# Teacher scripts · ten optional 25-minute HASS blocks

Read exact fictional facts in [Materials](MATERIALS.md). Every block totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**; schedule within the school's HASS allocation rather than replacing integrated, English or maths time. Learners can switch [A/B/C routes](LEARNER-CARDS.md). Record source words, the child's own words or point, and assistance. Never request personal family, celebration, special-place or Country/Place disclosure. A real safety sign, real protective-behaviour script or shared rhythm is outside this HASS fictional archive and follows its own school-approved teaching.

## Week 7 · Day 31 · What does an invitation promise?

**Target/codes:** Pose one source-answerable and one missing-evidence question about a fictional invitation; AC9HSFS01 and AC9HSFK03 partial.

1. **Settle/purpose · 3 min.** State Ripple Hall and its show are made up; nobody needs to describe a family or real event.
2. **Read source · 4 min.** Read [A, the Story Day 1 invitation](print/ripple-invitation.pdf). Point to “Tomorrow, on Story Day 2” and “plan to show two large paper cards.”
3. **Model inquiry · 5 min.** Ask “What does A invite us to?” Answer with paper-card show. Ask “Did it happen?” Answer “A alone cannot tell us.” A future invitation is not a report.
4. **Child response · 7 min.** Child asks one question A can answer and one it cannot, cites an exact phrase or position, and may point, draw, speak/AAC or direct an adult.
5. **Check/respond · 4 min.** Record both questions. If a child says the invitation proves attendance, ask which words show an actual visitor; none do. Offer the next source only after the first response.
6. **Exit · 2 min.** Finish “A plans ___; to know if it happened I need ___.”

## Week 7 · Day 32 · Plan is not a picture of a result

**Target/codes:** Sort and record a fictional invitation and display plan without inferring that either was carried out; AC9HSFS02 and AC9HSFS05, AC9HSFK03 partial.

1. **Settle/purpose · 3 min.** Contrast INVITATION and PLAN with a report; do not assume a real venue arrangement.
2. **Read source · 4 min.** Re-read [A](print/ripple-invitation.pdf), then [B, Miri's plan](print/ripple-display-plan.pdf): cards planned for wall panel, empty box planned for table.
3. **Model inquiry · 5 min.** Put “two cards will be shown” under invitation, “Miri intends two on wall panel” under plan, and “box was on table” under unknown result.
4. **Child response · 7 min.** Child sorts two stated plans and one outcome that is not yet shown, with source letters; an adult may move broad source sheets on direction.
5. **Check/respond · 4 min.** Record category and source. If child says the box is certainly there, ask what tense “plan” has and which source reports a table box; none does.
6. **Exit · 2 min.** Child says “Miri planned ___; we do not yet know ___.”

## Week 7 · Day 33 · Order the source trail

**Target/codes:** Record invitation/plan on Story Day 1 and attributed report on Story Day 2 in a pictorial two-stage timeline; AC9HSFS02 and AC9HSFS05.

1. **Settle/purpose · 3 min.** Story Days are invented sequence labels; no real date or celebration is being taught.
2. **Read source · 4 min.** Show [A](print/ripple-invitation.pdf), [B](print/ripple-display-plan.pdf), [C](print/ripple-after-note.pdf) and the [trail mat](print/source-sequence-mat.pdf).
3. **Model inquiry · 5 min.** Put A/B under Story Day 1 and C under Story Day 2. Read C as “Nia writes she saw…” rather than “we saw.” Mark the table box unknown.
4. **Child response · 7 min.** Child orders A/B then C on broad fields and tells a short source-labelled before/after narrative including one unknown. The exact A/B order within Story Day 1 need not be invented.
5. **Check/respond · 4 min.** Record temporal placement and attribution. If child treats C as a direct class visit, ask who wrote the note; if they insert the box into C, reread its exact words.
6. **Exit · 2 min.** Finish “Day 1 sources planned ___; Day 2 Nia wrote ___; the table box is ___.”

## Week 7 · Day 34 · One report does not answer every question

**Target/codes:** Draw a bounded conclusion from an attributed fictional after-note and ask about a missing detail; AC9HSFS01 and AC9HSFS04, AC9HSFK03 partial.

1. **Settle/purpose · 3 min.** A person can report something without giving every detail; nobody in class visited Ripple Hall.
2. **Read source · 4 min.** Re-read [C](print/ripple-after-note.pdf): Nia says two large paper cards, curved-line and dot, were on wall panel. Compare with [B](print/ripple-display-plan.pdf).
3. **Model inquiry · 5 min.** Conclude “C reports two cards on the wall panel.” Ask “Was the planned box on the table?” and mark unknown, since C does not say.
4. **Child response · 7 min.** Child states one supported conclusion about C and one question it cannot answer, giving source C or B as appropriate. Allow picture mark, words/AAC or adult-directed placement.
5. **Check/respond · 4 min.** Record source-limited conclusion. If child says the plan must have happened fully because two cards were reported, ask which exact B detail C omits.
6. **Exit · 2 min.** Say “Nia reported ___; Nia did not report ___.”

## Week 7 · Day 35 · Fresh check A: Cloud Room

**Target/codes:** Ask, order, sort and conclude only what a new fictional invitation/plan/report says; AC9HSFS01, AC9HSFS02, AC9HSFS04 and AC9HSFS05.

1. **Settle/purpose · 3 min.** Explain this is a fresh public formative check; save first responses before feedback.
2. **Read source · 4 min.** Give [Check A](STUDENT-CHECKS.md#check-a--day-35--cloud-room-source-trail) and its [A4 Cloud Room page](print/check-a-cloud-room.pdf). Read exact source words without solving.
3. **Model access only · 5 min.** On unrelated blank paper show pointing, speech/AAC, drawing and adult transcription; do not model any held source detail.
4. **Independent response · 7 min.** Children order the invitation/plan/report, say what the report supports, separate the planned table box from reported outcome, and ask one still-open question.
5. **Check/respond · 4 min.** Collect before using the [separate public key](teacher/KEY-AND-NEXT.md). If a plan becomes a result, ask which source actually reports it and offer a new-source retry.
6. **Exit · 2 min.** Child names one thing a paper archive cannot reveal about a real class event.

## Week 8 · Day 36 · Whose view gives a place meaning?

**Target/codes:** Attribute two views of a fictional shared place and identify what each says about its value to that speaker; AC9HSFS03 and AC9HSFK03 partial.

1. **Settle/purpose · 3 min.** A place may matter differently to people; no child needs to reveal a personally special place.
2. **Read source · 4 min.** Read [D/E views](print/ripple-views.pdf) with speaker names and show [B/C](MATERIALS.md) for the named panel/table.
3. **Model inquiry · 5 min.** Say “Nia liked seeing the curved-line card on panel; Tao would rather have a card on table.” This describes their fictional views, not all visitors or a real access result.
4. **Child response · 7 min.** Child links Nia and Tao to their own exact words, then says how Ripple Hall might matter *to each speaker* using “Nia says/Tao says.” Use a broad two-column mat, drawing, speech/AAC or adult direction.
5. **Check/respond · 4 min.** Record two attributions. If child says Tao saw a table card, ask whether Tao said he saw it or would rather have it; keep wish and report distinct.
6. **Exit · 2 min.** Finish “Nia values ___; Tao would prefer ___; other views are unknown.”

## Week 8 · Day 37 · A paper mark does not tell a whole story

**Target/codes:** Ask what one fictional card description supports and what its maker's or community's meaning would require another source; AC9HSFS01 and AC9HSFS04, AC9HSFK03 partial.

1. **Settle/purpose · 3 min.** HASS asks whose story a source tells; the integrated Arts/maths activities teach the mark-making and repeat rule separately. Do not invent cultural meanings.
2. **Read source · 4 min.** Revisit [C](print/ripple-after-note.pdf): curved-line card and dot card. Show [D/E](print/ripple-views.pdf) to compare Nia's view.
3. **Model inquiry · 5 min.** “C says Nia saw these two cards. D tells why Nia liked one. Neither says what the maker intended or what a whole community thinks.” Form “Who made the cards and why?” as a missing-source question.
4. **Child response · 7 min.** Child names one card feature from C, one attributed view from D/E, and one question needing a maker or locally approved source. No child has to make a pattern or identify with a culture.
5. **Check/respond · 4 min.** Record source and missing-source question. If child assigns a traditional meaning to the curved line without evidence, say the mark was authored for this fiction and no cultural meaning is supplied.
6. **Exit · 2 min.** Finish “I know the card has ___ from source ___; I do not know its maker's reason.”

## Week 8 · Day 38 · Consider a gentle care proposal

**Target/codes:** Use an attributed view to suggest a conditional fictional place-care idea and separate it from an observed effect; AC9HSFK03 partial and AC9HSFS03, AC9HSFS04.

1. **Settle/purpose · 3 min.** A care suggestion does not show that a real place was altered, safer or better.
2. **Read source · 4 min.** Use [D/E](print/ripple-views.pdf), [B](print/ripple-display-plan.pdf) and the [care mat](print/place-care-mat.pdf).
3. **Model inquiry · 5 min.** “Tao would prefer a large card at the table. Miri planned a box there, not a displayed card. A paper suggestion could be to *consider* a table card. We have no result.”
4. **Child response · 7 min.** Child gives one speaker-attributed idea, cites a source, and names what school-approved observation or different perspective would be needed before a real claim. Point, speak/AAC, draw or direct an adult.
5. **Check/respond · 4 min.** Record proposal and limit. If child says a table card was displayed, ask where C reports it; C mentions wall panel only.
6. **Exit · 2 min.** Say “We could ___ because Tao says ___; we do not know whether ___.”

## Week 8 · Day 39 · Tell a sourced place narrative

**Target/codes:** Share a concise two-source fictional narrative and a careful question for an optional approved real familiar-place source; AC9HSFK03 partial and AC9HSFS01, AC9HSFS05.

1. **Settle/purpose · 3 min.** The story is fictional; any real familiar-place source is optional and school-approved.
2. **Read source · 4 min.** Lay out [A–E](MATERIALS.md), [trail](print/source-sequence-mat.pdf) and [care mat](print/place-care-mat.pdf). Adults may consult [local gate](LOCAL-SOURCE-INSERT.md).
3. **Model inquiry · 5 min.** “A invited a future show. C later reports two cards on wall panel. E says Tao would prefer a table card. We have no report that this wish occurred.” Identify each source in spoken order.
4. **Child response · 7 min.** Child gives a three-part source-labelled account: one Day 1 intention, one Day 2 report, one person's view and an unknown. An adult may scribe exact words; a child can stay entirely fictional.
5. **Check/respond · 4 min.** Record which source supports each sentence. If a personal/local detail emerges without permission, stop public sharing and use school privacy procedures; never infer Country/Place knowledge from this activity.
6. **Exit · 2 min.** Finish “Before saying this about a real place, we would need ___.”

## Week 8 · Day 40 · Fresh check B: Quiet Card Nook

**Target/codes:** Sort a new drawing, plan and attributed views, then conclude only what a source supports about an imagined place-care idea; AC9HSFK03 partial, AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05.

1. **Settle/purpose · 3 min.** This is a fresh public formative check; collect first responses before opening the key.
2. **Read source · 4 min.** Give [Check B](STUDENT-CHECKS.md#check-b--day-40--quiet-card-nook) and [A4 source page](print/check-b-quiet-card-nook.pdf). Read its drawing, plan and two speaker lines exactly.
3. **Model access only · 5 min.** Offer pointing, speech/AAC, drawing or adult direction on blank unrelated material; do not supply the held answer.
4. **Independent response · 7 min.** Children sort four source types, attribute Umi and Dex, choose a bounded care message and mark whether a proposed box appears in the drawing.
5. **Check/respond · 4 min.** Collect and consult the [public key](teacher/KEY-AND-NEXT.md). If “could add” becomes “was added,” ask for the drawn or reported evidence; none is given.
6. **Exit · 2 min.** Child tells what a school would need to observe before claiming a real place improved.