Ten daily 25-minute teacher scriptsFoundation Drama · T1 W5–6 · Lesson sequence

Use a large paper stage on a clear table. Read speech lines as possible fictional dialogue. Every lesson offers speech, sign, AAC, pointing, drawing, object arrangement or adult scribe. A child can pass on enacted work. The teacher records the child’s actual route and the difference between a planned moment and any observed event.

Week 5 · Day 21 · A character wants a result

Target/codes: An invented paper maker wants a drawing displayed where a fictional visitor can see it. A drawn action must give the audience a clue to that aim. Primary: AC9ADRFD01, AC9ADRFC01. AC9ADRFP01 only if actual willing-audience sharing is separately witnessed; AC9ADRFE01 only with cleared real work. Prepare: Original aid print/text/tactile route, two broad neutral figures, blank action cards. See materials.

1. Welcome · 3 min. An invented paper maker wants a drawing displayed where a fictional visitor can see it. A drawn action must give the audience a clue to that aim. State that our paper story is invented and a child may point, direct or pass.

2. Model · 4 min. A figure looks at a large drawing, points to an empty board, then lifts the drawing toward it. Say: “The lift is an action; the intended result is for a viewer to see the drawing.”

3. Try together · 5 min. Offer the same figure with a blank board and a floor mat. Children select which action might show the aim: put the drawing on board, hide it under mat, or invent one. Ask what a viewer could actually see.

4. Child choice · 7 min. Child builds or directs two paper moments, aim and chosen action; adult records the child’s reason without supplying one.

5. Notice · 4 min. Compare the two moments: can a fictional viewer see a changed action? Ask what the plan does not show about a real child performance.

6. Close · 2 min. Save the first two-moment plan. Next time a difficulty will change the choice.

Evidence/next step: If the action is invisible, add one observable change; if clear, ask for a second plausible action. See three same-goal routes, worked swaps and teacher-only key.

Week 5 · Day 22 · A difficulty changes the plan

Target/codes: In the fictional paper display, a large sheet cannot fit on the narrow board. This is a story obstacle, not a real materials test. Primary: AC9ADRFD01, AC9ADRFC01. AC9ADRFP01 only if actual willing-audience sharing is separately witnessed; AC9ADRFE01 only with cleared real work. Prepare: Original aid print/text/tactile route, two broad neutral figures, blank action cards. See materials.

1. Welcome · 3 min. In the fictional paper display, a large sheet cannot fit on the narrow board. This is a story obstacle, not a real materials test. State that our paper story is invented and a child may point, direct or pass.

2. Model · 4 min. Model two pictures: sheet lifted toward a board, then sheet wider than the board. Say: “The character has an aim; this drawing tells us a difficulty.”

3. Try together · 5 min. Try “same aim, new choice”: child chooses a wider imaginary wall, a smaller drawing, or a partner request. Acknowledge more than one workable fictional path.

4. Child choice · 7 min. Child places a before, obstacle, and revised-action card in order; adult asks what the character wants to keep the same.

5. Notice · 4 min. Point to what changed in the plan. No claim that a real sheet will fit or that a child feels frustrated.

6. Close · 2 min. Keep both first and revised plans; Day 23 brings a second role.

Evidence/next step: If child only changes the aim, restate the original aim and invite a different action; if multiple solutions, compare visible clues. See three same-goal routes, worked swaps and teacher-only key.

Week 5 · Day 23 · Offer and reply

Target/codes: Two fictional roles can make a small scene by offering an idea and responding to it. The reply changes the next action. Primary: AC9ADRFD01, AC9ADRFC01. AC9ADRFP01 only if actual willing-audience sharing is separately witnessed; AC9ADRFE01 only with cleared real work. Prepare: Original aid print/text/tactile route, two broad neutral figures, blank action cards. See materials.

1. Welcome · 3 min. Two fictional roles can make a small scene by offering an idea and responding to it. The reply changes the next action. State that our paper story is invented and a child may point, direct or pass.

2. Model · 4 min. Use broad figures A and B. A points to a drawing and asks, “Could this go here?” B replies, “This corner is open.” A moves the drawing toward the corner. Read this as a possible script, not observed talk.

3. Try together · 5 min. Swap B’s reply to “The corner is busy.” Children choose how A might respond without assuming either role’s feelings.

4. Child choice · 7 min. Child directs A’s offer, B’s reply and A’s next action; show each role’s turn with separate cards.

5. Notice · 4 min. Ask whether removing B’s reply changes what the audience can understand. Record one visible or spoken clue.

6. Close · 2 min. Next lesson compares two choices after one reply.

Evidence/next step: If the second role vanishes, restore one response card; if clear, offer a nonverbal reply. See three same-goal routes, worked swaps and teacher-only key.

Week 5 · Day 24 · Two choices, two possible next moments

Target/codes: After the same fictional reply, a character can make either of two actions. The plans may suggest different audience questions. Primary: AC9ADRFD01, AC9ADRFC01. AC9ADRFP01 only if actual willing-audience sharing is separately witnessed; AC9ADRFE01 only with cleared real work. Prepare: Original aid print/text/tactile route, two broad neutral figures, blank action cards. See materials.

1. Welcome · 3 min. After the same fictional reply, a character can make either of two actions. The plans may suggest different audience questions. State that our paper story is invented and a child may point, direct or pass.

2. Model · 4 min. Read B’s same reply, “The middle is occupied.” Show A holding the drawing. Place option 1 on a side board and option 2 on a low table. Ask which object changes place.

3. Try together · 5 min. Pairs compare the two options without calling one the right emotion or best story. Prompt: “What could a viewer ask after this choice?”

4. Child choice · 7 min. Each child chooses one action, explains intended viewer notice, and keeps the unused option visible as an alternative.

5. Notice · 4 min. Check that the character, aim and B’s reply stayed the same. Which action was chosen? Which question is only imagined?

6. Close · 2 min. Tomorrow’s independent check has a different fictional setting and no model answer.

Evidence/next step: If a preference lacks dramatic reason, ask what a fictional viewer would be able to see. See three same-goal routes, worked swaps and teacher-only key.

Week 5 · Day 25 · Fresh Check K: first independent scene choice

Target/codes: Use the new paper ferry notice source in STUDENT-CHECKS. Do not show the teacher key or rehearse this particular constraint. Primary: AC9ADRFD01, AC9ADRFC01. AC9ADRFP01 only if actual willing-audience sharing is separately witnessed; AC9ADRFE01 only with cleared real work. Prepare: Unshown fresh check print or equivalent blank tactile source, blank three-moment mats; teacher key sealed. See materials.

1. Welcome · 3 min. Use the new paper ferry notice source in STUDENT-CHECKS. Do not show the teacher key or rehearse this particular constraint. State that our paper story is invented and a child may point, direct or pass.

2. Access · 4 min. Show the source once. Say only: “The figure wants a visitor to find an invented ferry time card. The small board is already full. Make an action for the figure and a response from the second figure. Show what happens next.”

3. Independent plan · 5 min. Offer the printed, oral, tactile and adult-directed access routes described on Check K. Read source labels exactly and keep order cards blank.

4. Child response · 7 min. Child gives a first independent three-moment plan; adult records verbatim and what support was needed, without correcting it.

5. Self-check · 4 min. Child points to their own aim, action and reply. Accept “I do not know”; do not supply a solution during collection.

6. Close · 2 min. Close the check, then open the separate key for next teaching. Practice a different context afterward.

Evidence/next step: Score visible plan features only; revisit missed feature with a new context after check. See three same-goal routes, worked swaps and teacher-only key.

Week 6 · Day 26 · One action, more than one reading

Target/codes: The same fictional move can invite different plausible readings. We can describe a visible action without claiming what a character or audience truly feels. Primary: AC9ADRFD01, AC9ADRFC01. AC9ADRFP01 only if actual willing-audience sharing is separately witnessed; AC9ADRFE01 only with cleared real work. Prepare: Original aid print/text/tactile route, two broad neutral figures, blank action cards. See materials.

1. Welcome · 3 min. The same fictional move can invite different plausible readings. We can describe a visible action without claiming what a character or audience truly feels. State that our paper story is invented and a child may point, direct or pass.

2. Model · 4 min. Show figure A moving a card from table to wall. Say: “I can see a move. One possible idea is that A wants visitors to see it. Another is that A needs table space. The picture alone does not prove either.”

3. Try together · 5 min. Children choose an intended meaning and add a separate clue: a point toward visitors or a table-clearing action. Compare what remains uncertain.

4. Child choice · 7 min. Child draws/directs same action with one added clue, then says what they intend and what a fictional viewer might instead ask.

5. Notice · 4 min. Check that at least one visible clue connects to the child’s intended idea; no mind reading.

6. Close · 2 min. Next lesson gives each role a fair turn in deciding.

Evidence/next step: If inference is asserted as fact, model “I can see X; I might think Y; I cannot tell yet.” See three same-goal routes, worked swaps and teacher-only key.

Week 6 · Day 27 · Shared decision: two roles get a turn

Target/codes: A short invented scene can show both roles offering a choice before a joint next step. Avoid depicting one child as always in charge. Primary: AC9ADRFD01, AC9ADRFC01. AC9ADRFP01 only if actual willing-audience sharing is separately witnessed; AC9ADRFE01 only with cleared real work. Prepare: Original aid print/text/tactile route, two broad neutral figures, blank action cards. See materials.

1. Welcome · 3 min. A short invented scene can show both roles offering a choice before a joint next step. Avoid depicting one child as always in charge. State that our paper story is invented and a child may point, direct or pass.

2. Model · 4 min. A says, “We could put the card here.” B says, “That blocks this space; what about the edge?” A indicates edge. Model that an offer, response and new action are separate.

3. Try together · 5 min. Give B a different reason, “This edge is full.” Children propose a third action that keeps the original aim.

4. Child choice · 7 min. Child makes three turn cards: A offer, B response, A or B next action. Roles can be neutral shapes.

5. Notice · 4 min. Ask which turn gave a new piece of information. Respect a child’s choice not to act or disclose family examples.

6. Close · 2 min. Next lesson makes the response visible without words.

Evidence/next step: If one role has no actual response, provide an open response prompt, not the answer. See three same-goal routes, worked swaps and teacher-only key.

Week 6 · Day 28 · A reply without spoken words

Target/codes: A fictional role may answer through a deliberate visible action. The audience must be able to notice that reply without assuming a feeling. Primary: AC9ADRFD01, AC9ADRFC01. AC9ADRFP01 only if actual willing-audience sharing is separately witnessed; AC9ADRFE01 only with cleared real work. Prepare: Original aid print/text/tactile route, two broad neutral figures, blank action cards. See materials.

1. Welcome · 3 min. A fictional role may answer through a deliberate visible action. The audience must be able to notice that reply without assuming a feeling. State that our paper story is invented and a child may point, direct or pass.

2. Model · 4 min. Show A asking to display a drawing. B moves a blank stand next to A. Say: “That move could be the reply; it does not tell us what B feels.”

3. Try together · 5 min. Compare B pointing to an open space with B turning the stand. Ask which clue makes the intended reply clearer from the audience’s view.

4. Child choice · 7 min. Child makes offer, nonverbal reply and next action. Adult can move a puppet only under the child’s direction.

5. Notice · 4 min. Invite child to name the visible change and one possible audience question. Note if a real enactment did or did not occur.

6. Close · 2 min. Tomorrow children combine their own choices and may encounter an authentic authorised work.

Evidence/next step: If gesture is too ambiguous, ask child to add one clear stage change, not a required expression. See three same-goal routes, worked swaps and teacher-only key.

Week 6 · Day 29 · Compose, then encounter a real work only if cleared

Target/codes: Combine aim, offer, response and changed action in an original three-moment paper scene. A real maker/work discussion requires a separately authorised actual source. Primary: AC9ADRFD01, AC9ADRFC01. AC9ADRFP01 only if actual willing-audience sharing is separately witnessed; AC9ADRFE01 only with cleared real work. Prepare: Original aid print/text/tactile route, two broad neutral figures, blank action cards. See materials.

1. Welcome · 3 min. Combine aim, offer, response and changed action in an original three-moment paper scene. A real maker/work discussion requires a separately authorised actual source. State that our paper story is invented and a child may point, direct or pass.

2. Model · 4 min. Return to a child-chosen fictional setting. Model planning boxes: 1 aim/offer, 2 another role replies, 3 a changed action. Label this a devised paper score.

3. Try together · 5 min. Children test whether a neutral partner can retell the intended order from the paper score; record what the partner actually says only if a real willing partner is present.

4. Child choice · 7 min. Child revises one clue after hearing a real willing partner’s question, or after a neutral adult asks what is visible. Preserve first and revised versions.

5. Notice · 4 min. Use AUTHENTIC-SOURCE-SLOT only if a named real maker/work, rights and cultural authority are cleared. Record observed encounter; otherwise hold FE01.

6. Close · 2 min. Tomorrow is a fresh check with a different scene. Return to a real work encounter later if not yet cleared.

Evidence/next step: If sequence is hard to follow, add role labels and one visible action per moment. See three same-goal routes, worked swaps and teacher-only key.

Week 6 · Day 30 · Fresh Check L: an independent exchange and revision

Target/codes: Use the new paper night-market lantern-map source in STUDENT-CHECKS; it is an invented setting, not a real culture or community event. No model of the target answer beforehand. Primary: AC9ADRFD01, AC9ADRFC01. AC9ADRFP01 only if actual willing-audience sharing is separately witnessed; AC9ADRFE01 only with cleared real work. Prepare: Unshown fresh check print or equivalent blank tactile source, blank three-moment mats; teacher key sealed. See materials.

1. Welcome · 3 min. Use the new paper night-market lantern-map source in STUDENT-CHECKS; it is an invented setting, not a real culture or community event. No model of the target answer beforehand. State that our paper story is invented and a child may point, direct or pass.

2. Access · 4 min. Show source and read exactly: “Figure A wants visitors to see a large lantern-map card. Figure B keeps a walking line clear. Make A’s offer, B’s response and A’s changed action. Show one clue for your intended idea.”

3. Independent plan · 5 min. Give equivalent print, oral, tactile or adult-directed blank panels. Explain that more than one safe fictional action can satisfy the scene.

4. Child response · 7 min. Collect the first independent response before feedback. Mark adult help, access mode and whether any actual enactment/audience occurred separately.

5. Self-check · 4 min. Ask child to point to the offer, response, revised action and clue in their own plan. Do not infer feelings or real audience interpretation.

6. Close · 2 min. Use teacher key after collection to choose the next teaching move. Record unverified strands as open.

Evidence/next step: If response or revision is absent, rehearse one missing turn in a new context after check. See three same-goal routes, worked swaps and teacher-only key.