Your teacher reads every card aloud. A, B and C are not fixed learning styles or ability groups. You may point, sign, use AAC, draw, speak, move broad paper or tell an adult exactly where to move it. The same idea is yours whichever route you choose. A paper plan tells us what you think might happen. We say what did happen only after a real safe paper try. You can pass on touching materials. Your teacher will say when a safe table and paper are ready; no scissors, pins, glue, small pieces, device or home purchase is needed. All stories are pretend. No family story or personal data is needed.
Day 1 · A helper made by people
Look at the pretend PAPER NOTICE STAND. Who might use it? What did a person choose about its shape? What is it meant to do?
- A · Point and tell: point to the wide bottom and upright face; tell or gesture the user and purpose.
- B · Draw and tell: draw one shape feature; have a reader write your exact user/purpose words.
- C · Direct an adult: say, sign or use AAC for the feature to mark, then give your own user/purpose reason.
Shared target: one human design choice linked to a product's intended purpose. Home: notice a broad scrap-paper holder if one is already there, or draw a pretend one; no photo or purchase.
Day 2 · A service has chosen steps
The pretend RETURN DESK CARD says: PUT LARGE CARD HERE. THEN TAKE A BLANK CARD. What order did a person choose? Who might it help?
- A · Move: place two broad cards in the printed order; say or point to the purpose and a clearer instruction.
- B · Draw: draw two large boxes in the same order; give your user/purpose and one clearer word.
- C · Direct: tell an adult where two broad cards go, then choose a clearer wording yourself.
Shared target: identify a human-designed service sequence and communicate one change for its purpose. Home: make two pretend paper steps for a puppet, or skip.
Day 3 · A place arranged by people
In the invented CLEAR TABLE PATH drawing, two work spaces sit beside a middle route. What did a person arrange? Draw or tell one other layout and why you chose it.
- A · Broad cards: move two broad workspace cards to show your new arrangement; point to the route and explain its purpose.
- B · Draw: sketch your changed spaces and point to who the route is for and why.
- C · Direct: guide an adult's broad-card moves; choose the route and explain it by voice, sign, AAC or pointing.
Shared target: see a human environment choice and give a reasoned new idea. Home: draw a pretend two-space table on scrap paper; do not report a real room.
Day 4 · Two ideas, one choice
One big neutral paper mark needs to be shown to a pretend reader. The two drawings are FLAT and FOLD. You can add a third idea. No drawing has been tested yet.
- A · Arrange: use broad paper to show FLAT and a possible FOLD shape; choose and say what you would test.
- B · Draw: sketch two possible shapes, choose one and mark the reason beside it.
- C · Direct: tell an adult how to mark both ideas, then make the choice and reason your own.
Shared target: two design ideas, an explained choice and a proposed safe check. Home: fold a broad spare paper only with an adult's okay, or stay with a drawing; write NOT TRIED if no test.
Day 5 · A new paper check
Your teacher gives Check A with a new pretend route. Keep your first idea before feedback. You do not need to test a real space today.
- A · Place: use broad paper markers to show two ideas for the printed purpose; choose one and point to the source feature behind your reason.
- B · Draw: draw two ideas, choose one and explain who it is for using the new sheet.
- C · Direct: tell an adult the two marks to make, then give your own choice and source-based reason.
Shared target: identify one person-made layout choice and communicate two safe paper ideas with a reason. Home: after the check only, a pretend theatre entry could have one broad paper START card and one broad WAIT card; say which is first. No real queue result is claimed.
Day 6 · A safe plan before making
We might try a broad folded paper display on a clear table. The guide says FOLD, PLACE, LET GO AND COUNT TO THREE. What paper and steps would you choose?
- A · Show: use broad paper to show two possible folds; point to your choice, safe steps and planned check.
- B · Draw: draw two folds and circle your choice; say how a real table trial would answer the question.
- C · Direct: tell an adult how to move/mark the broad paper; choose the safe order and test question yourself.
Shared target: two possible ideas, one reasoned safe plan and a real test question. Home: if no paper/table is approved, tell a puppet the plan and say NOT TRIED.
Day 7 · Make and see what happens
With your teacher's okay, use broad paper on a clear table. Fold or direct one fold, place it, let go, and count to three. Did it stand, fall, sag or stay untried?
- A · Fold: handle the broad paper if safe; choose a fold, let go and report only what you saw.
- B · Assist: choose the fold and do a safe part with adult support; point to the result and say which part was helped.
- C · Direct or plan: precisely direct an adult's fold/place if needed, or keep a plan-only route; report what actually happened or NOT TRIED.
Shared target: use/communicate safe steps and evaluate a real result if one occurred. Evidence: adult-only making is marked separately from your own handling. Home: no test is required; a scrap-paper sketch is enough.
Day 8 · Keep the result, change one thing
Read what truly happened on Day 7. What could you change for the same purpose? A new trial may still surprise us.
- A · Try: choose one new broad fold/placement, safely test it and say the old/new results if both were seen.
- B · Mark: mark one change on the paper and, with approval, help try it; say what you observed or NOT TRIED.
- C · Direct or plan: direct an adult's approved change/test, or draw the change only; keep actual result and predicted result separate.
Shared target: explain one revision from evidence or from an honest NOT TRIED plan. Home: draw a possible change; do not claim it worked without trying.
Day 9 · A two-space paper helper
Two large pretend picture cards say BOOK and CUP. Make a broad paper mat with one space for each. What did a person design about the mat? Did the cards stay separate in an actual try?
- A · Place: mark/fold a broad centre line and put the large cards in different spaces; describe the observed result.
- B · Draw and try: draw the two broad areas and place the cards if approved; tell the purpose and result or NOT TRIED.
- C · Direct or plan: direct an adult's mat/card moves, or point to a plan; state whose design choice it was and what was observed.
Shared target: design for separating two neutral paper categories and report only a real trial. Home: two big scrap-paper rectangles can stand for the categories; no family or real product detail needed.
Day 10 · A different new paper check
Your teacher gives Check B with a new large-card carrier problem. Keep two ideas, your choice, safe steps and your first result before feedback. A planned carrier is not a tested carrier.
- A · Fold/slide: give two broad-paper ideas, choose one, then make and slowly slide along the clear table if approved; report STAYED, SLIPPED or NOT TRIED.
- B · Assisted try: draw two ideas, choose one and safely assist the fold/slide with an adult; report what each person did and what happened.
- C · Direct or plan: precisely direct an adult's approved make/slide, or stay with two drawn ideas; give your reason and an honest result label.
Shared target: generate, choose, communicate and evaluate a safe solution for the new purpose, with making evidence only when real material action occurred. Home: after the check only, draw a different broad paper envelope for a pretend large postcard; do not assume it holds anything unless safely tried.