# Two worked interest choices each day

Original invented teacher examples, not learner records or promised effects. Ask what a child cares about and change the context with them. All actions are placeholders until a learner defines comfortable locally approved movement meanings. Paper/object/director alternatives stay available. Don't use these as fresh-check answers. No real animals, traffic instructions, sports techniques, cultural dances or physical imitation are prescribed.

## Day 31

1. **Paper robot greeting.** Let the child name two ideas that might introduce their own drawn robot. **Worked report:** Fictional maker chooses A “small hand opening” and B “comfortable head turn”; adult checks any real enactment locally. AB key is a plan until performed; no robot emotion is known.
2. **Picture garden.** Offer first/second ideas for opening a child's imaginary garden picture. **Worked report:** Fictional maker directs A “show my circle mark” and B “show my square mark” with an adult enacting. Child composition and adult movement are recorded separately.

## Day 32

1. **Desk artwork opening.** Choose AB or BA before revealing a personal drawing. **Worked report:** Fictional maker chooses BA→FINISH to introduce their drawing; the last line means over, not a third movement. Drawing/score may stay private.
2. **Space puppet arrival.** Choose an ordered phrase for a paper puppet's imaginary arrival. **Worked report:** Fictional maker chooses AB→FINISH and moves the puppet once. This is an object model, not evidence of the child's physical Dance skill or a real space event.

## Day 33

1. **Two pretend train windows.** Make a repeated visual/movement idea inspired by a drawn train. **Worked report:** Fictional maker shows AB|AB→FINISH, identifies AB as the whole repeated bit and chooses a single actual trial only if comfortable. No real train behaviour is taught.
2. **Tiny picture festival.** Plan a short opener for two own drawings. **Worked report:** Fictional maker puts AB twice; they prefer the shorter single-unit work for their own drawing while still reading the supplied two-unit source accurately. Length is a choice, not a quality score.

## Day 34

1. **Pretend parcel reveal.** Choose a deliberate quiet moment before a paper surprise. **Worked report:** Fictional maker makes A→PAUSE→B→FINISH; pause has something after it, finish does not. No startling reveal, real parcel or successful surprise is claimed.
2. **Quiet moon picture.** Add or remove a rest in a child-made scene opener. **Worked report:** Fictional maker chooses AB→FINISH with no rest and says “I like the two ideas together.” That intention is accepted; the model doesn't force a pause.

## Day 35

1. **After-check shell drawing.** Only after fresh capture, practise whole units with unrelated X/Y placeholders. **Worked report:** Fictional maker reads XY|XY→FINISH and points to spaces1–2/3–4; no fresh-source marks/name appear here. Use own approved movements or score only.
2. **After-check toy shop poster.** Practise one deliberate ending in a new context. **Worked report:** Fictional maker makes X→Y→FINISH for their own imaginary poster. The finish is outside the pair; the toy shop is fictional and no actual audience exists.

## Day 36

1. **Friendly cloud drawing.** Keep the same opening and compare return/new endings. **Worked report:** Fictional maker reads ABA versus ABB, chooses ABA because “the first idea comes back.” No viewer feeling or weather fact is inferred.
2. **Pretend building opening.** Choose a third ending for a paper building artwork. **Worked report:** Fictional maker adds C “my chosen small nod” to ABC→FINISH, updates the key and records it as a different ending; actual movement needs local approval.

## Day 37

1. **Own book cover.** Meet Little Hello, then adapt its purpose for an original cover. **Worked report:** Fictional maker describes the two AB units and says “mine introduces my cover, not a welcome.” Author model purpose and child's adaptation occupy different fields.
2. **Private creature drawing.** Use or reject the supplied source's purpose. **Worked report:** Fictional maker actually encounters the supplied score through exact words, keeps ABAB, changes the ending and prefers private play. The source encounter is bounded; no real community custom is claimed.

## Day 38

1. **One-adult picture opening.** Child may ask a willing educator to watch the own phrase/score. **Worked report:** Fictional record would need actual performer/route/date/audience plus that person's own response; before the event it says PLANNED, not DONE. No adult name is uploaded.
2. **Keep my puppet phrase.** Offer a private route as an equally respected choice. **Worked report:** Fictional maker chooses KEEP, saves a dated score and records NO ACTUAL AUDIENCE. Declining a share is not low attainment.

## Day 39

1. **Picture-show cue repair.** Change one unclear score feature after a real willing viewer's attributed comment if one exists. **Worked report:** Fictional example changes the finish mark label while keeping ABAB order; a real version needs the actual comment, otherwise use maker observation/NONE.
2. **My quiet robot opener.** Revise a chosen rest using one's own observation. **Worked report:** Fictional maker adds PAUSE before FINISH because “I want a little space.” Before/after kept; no improved calming or engagement effect is asserted.

## Day 40

1. **After-check car drawing.** After fresh capture, compare two unrelated endings with X/Y. **Worked report:** Fictional maker reads XYX versus XYY, chooses XYY for their own car picture and gives their own reason. No real driving or body action is modelled.
2. **After-check family artwork.** Plan a small private opener for a child-made drawing. **Worked report:** Fictional maker selects one unit and FINISH, records NOT PERFORMED / NO ACTUAL AUDIENCE and chooses a possible later willing share. Family participation is optional and not assessment evidence yet.