Show students slide 1. Ask them What is their favorite kind of day? Weekend? Weekday? Which day is that for you? What kinds of things do you like to do on a free day? Elicit responses. Encourage participation and have students begin to notice the writing task lay out by talking about a favorite day of activities as depicted in the slide photos.

Still on slide 1: Model for the writing task they will be doing later. Break down the procedure and use the language they will need to use Highlight the following: Dogs like Saturday. Why? Because their owners aren't at work so they can be with them all day. Dogs love a good breakfast. After that they like to cuddle with their special human as long as possible. Then they like to eat a little lunch and play in the backyard until it's time to go have fun. In the afternoon from 1:00 to 4:00 they like to go places in the car. Dogs love playing ball at the beach, so they hope that's where they are going. After going places is finished for the day dogs need a good nap before dinner. Switch to slide 2. Ask students to decide if Cristina's day looks like fun to them. Ask them if they noticed the highlighted words. Look at them in context. Be ready to use the CCQs:

CCQs for After: Which happened first? Lunch? Work? Eating? That? CCQs for Then: So, what will happen after she gets up? What will happen after lunch? continue briefly with other words. Switch to Useful Language slide: What is the job of These words in Christina's blog? They are adverbs what is the job of an adverb? To tell us something more about the verb. These adverbs tell us when. What happens first, dinner or a shower? What happens next? What word tells you so? Model stress, intonation, linked words Switch to movie timeline on Jam board. Students will tell me where to place the sticky notes on the timeline. This will clarify the meanings of the 'time' words for them and allow me to assess if they have learned them before using them in the next tasks. (I will move the notes rather than having students do it so I can listen to their use of the TL and assess who might need more clarification. This avoids the free-for-all that would happen as the more able students do the task as others watch.)

I will point out to students that the Cristina's Blog slide4 is like the blog post they will be writing. I'll ask them to look for the words that show when she is doing things and notice which paragraphs talk about which part of the day she does those things. showing the structure of the blog they will write in the next task. Switch to the annotated slide 4 of the blog. Ask them to tell me What day she chose and to explain the gist of what she does in each part of the day as it relates to the structure of the writing to come. Remind them that the paragraphs include the what and the why as in slide 2 Switch to slide 5 to remind them which parts of the day they will need to discuss in their blog and what words they may want to use. Recommend a screenshot so they can refer as they write.

I will send each student a link to my prepared document ready for them to write their paragraphs. It has reminders to use the TL and proper structure. I'll tell them they have 10 minutes or so to write the 4 sections of their own' Favorite Day.' I should be able to see their writing as they type. I will take notes for OCFB and DEC as they write and then use them in the next stage.

BORs to do peer eval with the rubric slide (briefly 3 -4 mins) OCFB on the assignment. Offer students the chance to share their day with the group if they want to. Praise only, for those brave souls. Provide DEC and kudos based on my notes.