Who wrote the note (e.g., "Your daughter," "Misha"). Date/Time: (Optional but helpful) When it was written. 3. Orthographic Vigilance ("Writing with Windows")
A (timing, teacher actions, student actions) Specific exercises from the " Harmony " workbook A grading rubric for evaluating the students' notes
Students write the note in their workbooks, using "windows" for uncertain letters. Who wrote the note (e
When writing their own notes, students are encouraged to leave a blank space (a "window") if they are unsure of a spelling.
Using the textbook or teacher's guidance, they "close the windows" by finding the correct rules or dictionary spellings. 5. Lesson Outcomes By the end of the lesson, students should be able to: Who wrote the note (e.g.
The lesson begins by discussing why people write notes. In the "Harmony" system, emphasis is placed on the —communicating information when a face-to-face conversation is not possible. Students learn that a note is a brief, informal written message. 2. Structural Components of a Note
This prevents the memorization of incorrect spellings and teaches students to recognize "danger zones" (orthograms) in their writing. 4. Practical Exercise: Drafting a Note Who wrote the note (e
Who the note is for (e.g., "Dear Mom," "Hi, Petya!"). Main Content: The specific message or request.