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Day 6 · What is a sign intended to help with?Foundation HASS · T1 W1–2 · Day 6 lesson

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Foundation / Hass / Term 1 / Weeks 01 02

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Target/codes: pose a question about signs in a familiar-style fictional place and share a source-based observation of a sign's intended audience; AC9HSFK03, AC9HSFS01, AC9HSFS05. Prepare: Source D sign bank, Source A map.

  1. Welcome · 3 min. Read the invented visitor line: “I am looking for the STORY MAT on this paper map.” This is a written fictional source, not actual visitor feedback.
  2. Source look · 4 min. Show BOOK-outline + STORY MAT sign and its position on the map. State word and outline together, never colour alone.
  3. Model · 5 min. Pose “Which sign might help this fictional visitor find STORY MAT?” Match the sign label to the map label. Say intended to help, not “proved helpful.”
  4. Independent route · 7 min. Day 6 A/B/C ask one sign question, match a sign/place and describe who might use it from the exact visitor line or a stated hypothetical.
  5. Source check · 4 min. Offer “The visitor used it successfully.” The source gives a question, not a result; child marks actual sign effect as unknown.
  6. Exit · 2 min. Save source, question and intended-audience phrase. If the child makes a real-world inference, reread the fictional boundary.