Before I started implementing explicit direct instruction, I noticed that my teaching and my lesson planning, my checking for understanding, everything was very unstructured, which led a lot of gaps in the lesson. So just having that structure gives me the opportunity to move forward, take a step back and reteach if I have to, and just gauge where it's at, which it makes me in control of the classroom and the learning. I could move the class in the direction that they need. For the learning intention and success criteria, I explicitly tell them to turn to their partner for the day. One partner they're always paired in twos. One partner will read the learning intention to out loud to their partner, and the other partner will listen. Once they are done, they're going to share, the other partner is going to share the success criteria. That way both of them are aware, and they're both accountable of knowing what we're going to do, what we're learning, and how they're going to demonstrate mastery towards those learning intention and success criterias. When I started with the activity, I would definitely want to model with them how to write a complete sentence, because sometimes we expect our students to already know how to write a complete sentence when answering questions. Sometimes they're just going to write one word, or they're going to write a phrase or a fragment. So we want to teach those academic writing skills to use the question to formulate a complete sentence. After I was done modeling the strategy, the writing strategy, I gave them some time so they can answer the question themselves. The next step was to share with their elbow partner, right, what their sentence was. So they shared what they wrote in their notebook. Their elbow partner was able to listen to their sentence and record it in their notebook. Some things I think about before I start lesson planning is, how would the students practice with me during the lesson? Right. That way I could model with the students, and the students can learn from that modeling. That way when they start taking it back to their partners, they could continue that model with them. And once they were done, I was able to call on the student, and the students shared what they wrote down. And then on the screen, I typed their answer. That way we could see if it's following the expectations, which is writing a complete sentence. I chose a non-volunteer that way to teach the class. Everyone is going to be held accountable and there are high expectations. That way each student should be on task. It reminds them that you will be called on at any given point in class and your information to be provided is very valuable to us. Explicit direct instruction is important for the teacher. That way, they could teach the students in a way where they're engaging and also checking for understanding as they're going throughout their lesson. The last thing we want to do is lecture and just keep lecturing. There's no checking for understanding. We're not sure where the students are at. That way, with exclusive direct instruction, we have them engaged.