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Day 15 · Fresh comparison · first responseYear 12 English · T1 W3–4 · Day 15 lesson

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Year 12 / English / Term 1 / Weeks 03 04

Part of the full lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Daily routes · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

Goal: Independently compare two newly encountered media representations and justify a plausible reading before feedback.

Prepare: Keep fresh D separate until this sitting; prepare its source/task only, and keep the teacher key closed. Offer accessible exact source reading without a model answer.

  1. Make a start · 5 min. Invite: “Choose how you will show your reading today.” Present the clean new source in STUDENT-CHECKS.md only now. Ask about known prior access without penalising it; record access/support briefly and do not call this public material a secure examination.
  2. Read/encounter · 8 min. Read the complete fresh source and prompt through the chosen accessible mode. Explain task words such as comparison, but do not suggest the interpretation or show the key. Allow time to locate a passage and return to the whole source; reading may span another sitting.
  3. Model or independent fresh start · 12 min. The learner chooses a focus, identifies both representations and starts an own comparative claim with source locators. No model response is given. Clarify a neutral instruction if asked, or supply access such as exact read-aloud, not an answer. One defensible component is useful even if the rest is unfinished.
  4. Develop · 15 min. Continue the first response in writing, own dictation, signing/AAC, selected text connections or another agreed composition mode. The flexible 250–350-word equivalent is a planning guide only. Justify one reading and, if useful, a complication. Multiple supported interpretations are welcome.
  5. Review or retain first · 6 min. Keep the first response before teaching feedback, with exact support/known prior access recorded. Learner can privately name a question still open; no earlier draft, actual product trial or audience reaction is supplied. Do not backfill missing work from the teacher key.
  6. Keep/next move · 4 min. After first-response capture, use the separate descriptive rubric/key to choose one useful next move. Feedback belongs after the initial evidence and may occur in another sitting. A partial response can show a precise located insight without meeting the entire objective.

Actual evidence: Fresh text analysis only; exact composition/selection/access support named, no product/purchaser/actual-media trial or formal IA evidence.

Selected unit-objective opportunities: 3, 4, 5, 6, 7, 8, 9, 10; conditional/partial as crosswalk explains.

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