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.
- 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.
- Read source · 4 min. Revisit C: curved-line card and dot card. Show D/E to compare Nia's view.
- 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.
- 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.
- 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.
- Exit · 2 min. Finish “I know the card has ___ from source ___; I do not know its maker's reason.”