Day 10 — New source transfer, not a… | Year 9 English · T1 W1–2

Goal/materials: analyse unseen fictional Card E in the assessment and select next teaching.

Notice, 3: Recall source routine origin → purpose → perspective → support → omission → cautious response; no Card E content shown yet.
Model, 5: Correct an unscored Card A sentence: “A concept note is not an approval notice.” Name how proposed changes certainty.
Guide, 7: Reveal Card E and read through independently or with documented read-aloud access. Ask only “What two source types are supplied?” Key: mock advocacy post and draft planning note. Do not model scored interpretation.
Try, 7: Learner begins independent assessment Items 1–3; adult supplies access support, not claim/evidence choices. Finish the full check in a separate 10–15-minute block or conference.
Check, 3: Ask “What claim needs an external check before a real decision?” Key: any claim of universal benefit or actual use. Use rubric and prior writing/reading evidence to decide next instruction, not a single total.

Common response and boundaries

If a learner equates strong words with true facts, return to exact source/status and missing evidence. If they call a fictional voice “fake” because it is subjective, distinguish attributed preference from universal inference. If they copy a hostile claim as an unattributed assertion, require the mock post claims… and discuss its lack of support. If discussion targets a classmate or identity group, redirect to language/evidence and follow school wellbeing processes. Secure analysis via read-aloud is valid reasoning evidence, while independent decoding/reading needs its own check. This pack never asks students to represent their age, culture, disability or family.