# Ten optional, runnable 25-minute Drama starts

Every session totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Offer the day's [three same-target routes](LEARNER-CARDS.md), including a quiet paper/directing route; a child can switch or pass. Optional enactment needs suitable local space, access and child consent. An educator may move a large paper figure or enact a cue only as directed. Record devised scene choices separately from any actually observed child voice, movement, ensemble work, performance and real audience. No child must speak in role, disclose personal feelings, touch anyone, make sound, be filmed or perform publicly.

## Week 3 · Day 11 · A prop changes a tiny scene

**Target/codes:** choose whether a neutral paper box is present in a fictional workbench scene, and give a possible audience question; AC9ADRFD01, AC9ADRFC01. **Prepare:** [A prop scene](print/prop-presence.svg), broad fixed box card, [A practice](MATERIALS.md#a--prop-present-or-absent).

1. **Welcome · 3 min.** Revisit that a place and figure can stay the same while one story object changes. No real possessions are requested.
2. **Model · 4 min.** Keep a paper figure at a drawn workbench. Show the stage first empty, then with one closed square box. Ask what a viewer *might* wonder; do not assign one feeling.
3. **Try together · 5 min.** Child identifies what changed and chooses a possible question, by cards, AAC, drawing or words.
4. **Child choice · 7 min.** Child devises a two-moment fiction with box absent or present. If they opt into enactment, use a safe broad prop and educator-approved space; a paper-only plan remains the same devising target.
5. **Notice · 4 min.** Record child's prop decision and intended question. A paper score is not observed acting or an actual viewer's question.
6. **Close · 2 min.** Keep the two versions; tomorrow a screen can hide a prop without changing the whole scene.

## Week 3 · Day 12 · Hide, then reveal a neutral prop

**Target/codes:** distinguish a box hidden behind a broad paper screen from the same box visibly revealed; AC9ADRFD01, AC9ADRFC01. **Prepare:** [B screen/reveal](print/screen-reveal.svg), large opaque card, [B practice](MATERIALS.md#b--a-screen-can-change-what-is-shown).

1. **Welcome · 3 min.** Show a broad fixed screen and closed square box; hiding here is fictional stage business, never a real child's belongings.
2. **Model · 4 min.** Put the box behind the screen, then move screen aside. Keep figure, workbench and box position fixed. Name what the audience could see in each picture.
3. **Try together · 5 min.** Let child direct the screen between hidden and visible positions; educator moves it neutrally if needed.
4. **Child choice · 7 min.** Child chooses when to reveal the box in a two-frame plan, with optional safe enactment or directed puppet. State a possible question raised by hiding it.
5. **Notice · 4 min.** Check whether screen physically covers the box in frame one and uncovers it in frame two; do not infer suspense felt by viewers.
6. **Close · 2 min.** Save the child's reveal decision; tomorrow compare a small clue with a full view.

## Week 3 · Day 13 · A clue is not the whole prop

**Target/codes:** choose whether an invented dot clue or the complete box is shown in a stage picture; AC9ADRFD01, AC9ADRFC01. **Prepare:** [C clue/full view](print/clue-view.svg), broad dot and box cards, [C practice](MATERIALS.md#c--a-clue-can-leave-a-question).

1. **Welcome · 3 min.** Show one bold dot on a screen. It is a fictional clue; it does not identify a real object or a cultural symbol.
2. **Model · 4 min.** Keep the same figure/place. Show the dot alone, then the full neutral box. Say what information is visible, not what a real audience feels.
3. **Try together · 5 min.** Child selects which version leaves more unknown and can name a question someone might ask.
4. **Child choice · 7 min.** Child devises a short scene where the clue or full box is shown first. Optional enactment may use broad cards; quiet paper direction is fully valid devising evidence.
5. **Notice · 4 min.** Record chosen visible information and intended audience question. Do not treat a child's guess about the hidden thing as fact.
6. **Close · 2 min.** Put the clue card away before the next session's silent cue timing.

## Week 3 · Day 14 · A cue tells us when to look

**Target/codes:** choose a silent visual cue before or after a screen reveal, keeping figure, place and prop unchanged; AC9ADRFD01, AC9ADRFC01. **Prepare:** [D cue order](print/cue-order.svg), broad crescent-shaped neutral cue card, fixed screen/box, [D practice](MATERIALS.md#d--a-silent-cue-can-change-timing).

1. **Welcome · 3 min.** A cue is a chosen signal in a fiction. The card needs no sound, bright light, sudden movement or startle.
2. **Model · 4 min.** Place CRESCENT CARD then REVEAL in one two-box score; reverse their order in another. Name only timing as changed.
3. **Try together · 5 min.** Child points to or directs the two orders. Ask “When does the cue happen in this plan?”
4. **Child choice · 7 min.** Child selects an order for a paper parcel scene and gives an intention. Optional safe enactment uses a slowly raised cue card; no vocal or sound response required.
5. **Notice · 4 min.** Record the chosen order; if enacted, record observed timing separately from the score.
6. **Close · 2 min.** Save practice away. Fresh Check I uses a new prop, cue and place.

## Week 3 · Day 15 · Fresh Check I: paper depot cue

**Target/codes:** independently place a silent cue before the reveal of a new prop while holding prop and place; AC9ADRFD01, AC9ADRFC01. **Prepare:** [fresh I learner check](STUDENT-CHECKS.md#check-i--new-paper-depot-cue), [I A4](check/fresh-i.svg), large signal/cover cards. Keep the [teacher key](teacher/KEY-AND-NEXT.md) closed until first response.

1. **Welcome · 3 min.** This is a new planning puzzle, not an acting or reading-speed test.
2. **Access · 4 min.** Give a fictional depot, a covered triangle parcel and a separate striped rectangular silent cue card. Read: “The cue happens first; then the parcel is shown.” Do not lay out the answer.
3. **Independent plan · 5 min.** Child orders the two event cards in empty numbered spaces using a chosen route.
4. **Child response · 7 min.** Child draws, arranges, directs or safely enacts the two moments and gives a possible reason. Record first choice and mode neutrally.
5. **Self-check · 4 min.** Ask which event is first and whether the parcel stays the same. No corrective prompt before recording.
6. **Close · 2 min.** Save response and open key only now; the next arc concerns figure position and entrances.

## Week 4 · Day 16 · Near or far from a prop

**Target/codes:** place the same paper figure near or far from a stationary prop in a fixed stage map, and explain possible scene intent; AC9ADRFD01, AC9ADRFC01. **Prepare:** [E distance map](print/near-far.svg), fixed broad stage/prop/figure cards, [E practice](MATERIALS.md#e--distance-is-a-scene-choice).

1. **Welcome · 3 min.** Point to the prop and figure in an invented stage rectangle; this is stage space, not a rule about real personal distance.
2. **Model · 4 min.** Keep prop fixed; move only paper figure from near to far. Name the changed relation without assigning an emotion or safety judgment.
3. **Try together · 5 min.** Child compares both pictures by view, fixed tactile map or description and names what stayed.
4. **Child choice · 7 min.** Child chooses near or far for a fictional repair table moment. Optional enactment stays within educator-cleared space and does not involve another child's body.
5. **Notice · 4 min.** Record figure position and child's intended question or idea. A paper map is not evidence of body control.
6. **Close · 2 min.** Keep chosen stage position; next time a figure may enter the marked space.

## Week 4 · Day 17 · Outside, then inside the scene space

**Target/codes:** direct one invented figure from outside a marked stage space to inside it after a chosen start cue; AC9ADRFD01, AC9ADRFC01. **Prepare:** [F entrance map](print/entrance.svg), broad fixed border/figure cards, [F practice](MATERIALS.md#f--an-entrance-changes-the-scene).

1. **Welcome · 3 min.** A bold border marks a fictional stage area, not an instruction to cross a real line.
2. **Model · 4 min.** Show a figure outside, raise a slow silent cue card, then place the figure inside. Name before/after relation.
3. **Try together · 5 min.** Child chooses the side of entry and directs cards. An educator may enact only if school safety/access permits and child wants it.
4. **Child choice · 7 min.** Child makes an original entrance plan for a paper library trolley scene; optional movement is non-contact and locally approved.
5. **Notice · 4 min.** Record the paper entrance choice and, separately, any actual child movement. Do not infer performed timing from arrows on paper.
6. **Close · 2 min.** Save the entrance card for combining with a reveal.

## Week 4 · Day 18 · Put a cue, entrance and reveal together

**Target/codes:** devise an original three-moment fiction with a clear cue, a chosen figure entrance and a prop reveal; AC9ADRFD01, AC9ADRFC01. **Prepare:** [G choice log](print/choice-log.svg), broad D/F/B cards, [G practice](MATERIALS.md#g--one-original-three-moment-scene).

1. **Welcome · 3 min.** Offer invented purposes: find a paper tool, return a book, deliver a blank card. The child may invent another non-personal fiction.
2. **Model · 4 min.** Adult's version: silent cue, paper visitor enters, broad screen moves to show closed box. Clearly label it one possible order, not the answer.
3. **Try together · 5 min.** Child changes one moment/order and says what question the changed plan could invite.
4. **Child choice · 7 min.** Child devises their own three-moment scene by chosen route; optional safe enactment is separate from paper/directing evidence.
5. **Notice · 4 min.** Record which decisions came from child and whether any actual enactment occurred. Do not assume audience emotion or response.
6. **Close · 2 min.** Ask whether the child wants to keep the plan for a willing audience. A no is enough.

## Week 4 · Day 19 · Real drama maker, optional willing audience

**Target/codes:** observe and ask about a school-authorised real drama work; optionally share own original scene with a willing person; AC9ADRFE01 and AC9ADRFP01 only if each event occurs. **Prepare:** [authentic source slot](AUTHENTIC-SOURCE-SLOT.md), [G log](print/choice-log.svg), child-approved scene plan, educator-approved viewing/access route.

1. **Welcome · 3 min.** Offer quiet observation, accessible description, optional response or pass. No child must disclose home/cultural experience or perform.
2. **Model · 4 min.** Name a real maker and source-stated detail from an authorised encounter. If none is cleared, explicitly hold that encounter and practise questions using the teacher's own fiction.
3. **Try together · 5 min.** Ask “What did you notice?” and “What does the maker/source say?” Keep guesses apart from source facts.
4. **Child choice · 7 min.** Child responds by drawing, words, AAC or neutral scribing. Separately, they may enact/narrate/show an original scene to a real willing person, plan later, rehearse to a puppet or pass.
5. **Notice · 4 min.** Log real work and actual audience only if observed, with consent and medium. Paper plan shown is not child performance; puppet-only rehearsal is not audience sharing.
6. **Close · 2 min.** Retain only permitted notes/work; arrange a real encounter later if held.

## Week 4 · Day 20 · Fresh Check J: covered paper kiosk token

**Target/codes:** independently show a figure outside then inside a stage area while a prop moves from hidden to visible after a cue, naming at least one intended audience question; AC9ADRFD01, AC9ADRFC01, AC9ADRFP01 only for actual sharing. **Prepare:** [fresh J learner check](STUDENT-CHECKS.md#check-j--new-covered-paper-kiosk-token), [J A4](check/fresh-j.svg), broad figure/screen/token/cue cards. Keep key closed until first response.

1. **Welcome · 3 min.** A new two-frame puzzle helps plan the next drama session; no child must perform publicly.
2. **Access · 4 min.** Give one fixed stage border, a paper figure outside, a circle token hidden by a broad screen, and a separate silent cue. Read the two required moments without arranging them.
3. **Independent plan · 5 min.** Child decides how to make a later frame with figure inside and token visible after the cue.
4. **Child response · 7 min.** Child draws, directs, arranges or safely enacts their choice and names a possible audience question. Neutral adult records first plan and any observed enactment separately.
5. **Self-check · 4 min.** Ask where figure and prop are before/after and when cue occurs; do not reveal solution before first response.
6. **Close · 2 min.** Save child-approved response, open key and plan any held authentic/performance opportunities.