| Slide — what is on it | What you SAY | What happens, and why |
|---|---|---|
| Slide 1 LAUNCH Writing — Day 35 | (nothing yet — this is up as they come in and settle) | Have Writing — Day 35 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 — Draft the middle | “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 minMini-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 | “Two independent witnesses establish what one cannot.” | 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 What we will do
The second middle uses more than one source for at least one point. | “The second middle uses more than one source for at least one point.” | Click once per line. Do not elaborate. Students: Listen. |
| Slide 6 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 shows the road map with today's slot named, and models draft the middle 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 7 I DO The test
“Does any point of mine rest on two sources rather than one?” | “Here is the question we ask ourselves: “Does any point of mine rest on two sources rather than one?”” | Say it, then apply it aloud to the example already on the board.WHY IT WORKS — you will be asked: Corroboration was met as vocabulary in lesson 24; this is where it becomes a requirement. Asking for it on ONE point only is deliberate — it is achievable, it is checkable, and it teaches the principle without turning a Grade 7 project into a literature review. It also sets up Grade 8, where synthesis across three sources is the whole note-taking unit. Students: Listen, then say the test back. |
| Slide 8 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 9 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 10 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 11 READ Writing Book 7, p.74 | “Open Writing Book 7 to page 74.” | 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 12 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 13 YOU DO In your notebook: draft the middle for your own piece, double-spaced so there is room to correct. | “In your notebook: draft the middle 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 14 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 15 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 16 CLOSURE Same structure, harder evidence. | “Same structure, harder evidence.” | 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. |