# Teacher scripts · ten optional 25-minute HASS blocks

Every block totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Use the exact [invented source words](MATERIALS.md), or their [linear/tactile equivalents](print/TEXT-ALTERNATIVES.md). Children may switch [A/B/C same-target routes](LEARNER-CARDS.md). Record exact first source-linked response, access route and assistance privately. Do not ask learners to identify, recreate or explain a personal/family celebration or Country/Place. The quiet cue in A does not establish music attainment; Week 16's dry-station/capacity work has separate evidence.

## Week 15 · Day 71 · Which event is this about?

**Target/codes:** Ask what fictional source A says began, who it names and what it leaves unknown; AC9HSFS01 and AC9HSFS04 partial, AC9HSFK02 conceptual rehearsal only.

1. **Settle/purpose · 3 min.** Say the [notice A](print/story-cart-notice.pdf) is made up; nobody needs a real family story or musical performance.
2. **Read source · 4 min.** Read A exactly. Trace its actual cart and two wheels; point to FIRST YEAR and NEXT YEAR words.
3. **Model inquiry · 5 min.** Ask “What began in the first year?” A says Story Cart opened. Ask “Did every family come?” A cannot answer.
4. **Child response · 7 min.** Child asks one answerable and one unanswered A question, names the opening and identifies the two named participants using speech/sign/AAC, broad mark or child-directed adult placement.
5. **Check/respond · 4 min.** Record exact questions. If “everyone attended” appears, reread “some people” and ask where “everyone” is written; it is not.
6. **Exit · 2 min.** Finish “A tells us ___; A does not tell us ___.”

## Week 15 · Day 72 · Put three pictures in time order

**Target/codes:** Sort an opening, a later same-day reading and next-year marking on a pictorial timeline; AC9HSFS02 and AC9HSFS04 partial, AC9HSFK02 conceptual rehearsal only.

1. **Settle/purpose · 3 min.** Explain that “later that day” and “next year” are different kinds of later.
2. **Read source · 4 min.** Lay [timeline B](print/story-cart-timeline.pdf) beside the [large time mat](print/event-time-mat.pdf); describe cart/book/cover shapes and labels without colour dependence.
3. **Model inquiry · 5 min.** Place FIRST OPENING before LATER SAME DAY; put NEXT YEAR MARKING last. Show that drawing a cover to remember an opening is not the opening again.
4. **Child response · 7 min.** Child places or directs all three whole scenes in order and tells one source-based reason for the last scene's position.
5. **Check/respond · 4 min.** Record order and wording. If a child moves the same-day reading after next year, point to the time labels and model “day” versus “year” with three broad spaces.
6. **Exit · 2 min.** Say “First ___; later that day ___; in the next year ___.”

## Week 15 · Day 73 · One person's reason

**Target/codes:** Attribute an individual's stated reason for finding the opening significant and link it to the timeline; AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 conceptual rehearsal only.

1. **Settle/purpose · 3 min.** People can find different things important; a child need not explain their own family event.
2. **Read source · 4 min.** Read Mara's [note C](print/story-cart-voices.pdf) and place it beside B's opening/next-year pictures.
3. **Model inquiry · 5 min.** “Mara says the opening matters *to Mara* because Kit let Mara choose the first story. Mara says she later drew a cover to remember it.” Do not generalise this reason.
4. **Child response · 7 min.** Child names Mara as speaker, places the first choice and later cover on B, then shares one two-step source-labelled narrative with Mara's reason.
5. **Check/respond · 4 min.** Record speaker, order and exact reason. If “everyone loved choosing” appears, ask whose words say that; only Mara's individual reason is given.
6. **Exit · 2 min.** Finish “It mattered to Mara because ___; we do not know ___ about everyone else.”

## Week 15 · Day 74 · A visitor came later

**Target/codes:** Compare two attributed participation accounts without giving a later visitor memories of the first opening; AC9HSFS01, AC9HSFS03 and AC9HSFS04 partial.

1. **Settle/purpose · 3 min.** A visitor can join in a later year without having been at the beginning.
2. **Read source · 4 min.** Read both Mara and Ivo [notes C](print/story-cart-voices.pdf). Put the FIRST OPENING and NEXT YEAR labels of B nearby.
3. **Model inquiry · 5 min.** “Mara says she was there when Kit let her choose a story and came back later. Ivo says Ivo came *only* the next year and cannot say what the first opening felt like.”
4. **Child response · 7 min.** Child places each speaker by supported time scenes, attributes each stated feeling or reason and asks one respectful question that needs another source.
5. **Check/respond · 4 min.** Record exact source and question. If Ivo is said to remember the first opening, reread Ivo's own final sentence; do not invent a reason for Ivo's absence.
6. **Exit · 2 min.** Say “Ivo can tell us about ___, but not ___.”

## Week 15 · Day 75 · Fresh check A: Paper Theatre Day

**Target/codes:** Use a new fictional pictorial timeline and personal note to order an original event and later marking, attribute attendance and leave a source gap; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 conceptual rehearsal only.

1. **Settle/purpose · 3 min.** This is a new public formative case; collect first responses before feedback.
2. **Read source · 4 min.** Give [Check A questions](STUDENT-CHECKS.md#check-a--day-75--paper-theatre-day) and the [large A4 source](print/check-a-paper-theatre.pdf). Read exact words without solving.
3. **Model access only · 5 min.** On unrelated blank paper demonstrate whole-picture pointing, AAC, signing, broad sort or adult transcription; give no Paper Theatre answer.
4. **Independent response · 7 min.** Child orders the three scenes, explains what the later ticket drawing is for, attributes Ada's words and asks one open question.
5. **Check/respond · 4 min.** Collect first responses and support; then use the [separate public key](teacher/KEY-AND-NEXT.md). Split the check or allow extra time and record this honestly.
6. **Exit · 2 min.** Finish “An invented theatre story cannot tell us ___ about a real family.”

## Week 16 · Day 76 · What can a paper object tell us?

**Target/codes:** Sort two fictional event objects by labelled time and avoid treating an object as proof of attendance or feeling; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial, AC9HSFK02 conceptual rehearsal only.

1. **Settle/purpose · 3 min.** An object can carry a message without telling every part of a real event.
2. **Read source · 4 min.** Show [D's actual ticket and drawn cover](print/story-cart-objects.pdf). Read their exact FIRST YEAR and NEXT YEAR labels with B's [time mat](print/event-time-mat.pdf).
3. **Model inquiry · 5 min.** Put the ticket under FIRST OPENING and cover under NEXT YEAR MARKING. Ask “Who held the ticket?” D does not say. A pictured ticket cannot prove attendance.
4. **Child response · 7 min.** Child sorts both broad shapes, cites their labels and asks one unanswered ownership/participation question; allow tactile outline or adult direction.
5. **Check/respond · 4 min.** Record placements and unknown. If “Kit used the ticket” is inferred, ask which exact D words name Kit; none.
6. **Exit · 2 min.** Say “D labels ___; D cannot tell us ___.”

## Week 16 · Day 77 · Do sources tell the same part?

**Target/codes:** Match one statement across a notice, pictorial timeline and speaker note while naming a detail that only one source supplies; AC9HSFS02, AC9HSFS03 and AC9HSFS04 partial.

1. **Settle/purpose · 3 min.** Several sources may overlap without being identical.
2. **Read source · 4 min.** Put [A](print/story-cart-notice.pdf), [B](print/story-cart-timeline.pdf) and Mara's [C note](print/story-cart-voices.pdf) beside the [source mat](print/source-voice-mat.pdf).
3. **Model inquiry · 5 min.** A/B both put the opening before next year's marking; only Mara says why choosing a first story mattered *to her*. The notice cannot speak for Mara's feeling.
4. **Child response · 7 min.** Child marks one shared event fact with two source letters, one Mara-only reason and one still-unknown family/visitor detail.
5. **Check/respond · 4 min.** Record source support. If a child treats an unattributed caption as everyone's view, ask whose voice is actually printed.
6. **Exit · 2 min.** Finish “A/B both say ___; only Mara says ___; we still do not know ___.”

## Week 16 · Day 78 · Who took part, and who might be missing?

**Target/codes:** Make a source-bounded participation account that preserves absence, privacy and unknowns; AC9HSFS01, AC9HSFS03 and AC9HSFS04 partial, AC9HSFK02 conceptual rehearsal only.

1. **Settle/purpose · 3 min.** No family or carer must attend an occasion, send an object or explain a private reason.
2. **Read source · 4 min.** Read A's “some people,” Mara/Ivo C notes and D's ticket/cover labels. Put known and open items on the [source mat](print/source-voice-mat.pdf).
3. **Model inquiry · 5 min.** “Mara and Kit are named at the first opening; Ivo says Ivo came only later. D does not name the ticket holder. Other visitors' attendance is not supplied.”
4. **Child response · 7 min.** Child gives a bounded two-person account, asks one source-needed question and chooses “not stated” rather than guessing about an unnamed family.
5. **Check/respond · 4 min.** Record wording and support. If a child says every family returned, point to “some people” and leave unnamed people unknown.
6. **Exit · 2 min.** Say “Some people ___; we cannot say ___ about all families.”

## Week 16 · Day 79 · Tell an event-and-marking story

**Target/codes:** Narrate the fictional first opening, later marking, one person's reason and an open question with named sources; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 conceptual rehearsal only.

1. **Settle/purpose · 3 min.** Keep this public narrative invented; authentic family evidence follows a separate school gate.
2. **Read source · 4 min.** Lay out [A–D](MATERIALS.md), [time mat](print/event-time-mat.pdf) and [source mat](print/source-voice-mat.pdf).
3. **Model inquiry · 5 min.** “A/B put the opening first. C says it mattered to Mara because Kit let Mara choose. B/C show a later cover drawing to remember it. D's ticket does not tell us its holder.”
4. **Child response · 7 min.** Child gives a three-part, source-labelled narrative with one first/next-year distinction, individual reason and unknown, then asks a respectful next-source question.
5. **Check/respond · 4 min.** Record every cited letter and exact response. If an event object becomes proof that everyone attended or a real family marks this event, return to the printed wording and fiction boundary.
6. **Exit · 2 min.** Say “An authentic family celebration or commemoration would need ___, if shared voluntarily.”

## Week 16 · Day 80 · Fresh check B: Message Wall Day

**Target/codes:** Use a new illustrated event timeline and two individual notes to sort original/later events, attribute reasons, question and conclude within source limits; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 conceptual rehearsal only.

1. **Settle/purpose · 3 min.** Present the new public case; keep first responses before feedback.
2. **Read source · 4 min.** Give [Check B questions](STUDENT-CHECKS.md#check-b--day-80--message-wall-day) and [A4 illustrated sources](print/check-b-message-wall.pdf). Read the three source sections exactly.
3. **Model access only · 5 min.** Demonstrate whole-page pointing, AAC, broad source sorting or scribing on unrelated blank words; do not give held names, order or reason.
4. **Independent response · 7 min.** Child sequences opening/next-year marking, attributes Sol/Lee, chooses the supported conclusion and asks one open question.
5. **Check/respond · 4 min.** Record exact first responses and assistance; consult the [separate public key](teacher/KEY-AND-NEXT.md) afterwards and give a specific next move.
6. **Exit · 2 min.** Finish “One family note does not prove ___ about every family.”