What it is. The second plan carries forward one named lesson from the first.
Why our test works. A second cycle earns its lessons only if the first informed it, and most children start the second exactly as they started the first. Requiring ONE named carried-forward lesson is small enough to actually happen and specific enough that a teacher can check it against the marked first paper.
Leans on. Lessons 26-31 ran the full cycle once.
Watch for. “Write better” is not a carried-forward lesson. Make it one nameable thing they can point to on the first paper.
Plan the road map of the explanatory project. The worked example is the one you build on the board: Teacher shows the road map with today's slot named, and models plan the road map on the cl The class reads Writing Book 8, p.71 — our own page, so a child who was absent can still get the lesson.
You open by saying where this sits — what it follows and what it is part of — in one sentence, and then you give them the reason it matters, in your own words, for about ten seconds. Before anything new, sixty seconds of retrieval on U9 set 1: ask, take the answers from boards rather than hands so you see all thirty, and do not re-teach — note who has lost it and carry on.
Then you do one yourself, building it on the board and leaving it up: Teacher shows the road map with today's slot named, and models plan the road map on the class piece — one slot only, so the model is followable. The board copy is what they look back at when they stall, so it stays there for the whole lesson.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class works the same slot on the shared piece, then reads two versions aloud and says which is clearer and why. If the answer is a whole sentence rather than a word, take it on their notebooks instead, because a sentence written on a whiteboard is written once and destroyed.
They open Writing Book 8 to page 71 and read it with you. Stop at the worked example and let them look at it.
Exit directions in full, standing still, before anyone moves. Then they work alone: In your notebook: plan the road map for your own piece, double-spaced so there is room to correct.
You close on the exit direction — Read the one sentence you are most sure of. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: Second paper. Narrow it faster, and narrow it further.
“Write better” is not a carried-forward lesson. Make it one nameable thing they can point to on the first paper.