Teacher scripts · ten optional 25-minute HASS blocksFoundation HASS · T1 W9–10 · Lesson sequence

Read exact fictional facts in Materials. Every block totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Fit it inside the school's HASS allocation; a child may change A/B/C routes at any point. Say whose words or drawing a claim comes from, record exact child responses privately, and never request personal family, celebration, special-place or Country/Place disclosure. The Story Days do not describe real class events.

Week 9 · Day 41 · What can a sketch locate?

Target/codes: Pose a source-answerable and a missing-evidence question about a fictional place drawing; AC9HSFK03, AC9HSFS01, AC9HSFS02 partial.

1. Settle/purpose · 3 min. Call Pebble Room an invented paper model. Nobody needs to name a real place.
2. Read source · 4 min. Show A. Trace the actual bench shape at LEFT, tray shape at CENTRE and board shape at RIGHT; read the labels without relying on colour.
3. Model inquiry · 5 min. Ask “Where is the tray in A?” and answer centre. Ask “Does this prove a real room has this tray?” and answer no; A is a fictional sketch.
4. Child response · 7 min. Child locates one drawn feature and asks one answerable question and one needing a real source. Pointing, words/AAC, drawing or adult-directed placement all count.
5. Check/respond · 4 min. Record feature/question/source A and prompt level. If a child interprets A as a photograph, compare the outline drawing with an actual observation record; do not claim a real room.
6. Exit · 2 min. Finish “A draws ___ at ; to know a real room I would need .”

Week 9 · Day 42 · Put the features on a model

Target/codes: Sort and record three relative locations in a pictorial model and describe a place using a named source; AC9HSFS02, AC9HSFS05, AC9HSFK03 partial.

1. Settle/purpose · 3 min. Use LEFT/CENTRE/RIGHT as positions on A's page, not safe travel directions.
2. Read source · 4 min. Re-read A; lay down three broad blank paper regions in the same order.
3. Model inquiry · 5 min. Draw a bench across the left region with two legs, a deep open tray in centre, and upright board at right. Say “Mara's sketch puts…” rather than “our classroom has…”.
4. Child response · 7 min. Child draws, points, speaks/AAC or directs an adult to place all three shapes, then gives one source-labelled location sentence.
5. Check/respond · 4 min. Record all three placements and any needed support. If only label words were copied, ask the child to indicate the actual pictured shape; if the tray/board swap, retrace A.
6. Exit · 2 min. Say “In Mara's drawing, the ___ is ___ of the ___.”

Week 9 · Day 43 · A request gives a view, not a result

Target/codes: Ask what Rafi's request says, distinguish a wished-for label from one shown to exist, and draw a bounded conclusion; AC9HSFS01, AC9HSFS04, AC9HSFK03 partial.

1. Settle/purpose · 3 min. A person's request deserves careful listening; it does not prove the change occurred or that it would help others.
2. Read source · 4 min. Read B, point to “would like” and “so I can find it”; place A beside it.
3. Model inquiry · 5 min. State “B tells us what fictional Rafi wants. A has a tray but no picture label. Neither says a label was put there.” Ask what a later report could tell us.
4. Child response · 7 min. Child asks one question B answers about Rafi's wish and one it cannot answer about completed placement or use; cites B or A.
5. Check/respond · 4 min. Record both questions. If “Rafi used the label” appears, ask which exact words say used; there are none.
6. Exit · 2 min. Finish “Rafi requests ; B does not tell us .”

Week 9 · Day 44 · A plan is still a plan

Target/codes: Attribute Rafi's request and Mara's later intention to their speakers, then keep intention separate from actual placement; AC9HSFS03, AC9HSFS04, AC9HSFK03 partial.

1. Settle/purpose · 3 min. We can take a proposal seriously without pretending it happened.
2. Read source · 4 min. Read B and C; feel or trace the tray outline and the dashed future label on C.
3. Model inquiry · 5 min. Put Rafi's “would like” under REQUEST, Mara's “plan to put” under PLAN and any completed placement under UNKNOWN. The dashed box is a drawing of intention.
4. Child response · 7 min. Child states whose words are whose and directs or marks B/C on the source/effect mat, leaving later result empty.
5. Check/respond · 4 min. Record attribution and category. If the child treats dashed C as a photo, ask which source is dated after “tomorrow”; none has yet been read.
6. Exit · 2 min. Say “Rafi asked ; Mara planned ; neither shows ___.”

Week 9 · Day 45 · Fresh check A: Sage Room

Target/codes: Use an unseen fictional drawing, request and plan to locate features and ask an open question; AC9HSFS01, AC9HSFS02, AC9HSFS04, AC9HSFS05 partial.

1. Settle/purpose · 3 min. Explain this public formative check has a new case; collect first responses before feedback.
2. Read source · 4 min. Give Check A and its A4 source; read labels and exact quotes without supplying an answer.
3. Model access only · 5 min. On unrelated blank paper demonstrate pointing, AAC, drawing or adult direction; do not model any Sage Room feature or source distinction.
4. Independent response · 7 min. Child locates the two drawn features, sorts Nell's request and Ari's plan, and asks what source is missing before saying a label was installed.
5. Check/respond · 4 min. Collect first responses and assistance, then use the separate public key. If pace is too tight, split the check and record this transparently.
6. Exit · 2 min. Child says one thing a paper plan cannot show about a real room.

Week 10 · Day 46 · A later note changes what the story reports

Target/codes: Sort Story Day 1 request/plan and Story Day 2 attributed report on a two-stage pictorial timeline; AC9HSFS02, AC9HSFS04, AC9HSFS05 partial.

1. Settle/purpose · 3 min. Tell children there is now one later source, still inside an invented story.
2. Read source · 4 min. Revisit B/C, then reveal D, Ivo's note. Read “Ivo writes” aloud.
3. Model inquiry · 5 min. Put B/C in Story Day 1 together, D in Story Day 2. “Ivo reports a label beside tray and bench left” is supported; “the class saw it” is not.
4. Child response · 7 min. Child orders whole source pages on two broad fields and tells a short B/C/D story with speakers and one unknown effect. No forced within-Day-1 B/C order.
5. Check/respond · 4 min. Record order, attribution and limit. If child says everyone used the label, reread D and ask what use it names; none.
6. Exit · 2 min. Finish “Before, Rafi asked and Mara planned; later Ivo wrote ___.”

Week 10 · Day 47 · What does the note leave open?

Target/codes: Pose a missing-source question and draw a source-bound conclusion about Ivo's report versus an unreported effect; AC9HSFS01, AC9HSFS04, AC9HSFK03 partial.

1. Settle/purpose · 3 min. A later report can answer one question yet leave another open.
2. Read source · 4 min. Read D beside C. Circle “saw a large picture label beside the tray” but not a claim of use.
3. Model inquiry · 5 min. Conclude “In the story Ivo says he saw a label where Mara planned one.” Ask “Did anyone find the tray more easily?” D cannot answer.
4. Child response · 7 min. Child tells one supported report and one question needing an actual school-approved observation or another attributed account. An imagined account still would not establish a real-world effect.
5. Check/respond · 4 min. Record D-based sentence and missing-source question. If “the label helped Rafi” appears, ask whether Rafi reported use or only asked and later liked seeing it.
6. Exit · 2 min. Say “D reports ; whether it helped is .”

Week 10 · Day 48 · Two views, not everyone

Target/codes: Attribute two differing views of the same invented room and avoid turning either into a claim about all people; AC9HSFS03, AC9HSFS04, AC9HSFK03 partial.

1. Settle/purpose · 3 min. A person may value the tray label while another values the board and bench; neither must speak for everyone.
2. Read source · 4 min. Read E/F and show matching features on A.
3. Model inquiry · 5 min. Put Rafi with label/tray and Uma with board/bench. Say “Rafi likes seeing; Uma prefers looking from bench.” Neither sentence says how many people used a label.
4. Child response · 7 min. Child connects each name to exact words and says which features matter to that speaker. Pointing, two broad columns, speech/AAC, drawing or adult direction are equivalent.
5. Check/respond · 4 min. Record two attributions. If a child says Uma opposed the label, ask which words say that; none do.
6. Exit · 2 min. Finish “Rafi says ; Uma says ; other people's views are unknown.”

Week 10 · Day 49 · Tell a careful place-care story

Target/codes: Build a source-labelled fictional narrative, ask one missing question and offer a conditional care message; AC9HSFK03, AC9HSFS01, AC9HSFS03, AC9HSFS04, AC9HSFS05 partial.

1. Settle/purpose · 3 min. A care idea needs real local approval before action; no child has to describe a personally special place.
2. Read source · 4 min. Lay out A–F and the source/effect mat. Let children choose large whole pages rather than small pieces.
3. Model inquiry · 5 min. Tell: “A draws tray centre; B asks for label; C plans one; D reports seeing one; E likes seeing it.” Add “We still do not know whether it helped people find the tray.” A possible care message is “ask people and check use before judging.”
4. Child response · 7 min. Child shares a three-source story with one request, plan or report, one attributed view, and an unknown; then poses one question that a real approved source would need to answer.
5. Check/respond · 4 min. Record source names and each child's own route. If a paper proposal is treated as real improvement, return to the local gate and the missing observation.
6. Exit · 2 min. Finish “The story sources support ; before a real care claim we would need .”

Week 10 · Day 50 · Fresh check B: Horizon Room

Target/codes: Use a new fictional map, plan, later note and two views to ask, locate, attribute, narrate and conclude within evidence; AC9HSFK03, AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04, AC9HSFS05 partial.

1. Settle/purpose · 3 min. This is a fresh public formative check; collect a first response before opening the key.
2. Read source · 4 min. Give Check B and large page. Read all five sources exactly and name story time.
3. Model access only · 5 min. On unrelated blank shapes demonstrate pointing, AAC, broad sorting or adult transcription. Do not model the held map, pocket move or views.
4. Independent response · 7 min. Child locates drawn features, sorts plan versus later report, attributes Jae/Mina and states what use/benefit remains unknown. Split across sessions if needed and log support.
5. Check/respond · 4 min. Collect first response; then use the public teacher key to plan a next source-sort or a more demanding perspective question.
6. Exit · 2 min. Child finishes “A real claim that this helped needs ___.”