and it is the same distinction Grade 6 met as checkable-versus-judgeable, now applied to somebody else's writing. 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 min Mini-whiteboards: PRIMARY MWB use Students: Look.
Slide 10 WE DO Together	“Now with me.”	Class labels three lines F or O and defends each. 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 7, p.51	“Open Writing Book 7 to page 51.”	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 min Mini-whiteboards: Written on the sheet Students: Look.
Slide 14 YOU DO Outline a passage, marking every line F or O.	“Outline a passage, marking every line F or O.”	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 min Mini-whiteboards: Display answers on MWB Students: Look.
Slide 16 CLOSURE Read a line you marked O.	“Read a line you marked O.”	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 F is what could be checked. I is someone's judgment.	“F is what could be checked. I is someone's judgment.”	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.

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