# 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**. Fit it inside the school's HASS allocation; a child may change [A/B/C routes](LEARNER-CARDS.md) 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](print/pebble-room-sketch.pdf). 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](print/pebble-room-sketch.pdf); 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](print/rafi-request.pdf), point to “would like” and “so I can find it”; place [A](print/pebble-room-sketch.pdf) 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](print/rafi-request.pdf) and [C](print/mara-plan.pdf); 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](print/source-effect-mat.pdf), 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](STUDENT-CHECKS.md#check-a--day-45--sage-room) and its [A4 source](print/check-a-sage-room.pdf); 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](teacher/KEY-AND-NEXT.md). 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](MATERIALS.md), then reveal [D, Ivo's note](print/ivo-later-note.pdf). 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](print/ivo-later-note.pdf) beside [C](print/mara-plan.pdf). 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](print/pebble-views.pdf) and show matching features on [A](print/pebble-room-sketch.pdf).
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](MATERIALS.md) and the [source/effect mat](print/source-effect-mat.pdf). 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](LOCAL-SOURCE-INSERT.md) 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](STUDENT-CHECKS.md#check-b--day-50--horizon-room) and [large page](print/check-b-horizon-room.pdf). 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](teacher/KEY-AND-NEXT.md) 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 ___.”