# Year 7 English: ten daily 25-minute lessons

Use the four [original reading texts](MATERIALS.md), [keyed checks](ASSESSMENT.md) and [decision board](../print/decision-evidence-board.svg). Six steps total **25 minutes per lesson**. These are compact daily sessions, not the whole English allocation. Say the scripted prompts naturally. All learners make an exit response; observe 2–3 planned focus learners each day and rotate. Do not infer independent mastery from a partner's answer. Codes denote partial work on current Australian Curriculum v9 Year 7 descriptions.

## Day 1 — The problem in a story

**Codes:** `AC9E7LE05`, `AC9E7LY05`. **Goal:** explain how character, setting and event combine to create meaning. **Prepare:** Text A, two-column “what happens / what it suggests” note.

1. **Hook · 2 min.** Say: “A tool works six times, then fails on the seventh. Does the failure make the tool useless?” Accept a quick prediction, then ask students to listen for a change in thinking.
2. **Read · 5 min.** Read Text A aloud or offer quiet reading. Pause after the seventh shape: “What could make two groups get different endings?” Give ten seconds to reread the line about its two edges.
3. **Model inference · 5 min.** Quote “Mira paused.” Say: “That small action suggests she is testing the rule, not just following Dev. I need the later retest to support that inference.” Distinguish text detail from interpretation.
4. **Pair choice · 7 min.** Students choose Mira or Dev. Each names one action, one change and the exact phrase that supports it. Partners ask, “Could another reader see it differently?” Encourage a second defensible reading.
5. **Meaning talk · 4 min.** Ask: “Why end with an unmatched card?” Draw out the limit of a model and the value of revising a tool. Do not present the paper cards as real biological evidence.
6. **Exit · 2 min.** Everyone writes/says: “The seventh shape changes ___ because ___.” Look for event plus supported character response, then select follow-up from [assessment](ASSESSMENT.md).

**Access:** text in selectable form; adult read or independent reading; a learner can point to a quoted line and dictate the inference. Offer an advance plot map without supplying the interpretation.

## Day 2 — A story and an explanation do different jobs

**Codes:** `AC9E7LA03`, `AC9E7LY03`. **Goal:** compare structures and features for distinct purposes. **Prepare:** Text A and Text B side by side.

1. **Retrieve · 2 min.** “Which text has a character facing a complication? Which tells a reader how to use a tool?”
2. **Model · 5 min.** Mark Text A's setup, complication and qualified ending. Mark Text B's definition, steps and limit. Say that both mention a key but organise ideas for different readers' needs.
3. **Feature search · 6 min.** Pairs find dialogue or third-person action in A and an imperative or conditional sentence in B. Ask how each feature serves the purpose, not merely what it is called.
4. **Choice rewrite · 7 min.** Choose one: turn Mira's revision into a two-sentence instruction, or turn Text B's “another person” test into a three-sentence mini-scene. Require the purpose to be recognisable.
5. **Compare · 3 min.** Read one example of each. Ask, “What moved first: events or method?” Show why neither form is universally better.
6. **Exit · 2 min.** Everyone names one structure difference and its effect on a reader.

**Access:** provide headings on separate strips for sorting; use recorded local adult reading only if permission/rights are handled separately; spoken or typed rewrite accepted.

## Day 3 — Words change jobs

**Codes:** `AC9E7LA08`, `AC9E7LY05`. **Goal:** infer technical meanings from context and explain the difference from everyday meanings. **Prepare:** [vocabulary table](MATERIALS.md), Text B.

1. **Invite · 2 min.** Ask: “What does a key usually open? What does it open in Text B?” Invite a metaphorical answer but ask for the literal method too.
2. **Model · 5 min.** Circle “paired questions” near *key*. Model using context to write “a route of questions for identification,” then compare with a door key.
3. **Guided reading · 6 min.** Students locate *branch* and *feature* in B; pairs explain their technical meaning without using the word itself. Check with the text, not a guessed dictionary definition.
4. **Choose an application · 7 min.** Choose a sports fixture, game menu, library shelf or model-shape route. Write two sentences using one selected word in everyday and specialist senses, making the shift obvious.
5. **Precision check · 3 min.** Ask whether a “good-looking” shape is a useful scientific feature. No: state an observable property and a rule others can repeat.
6. **Exit · 2 min.** Everyone explains *branch* or *key* in this text and quotes a context clue.

**Access:** large word cards with definitions in plain English, AAC word choices, partner pointing. Learners can explain in a home language alongside English if they choose; no unreviewed translation is supplied.

## Day 4 — Sentences that explain a condition

**Codes:** `AC9E7LA05`, `AC9E7LA04`. **Goal:** make a complex sentence that explains a conditional rule and connect it to a following sentence. **Prepare:** Text B and sentence strips.

1. **Hear the difference · 2 min.** Read: “The card is mixed. Two groups disagree.” Ask what relationship is missing.
2. **Model · 5 min.** Build: “Because the card has both edges, two groups may choose different routes.” Identify dependent reason and main result. Add: “Therefore, the question needs a more precise rule.” Explain the connector's job.
3. **Guided build · 6 min.** Pairs combine “the new card does not match” with “we record it as unmatched” using *if*. Read aloud to test sense. Avoid comma rules as a memory trick; check where the opening condition ends.
4. **Independent choice · 7 min.** Choose the seventh shape or a fictional club decision. Write two linked sentences: one complex condition and one consequence. Underline the words that guide a reader between ideas.
5. **Repair · 3 min.** Show “If the card has two edges. We choose jagged.” Learners repair fragment and explain why the original left a condition hanging.
6. **Exit · 2 min.** Everyone submits one condition/result sentence with a coherent consequence.

**Access:** pre-cut clauses, typing, dictation or speech-to-text with a teacher check of the final wording; assess sentence meaning separately from motor output.

## Day 5 — Explain the key and state its limit

**Codes:** `AC9E7LA03`, `AC9E7LA04`, `AC9E7LY06`. **Goal:** produce a short explanation with steps and a justified limit. **Prepare:** Text B and [Check A](ASSESSMENT.md).

1. **Purpose · 2 min.** Say: “A reader should be able to follow your instructions without you standing beside them.”
2. **Model opening · 5 min.** Write: “A two-choice key sorts items by repeated pairs of observable features.” Follow with “First…” to signal a method.
3. **Plan · 6 min.** Learners order four cards: name set/scope, ask paired question, follow answer, test all items. Ask why a limit sentence belongs at the end.
4. **Compose · 7 min.** Independently make a 4–5 sentence explanation for the six model cards, ending with what to do if a seventh item does not fit. Use a diagram plus captions if that communicates the same steps.
5. **Peer test · 3 min.** A partner follows the writing literally and identifies a missing direction, without rewriting it for the author. Author revises one instruction.
6. **Exit · 2 min.** Everyone points to the limit sentence; teacher samples focus learners' independent explanations and uses the key for next teaching.

**Access:** sentence starters for structure, not completed content; tactile model cards, large print, oral explanation recorded in teacher notes with a transcript if used locally.

## Day 6 — Two positions, one fictional brief

**Codes:** `AC9E7LA02`, `AC9E7LY03`, `AC9E7LY05`. **Goal:** distinguish claim, support and qualification in two persuasive texts. **Prepare:** club brief, Text C, Text D.

1. **Set context · 2 min.** “These are invented council notes. They disagree about one 35-minute slot. Our job is to inspect the reasons, not pick a winner first.”
2. **Read · 5 min.** Read C and D or use independent quiet reading. Clarify A/B/C quotes and the 12/10/8 poll from the brief.
3. **Model annotation · 5 min.** In C mark “I recommend A” as claim, $45 as a source detail, and the small poll caveat as qualification. Explain that a number becomes evidence only when it bears on the claim.
4. **Pair comparison · 7 min.** One partner marks D; the other checks C. Compare how both use the same brief and what evidence each says is still needed. Switch roles and state one fair strength of the view you did not choose.
5. **Probe · 4 min.** Ask: “Does 12 out of 30 prove every student wants A?” No; the sample is fictional, small and self-selected. Ask what one extra question could improve the decision.
6. **Exit · 2 min.** Everyone gives a claim, one supporting brief detail and one limitation from either text.

**Access:** three-column claim/evidence/limit board, oral or text annotation; avoid relying on colour marks. No learner must disclose personal spending or club preferences.

## Day 7 — Judge a source without dismissing it

**Codes:** `AC9E7LA02`, `AC9E7LY05`. **Goal:** evaluate how far an invented poll and quote can support a recommendation. **Prepare:** brief, decision board.

1. **Question · 2 min.** “A count can be true for its sample and still leave a decision open. How?”
2. **Model · 5 min.** State “12 of 30 chose A” exactly, then separate it from “most students chose A,” which is unsupported beyond the 30 responses. Show source, scope and missing question on the board.
3. **Guided critique · 6 min.** Check a quote: $50 for B is within $60, but no real vendor, durability or access trial is documented. Students identify what the quote supports and what it cannot.
4. **Choice inquiry · 7 min.** Choose a claim about popularity, reusability or inclusion. Write/say one supported statement, one qualification and one possible check. Use only the brief, no real data collection.
5. **Share · 3 min.** Two learners read contrasting claims. Class identifies whether each uses source information without exaggeration.
6. **Exit · 2 min.** Everyone repairs “The poll proves the whole school prefers A” to a scoped statement.

**Access:** printable sentence frames “The brief shows… / It does not show… / We would need…”; students may dictate or type.

## Day 8 — A fair counterargument

**Codes:** `AC9E7LA09`, `AC9E7LA05`, `AC9E7LY06`. **Goal:** address a reasonable alternative and use punctuation to make evidence readable. **Prepare:** C/D, board.

1. **Open · 2 min.** Ask: “What is the strongest reason for an option you did not choose?” Model respectful disagreement.
2. **Model · 5 min.** Write: “Option A has a strength: repaired games may be reused.” Explain the colon introduces a specific explanation. Then: “The poll (30 responses) cannot represent everyone.” Explain brackets add a compact qualification.
3. **Guided sentence · 6 min.** Build: “Although B costs $5 more than A, …” Require a supported benefit and a missing check. Compare with a dismissive straw-person version and revise it.
4. **Independent paragraph · 7 min.** Choose A, B or C; write 3–4 sentences stating claim, fair alternative, response and one bracketed or colon-led clarification. If choosing C, note the text set gives less direct argument and use the brief honestly.
5. **Edit · 3 min.** Partner reads punctuation aloud; author fixes a colon that does not introduce an explanation or brackets that hide essential meaning.
6. **Exit · 2 min.** Everyone labels the fair alternative and the punctuation's meaning in one sentence.

**Access:** movable sentence and punctuation strips, typing or oral draft before written editing; do not grade speed of handwriting.

## Day 9 — Write for a real audience within the fiction

**Codes:** `AC9E7LA04`, `AC9E7LY06`. **Goal:** plan and draft a concise recommendation for a fictional club committee with evidence and limits. **Prepare:** brief and [decision board](../print/decision-evidence-board.svg).

1. **Audience · 2 min.** “The committee needs an actionable Friday choice. It also needs to know what we have not checked.”
2. **Model plan · 5 min.** Fill board for B as an example: claim B, $50 within $60, learning benefit as a **prediction**, next-best A for this ranker, access route to verify. Keep prediction separate from data.
3. **Plan · 6 min.** Students choose an option and rank the other two. They fill claim, two brief facts, next-best forgone benefit, one uncertainty and one check. A different ranking is valid if justified.
4. **Draft · 7 min.** Write two short paragraphs or equivalent audio/visual presentation with transcript: recommendation and reasons; then alternative, opportunity cost and next question. No publication or real purchase.
5. **Edit · 3 min.** Use a partner to locate an unsupported “everyone” claim or price-as-opportunity-cost error. Author repairs one issue.
6. **Exit · 2 min.** Everyone reads their final claim and one qualifying phrase to the teacher or submits it quietly.

**Access:** speech, AAC, typing, large print, optional illustrated board with written labels. A peer may operate tools on instruction; capture the learner's reasoning.

## Day 10 — Read, evaluate, revise

**Codes:** `AC9E7LA02`, `AC9E7LA04`, `AC9E7LY03`, `AC9E7LY06`. **Goal:** show an independent reading response and an edited recommendation. **Prepare:** [Check B](ASSESSMENT.md), fresh fictional statement supplied there.

1. **Orient · 2 min.** “Today I need to see what you can explain yourself. You can use the printed brief and your own notes.”
2. **Read · 5 min.** Learners read the fresh statement, or hear an exact adult reading. Teacher names no answer.
3. **Analyse · 6 min.** Independently identify the claim, one supported number and one overclaim or unanswered question. Use written, spoken or AAC route.
4. **Revise · 7 min.** Write a 3–4 sentence recommendation to the fictional committee with a fair alternative and a next check. Teacher notes any access prompt given.
5. **Self-check · 3 min.** Learners underline a source fact and circle a qualification; revise one overstatement. Teacher samples focus learners, not every child individually in this window.
6. **Close · 2 min.** Everyone hands in response or saves accessible format. Use [the key](ASSESSMENT.md) to group next lessons; mark not-yet-observed where necessary.

**Access:** exact oral reading without interpretation, enlarged/accessible text, quiet space, typing or AAC. An audio response needs a local transcript for review; no child's recording is requested for publication.