T greets students, shares jamboard link, ensures access, reminds use to complete activities. 
T reads prompt on jamboard: What's the best advice you've ever received? 
Next slide: 3 pieces of advice are included to help prompt students know what information to share. T asks students to contribute on jamboard: (2 min) 
- Read more.
-Assume best intentions.
-Trust your instincts. 
T brings everyone back. T transitions: "Well done all. Very interesting advice. Let's read this letter. It's a form of advice, in a letter to a past self." 1 min

T solicits a reader to read the sample text. 2 min CCQ: T asks students what 3 parts make up a letter? Opening/ greeting, body, and closing. CCQ: What do we find in the body of a letter? The information to be shared. 1min T asks students to underline the imperatives and circle the greeting and closing. For demo, T elicits, "What is the greeting?" T circles the greeting. T releases students to BoR ” 1 min 
Students work in pairs in BoR and add contributions on the slide. 3-4 min T brings group back. T conducts OCFB, "Here are your answers. Does everyone agree? Any changes? Well done. Which of these do you use most, xx? Let's start building our letters to ourselves." 1 min

T asks students for examples of greetings in letters and closings. T elicits examples for demo: 1 greeting, 1 closing. 1 min T sends students to BoR, students write contributions on jamboard. 3 min T brings class back. T highlights "Closings require capitalization for only the first word." (if any errors, asks students how can we fix?) 1min T asks students "What advice would you give?" T elicits example for demo. 1 min T sends students to BoR, students write contributions on jamboard. 3 min. T brings class back. T highlights imperatives can be used for giving advice. CCQ: In what part of the letter would we find imperatives giving advice? Hint: Greeting, body, closing? Body. Well done. Thank you. "Now let's try writing our own letters to ourselves." 1 min

T asks students to write a letter to their future or past self: T allocates each person to write a specific slide. 1 min T sends all students to individual BoRs. Students produce/ write their letter and have 9 min. T visits the students in individual BoR to offer assistance, ask for volunteers for OCFB. T moves students in pairs in BoR, or recreates BoR in pairs. 2 min S share their letters in pairs. 3 min T conducts OCFB, asks for someone to share. 2 min "Thank you for sharing. Well done everyone. I loved hearing your letters. Let's discuss what we can improve." 1 min

T prepares a slide for DEC. Slide should include: 1 pronunciation error, 1 grammar error, 1 lexical error, 1 appropriacy error, (where observed), and 2 good uses of language. T solicits error correction.