LAUNCH · Week 6 of 8

A structured account from evidence

LAUNCH Humanities · Autumn 1 · Week 6 · 40 minutes

Progress SoW · Humanities Aut 1 · 2026–27 · LAUNCH · Week 6 · 'LAUNCH Weekly - Autumn'!C51
Verbatim workbook outcome: Write a structured account using evidence (links English). · Trace: 'LAUNCH Weekly - Autumn'!C51
Today you match each piece of evidence to the paragraph it belongs in, then write the account.

Today at a Glance

LAUNCH Humanities40 minutesoffline sources
LAUNCH entry · match two extracts to a paragraph using the frame · LAUNCH secure · sort all six and write two paragraphs · LAUNCH stretch · write all three with a link sentence closing each

◆ Supported

Two extracts matched, one paragraph, scribing permitted.

▲ Standard

Six sorted, two paragraphs with links.

★ Stretch

Three paragraphs, each with point, evidence, explanation and link.

Staff card: the extracts are from the source pack; no learner supplies evidence from home.
Staff and source drawer: each extract carries origin and date on the reverse, and both travel into the account with any quotation.
Tool modal: the sort frames, the annotation grid and the print route all remain offline.

Teacher Print Tools — Week 6

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Space, voice, audience and influence together mean that you are given room to participate, that your contribution is received in the words you chose, that somebody listens to it with attention, and that one real decision changes as a consequence.
Arrival Task

Arrival Task – Retrieving the shape of a paragraph

No learner is asked about their own heritage, nationality or family history. All evidence is from the pack. Nothing said here leaves this room.
You can work from the frame alone. You can dictate and the words stay yours. You can sort cards instead of writing. Each is a full route.
Structured account is writing where each paragraph makes one point and shows the evidence for it.

A paragraph in an account makes one point, not three.

Six extracts and three paragraphs means two extracts each, and the sort is the plan.

Arrival decision: Take the six extracts and the three point cards. Everyone works from the same nine.

Have every extract read before sorting begins; the first extract read tends to capture the first point card.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Starter

Starter: Two paragraphs, same evidence

Two openings using the same extract.

Version A: “One source says the numbers rose sharply.”

Version B: “Employment in the town rose because of the works, and the wage returns show it.”

Version B opens with the point and treats the source as support. Version A opens with the source and leaves the point unstated.

Do not sort a card for the class. The sort is the plan and the plan is assessed.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

I Do

I Do: Point, evidence, link

The diagram shows one paragraph. The point is stated first so a reader knows what the evidence is for.

Modelled: point, employment rose because of the works. Evidence, the wage return of that year, quoted with its date, and one sentence saying it records a rise in the same quarter the works opened. Link, so the growth the question asks about begins here rather than a decade later.

Link sentence is the last sentence, which ties the paragraph back to the question.
Read the modelled paragraph twice, once with and once without the link. Hearing the omission is faster than being told about it.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

We Do

We Do: Sort the extracts. Match each to its point.

Extract 1: which point does it support, and what in it says so?

Extract 4: does it fit two points? Which one does it serve better?

Extract 6: what would you have to add to use it at all?

Sort first: sort all six extracts under the three point cards, then match each to the sentence it would support. Everyone commits at the same time, and then we hold up the first match together.

Take the match from a learner who has not spoken today, and scribe the reason exactly.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

I Do

I Do: Writing from the sort

The picture shows the sort becoming the account. Three piles, three paragraphs, in the order you chose.

Writing from a sort is faster than writing and then reorganising, which is why the sort is assessed as part of the account.

Decided together: point two opens, because its evidence is the hardest to argue with and the reader meets it first.

Ask for the reason the opening pile was chosen; deliberate order is the difference between a plan and a shuffle.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

We Do

We Do: Write the sentence that closes a paragraph

Everyone drafts one link sentence on a whiteboard, then we hold up together.

Scribe verbatim. The link sentence in the learner own words is the assessed evidence.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Independent Work

Independent Work — Your record: the account

16:00

Write the account from your sort. The sort stays on the table beside it as part of the record.

◆ Supported

Two extracts matched and one paragraph written, scribing permitted.

▲ Standard

All six sorted and two paragraphs written with links.

★ Stretch

All three paragraphs written, each with point, evidence, explanation and link.

Check yourself: does every quotation carry its origin and date?

Check yourself: does every paragraph close with a link to the question?

Record route and scribing on the evidence line, keeping adult support visible and separate from the learner own words.

⏸ Pens down — quick partner check!

Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.

WAGOLL — what a good one looks like

A finished paragraph: point, employment rose because of the works. Evidence, the wage return of that year, quoted with its date, recording a rise in the same quarter the works opened. Link, so the growth the question asks about begins here rather than a decade later.

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Lundy Loop

Lundy Loop — Your Voice in This Lesson

Why: SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

🚪 SPACE

Space ,

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

📣 VOICE

👥 AUDIENCE

⭐ INFLUENCE

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Exit Ticket

Exit Ticket — Audience receives; influence changes something

Read one paragraph to a partner. They say back the point it argued.

Did they name a different point? Rewrite the first sentence. That change is your influence.

Close by naming one learner whose opening sentence changed after a partner misheard the point. That is the influence record.

✅ Complete

Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Slide 1/10

🧑‍🏫 TA Focus

LAUNCH Humanities · Week 8 · OS Map Skills: Unfamiliar Problem

ArrivalConnection before correction — settle first. Retrieval grid is level-toggled: set each pupil's level quietly, not publicly.StarterThe personal hook — let them talk about THEIR answer before the history. Everyone has one; pass still allowed.I Do ×1Pupils watch, you watch pupils. Note who tracks the reasoning — no interruptions yet.We Do ×1Tap-tap sort: click-only by design. Sit with whoever hesitates to start; wrong taps cost nothing.I Do ×2Second short model — if attention dipped, this is the reset point. Keep it under four minutes.We Do ×2Match round: use 🎯 Cold Call with band filter so questions are tier-matched. Reveal is always available.IndependentSupported/Standard/Stretch is per pupil, not per class. Print packs from the title slide; record exactly which level and what support.Lundy LoopSpace · Voice · Audience · Influence — scribe verbatim where you can; a quote beats a summary.ExitLevel-matched exit ticket, no notes. Flag anyone leaving dysregulated for check-out follow-up.
This lesson: Unfamiliar-problem week: resist rescuing. Structured struggle IS the lesson; log what unlocked each pupil.

🎯 Cold Call

Add your class once — names stay on this device only, and every Made by Matt lesson on it shares the list. Band each pupil so questions are tier-matched.

Pass is always allowed — passing still counts as taking part.