Ripple Hall Paper-Card Show archive
- Source A · Story Day 1 invitation: an invented invitation says, “Tomorrow, on Story Day 2, we plan to show two large paper cards in our invented Ripple Hall.” It is a future invitation, not proof the show occurred. A4 source.
- Source B · Story Day 1 plan: invented Miri plans two large cards on WALL PANEL and one broad empty card box on TABLE. This is a planned picture arrangement, not an observed layout, real access design or safety instruction. A4 plan.
- Source C · Story Day 2 attributed after-note: invented Nia writes, “I saw two large paper cards on the WALL PANEL: one curved-line card and one dot card.” That is an attributed fictional report, not a teacher's direct observation. It says nothing about whether the planned table box existed. A4 note.
- Source D · Nia's attributed view: “I liked seeing the curved-line card on the wall panel.” This is Nia's invented preference, not evidence that everyone liked it.
- Source E · Tao's attributed view: “I would rather have a large card on the table to look at.” This is Tao's invented preference, not a completed change, a real need assessment or a report that the table card was present. A4 views.
The show, Story Days, Ripple Hall and all names are fictional. A, B and C allow children to order invitation/plan/report and tell what each source can establish. D and E offer two perspectives on an invented place; they are not a survey. No one checked whether the real world matched any plan or report. The card shapes are simple original paper marks, not a cultural motif, mathematical repeat task or Arts assessment. A teacher may say “the fictional story reports that Nia saw two cards”; do not turn that into “our class saw two cards.”
Prepare
Print or read Sources A, B, C and D/E. Add the source-sequence mat and place-care mat. Large hand-drawn boxes and the full text/tactile directions work without printing. Use broad paper regions; do not cut tiny cards, require loud sound, perform a real sign action, or collect a child's image/account/location.
Keep a private teacher row per child: day, source and exact child response, pointing location/route, adult prompt, one next move. Use school privacy rules. No completed child row belongs in the public pack. If a school elects authentic place/event/Country teaching, first use the local-source gate. A fictional event cannot meet K02.
For Days 35 and 40, give the independent student check questions with the new Cloud Room and Quiet Card Nook sources. Collect first responses before using the publicly accessible teacher key. If prior check access matters, author new parallel cases; these are formative, not secure.