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Day 28 · Whose view does a care idea include?Foundation HASS · T1 W5–6 · Day 28 lesson

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Foundation / Hass / Term 1 / Weeks 05 06

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: Share source-attributed perspectives and conclude that different views may inform a proposal without proving a universal preference; AC9HSFS03 and AC9HSFS04, AC9HSFK03 partial.

  1. Settle/purpose · 3 min. Care discussions can listen to different views; nobody must offer a personal view.
  2. Read source · 4 min. Re-read C/D and A. Place Ari, Ren and UNKNOWN on large fields.
  3. Model inquiry · 5 min. “Ari names shade for looking; Ren names mat for laying cards. A proposal might keep both options in a drawing. We do not know if either helped anyone in real life.”
  4. Child response · 7 min. Children make a two-view sentence and one gentle proposal for the paper courtyard, identifying who said what and one viewpoint still missing. Speak, draw, point or direct an adult.
  5. Check/respond · 4 min. Record two attributions and the limit. If the child says Ren dislikes shade, ask for Ren's exact words; silence about shade is not dislike.
  6. Exit · 2 min. Complete “Ari said ; Ren said ; we might ask ___.”

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