# Ten Year 5 English lessons: 25 minutes each

Use the original [Texts A–C](MATERIALS.md) and [claim/evidence mat](../print/claim-evidence-mat.svg). Each day has **2 + 4 + 5 + 7 + 4 + 3 = 25 minutes**. Teach the rich text through a suitable access route; do not label a read-aloud answer as independent reading. Codes indicate partial learning links: `AC9E5LA02`, `AC9E5LA04`, `AC9E5LA05`, `AC9E5LA06`, `AC9E5LY02`, `AC9E5LY05`, `AC9E5LY06`, `AC9E5LY07`. See [assessment and keys](ASSESSMENT.md).

## Day 1 — A count is not a conclusion

**Success:** identify an observation, a claim and a limit in Text A. Prepare: Text A, three labelled slips `observed / claimed / still unknown`. (`AC9E5LA02`, `AC9E5LY05`)

1. **Hook · 2 min.** Read “5, 8, 7” and ask, “What can we say for sure from these numbers?” Accept “three counts” before adding.
2. **Model · 4 min.** Read Text A aloud or provide accessible text. Say: “The source tells me the same person may be counted again. I can total 20 observations, not 20 different children.” Put the two phrases on separate slips.
3. **Guided sort · 5 min.** Read Sam's sentences one at a time. Class sorts “on Tuesday counts were 5, 8, 7” as observation, “everyone wants” as unsupported claim, “some may want shade” as inference. Ask which source detail changes the answer.
4. **Independent turn · 7 min.** Each learner marks one exact sentence from Sam as too strong, revises it to a bounded claim, and names a missing fact. Offer highlight, dictation, AAC or typed response; keep authorship clear.
5. **Compare · 4 min.** Pairs paraphrase each other's revision before agreeing or disagreeing. Teacher asks 2–3 planned learners, “Could the counts include repeats?”
6. **Exit · 3 min.** Prompt: “Were there 20 different users?” Key: cannot tell; there were 20 counted observations. Record exact response and support.

## Day 2 — Who knows, and how?

**Success:** distinguish an observation note from a proposal and ask a question that would improve the source. Prepare Text A and Text B. (`AC9E5LA02`, `AC9E5LY02`)

1. **Recall · 2 min.** Display “20 different children”. Learners signal whether Text A establishes this; ask for the limiting line.
2. **Model source check · 4 min.** Point to Text A's source label. Think aloud: “One Tuesday, same place, same method; useful for what happened then, weak for everybody's preference.” A staff member responsible for the space could confirm permissions; a qualified installer could advise on structure safety. Neither opinion or fact has been supplied here, so do not invent it.
3. **Guided compare · 5 min.** Read Text B and identify the four labels. Ask, “Which text tells us what is still unknown? Does either text prove a roof is best?”
4. **Independent turn · 7 min.** Learners write or record two questions for a real decision group: one about the users and one about options or safety. They choose which school staff member could legitimately help, without making up an answer.
5. **Partner check · 4 min.** Partners test whether each question could be answered. Replace “Do you like it?” with a clear choice or open question as appropriate.
6. **Exit · 3 min.** “Why might asking one friend be insufficient?” Key: it represents one view and cannot stand for all users. Record a reason, not a yes/no.

## Day 3 — Lead a reader through an idea

**Success:** start with the message and connect evidence, limit and next step. Prepare Text B and four sentence strips. (`AC9E5LA04`, `AC9E5LY06`)

1. **Find · 2 min.** Learners point to Text B's question. Ask why it appears first.
2. **Model · 4 min.** Write “We need more evidence before changing the lunch space.” Add “On one Tuesday…” and “However…” Explain how each sentence moves the reader.
3. **Order together · 5 min.** Shuffle strips: message; Tuesday counts; same user may repeat; ask users and staff. Class sequences them and proposes `for example / however / therefore` where the link fits.
4. **Independent paragraph · 7 min.** Learners make a four-sentence note with a lead, exact evidence, limit and next step. Voice, keyboard or paper all work; record if scribed.
5. **Peer navigation · 4 min.** Listener states the first sentence's message and points to the sentence that stops overclaiming. If they cannot, writer moves or rewrites one sentence.
6. **Exit · 3 min.** Write a stronger first sentence for “The counts were 5, 8, 7.” Example: “One day's counts are a useful start, but we need more evidence before choosing shade.”

## Day 4 — Precision without invention

**Success:** expand a noun group with only details a source supplies. Prepare Text A and three cards: `counts`, `three ten-minute counts`, `three ten-minute counts from one Tuesday`. (`AC9E5LA06`, `AC9E5LY06`)

1. **Notice · 2 min.** Read the cards. Which is most informative, and what details make it so?
2. **Model · 4 min.** Build “three end-of-interval counts from one Tuesday”. Cross out “sunny” because the source did not state the weather.
3. **Guided challenge · 5 min.** Learners expand “space” and “observer” using only the source. Test “crowded, hot, uncomfortable space” against the actual note: none is established.
4. **Independent edit · 7 min.** Revise Day 3's paragraph with two accurate expanded noun groups. Mark every added detail and trace it to Text A or label it opinion.
5. **Read-back · 4 min.** Partner asks “Where did that detail come from?” Teacher samples 2–3 learners; invite a tactile or spoken card sort.
6. **Exit · 3 min.** Choose the supported phrase: `three ten-minute counts` or `three sunny lunchtime counts`. Key: the first; weather was not recorded.

## Day 5 — A note that could survive a question

**Success:** independently write a bounded proposal and identify its evidence limit. Prepare new prompt and no shared model in view. (`AC9E5LA02`, `AC9E5LA04`, `AC9E5LY06`)

1. **Retrieve · 2 min.** Learners say or select the four parts: message, evidence, limit, next step.
2. **Clarify task · 4 min.** Teacher says: “Write to a fictional decision group. You may recommend *finding out more*. Use Text A, but do not claim the school made a decision.” Read prompt aloud if needed.
3. **Plan · 5 min.** Learners use four blank boxes, their own outline or the print mat. No sentence is supplied to copy.
4. **Independent response · 7 min.** Produce 4–6 sentences, audio/AAC response or another agreed format. Record whether handwriting or spelling is the construct being checked.
5. **Self-check · 4 min.** Learners underline their exact source fact, circle a limit, and strike any `everyone / always / proves` that outruns evidence.
6. **Exit · 3 min.** Submit first and revised versions. Teacher uses [Day 5 key and next moves](ASSESSMENT.md#day-5-check-a) rather than a single grade.

## Day 6 — A claim needs a criterion

**Success:** question an attractive but unsupported claim in Text C. Prepare Text C, counters and `claim / evidence / missing` cards. (`AC9E5LA02`, `AC9E5LY05`)

1. **Hook · 2 min.** Read “Five boxes will be cheaper, so five is fair.” Ask, “What is the person assuming?”
2. **Model · 4 min.** Read Text C; mark the number 36 and available six boxes. Say: “We have no prices. Cheaper has not been established.”
3. **Guided talk · 5 min.** Learners name two criteria besides cost: equal whole-number shares, capacity, availability, waste, ease of carrying. Avoid judging a peer's personal circumstances.
4. **Independent note · 7 min.** Each learner writes one fair restatement of the volunteer's idea and one question they would ask before agreeing.
5. **Paraphrase circle · 4 min.** A partner paraphrases before responding: “You want fewer boxes because …; we still need …”. Teacher notices whether disagreement is about the idea, not a person.
6. **Exit · 3 min.** “Does the card prove five boxes are cheaper?” Key: no cost information is given.

## Day 7 — Give the other view its best version

**Success:** use evidence to respond to a counterclaim without a straw person. Prepare Text C and factor array. (`AC9E5LA02`, `AC9E5LY02`, `AC9E5LY06`)

1. **Recall · 2 min.** Ask what five equal boxes of 36 would require. Accept “check divisibility” rather than guessing.
2. **Model · 4 min.** State fairly: “The volunteer may want to use fewer boxes.” Then: “But 36 is not divisible by five into equal whole books; cost is unknown.”
3. **Guided comparison · 5 min.** Contrast “That volunteer is silly” with the model. Learners identify which sentence addresses the decision and which attacks a person.
4. **Independent response · 7 min.** Write a three-sentence reply: recognise the fewer-box goal, use one mathematical fact, ask for one missing cost or availability fact.
5. **Source check · 4 min.** Pairs underline the given fact and mark an unprovided assertion with a question mark. Teacher checks one complete response per focus learner.
6. **Exit · 3 min.** “Can four boxes of nine be equal?” Key: yes mathematically, but those boxes are not yet available.

## Day 8 — Conditions change conclusions

**Success:** use a dependent clause to state a condition clearly. Prepare cards `If we can obtain four boxes` and `we could pack nine books in each`. (`AC9E5LA05`, `AC9E5LY06`)

1. **Hear · 2 min.** Read each card separately. Which is unfinished by itself?
2. **Model · 4 min.** Join: “If we can obtain four boxes, we could pack nine books in each.” Name dependent and main clause. Explain that **if** protects the condition.
3. **Guided repair · 5 min.** Repair “Although five boxes cheaper, equal shares.” Example: “Although five boxes might cost less, we cannot divide 36 whole books equally among them.” Do not assert cheaper as fact.
4. **Independent edit · 7 min.** Learners revise yesterday's reply with `if`, `although` or `because`. Require one complete main clause and a condition that matches the card.
5. **Partner test · 4 min.** Remove the dependent clause. Can the main clause stand alone? Does the full sentence still say what the writer means?
6. **Exit · 3 min.** Complete: “If the four boxes are available, …” Key example: “… each can hold nine of the 36 books.”

## Day 9 — Speak so a listener can decide

**Success:** present a 45–60 second proposal with a claim, a fact, a limit and a question. Prepare Text C, notes and a timer. (`AC9E5LY02`, `AC9E5LY07`)

1. **Set audience · 2 min.** Learners choose a fictional librarian or class decision group. Ask what that listener needs to decide.
2. **Model · 4 min.** Teacher gives a short example, then labels claim, “36 books”, condition and next question. Speak at a pace a listener can follow; no memorisation requirement.
3. **Plan · 5 min.** Learners choose speech, AAC sequence, recorded audio with consent, or spoken plus visual. They may use notes, not a full script.
4. **Rehearse · 7 min.** Pairs deliver; listener paraphrases the recommendation and asks one clarifying question. Teacher samples focus learners and arranges later quiet time for the rest.
5. **Revise · 4 min.** Learner moves the source fact earlier if listener missed it, or adds the condition that was absent.
6. **Exit · 3 min.** Listener writes: “I heard the claim ___ and still need to know ___.” This checks clarity, not acting confidence.

## Day 10 — Fresh decision, honest evidence

**Success:** independently evaluate a new fictional claim and give an audience-ready response. Prepare the [fresh assessment card](ASSESSMENT.md#day-10-check-b), not yesterday's model. (`AC9E5LA02`, `AC9E5LA05`, `AC9E5LY06`, `AC9E5LY07`)

1. **Start · 2 min.** State task and audience. Check accessible format and whether independent writing or idea quality is the target.
2. **Read · 4 min.** Present the assessment card once through the selected access route. Learners may reread; record read-aloud use.
3. **Plan · 5 min.** Learners identify one supplied fact, one overclaim and one question; teacher gives no content answer.
4. **Independent response · 7 min.** Write or compose a bounded claim plus a reason and condition. Keep the unedited original.
5. **Deliver · 4 min.** Learner gives a brief spoken/AAC/recorded pitch or private one-to-one explanation. Record content separately from mode demands.
6. **Exit · 3 min.** Ask “What would change your mind?” A valid answer names a relevant new source or result. Use [key and rubric](ASSESSMENT.md#day-10-check-b).

**Rights:** Original lesson prose © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and indicate changes.