# Ten optional 25-minute HASS teacher scripts

Each block totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Read the [fictional A–D sources](MATERIALS.md) verbatim, and offer [illustrated, linear or tactile/no-print routes](print/TEXT-ALTERNATIVES.md). The [three participation routes](LEARNER-CARDS.md) each reach the same target; let children switch without attaching learning-style labels. Privately save the child's first controlled response and record adult prompting. No real quote, family story, place, route, Country/Place information, consent or display is requested.

## Week 21 · Day 101 · What can a feature list tell a visitor?

**Target/codes:** Ask a feature question of fictional source A, identify a named shared-room feature, and hold individual feeling unknown; AC9HSFS01 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Say Paper Commons is made up; show only A's three large icons without a position map.
2. **Read source · 4 min.** Read Nia's A exact words. Point to broad story table, round water point and soft seat. A names features, not real access or feelings.
3. **Model inquiry · 5 min.** Ask “Is there a round water point?” and “Does everyone feel calm at the seat?” Place the first under A SAYS, second under NOT TOLD.
4. **Child response · 7 min.** Child selects two named features and poses one question A cannot answer. Let them point, move, speak, sign or direct a scribe.
5. **Check/respond · 4 min.** If a child describes actual safety or comfort, ask which A words say that; retain their first words and mark the source limit.
6. **Exit · 2 min.** Keep feature tokens for tomorrow's audience question.

**Next move:** If icon and location become a route, remind that A is a list, not a map. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 21 · Day 102 · Who is the guide for?

**Target/codes:** Sort source-backed general feature facts from individual experience and plan what a fictional public visitor needs; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Put PUBLIC GUIDE and PRIVATE NOTES mats apart. A child may keep all their own work private.
2. **Read source · 4 min.** Reread A. Make a small feature card for each icon; none has a person's feeling or an actual route.
3. **Model inquiry · 5 min.** Place “room has a story table” on a hypothetical guide as a sourced fact. Put “everyone likes it” under NOT TOLD.
4. **Child response · 7 min.** Child chooses two feature facts a pretend visitor could ask about and states a guide question A leaves unanswered.
5. **Check/respond · 4 min.** Ask for exact A phrase. If a source-backed fact is confused with one person's preference, keep categories separate.
6. **Exit · 2 min.** Tomorrow a private individual view enters the source set.

**Next move:** If the child uses colour only, offer raised shape/word labels. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 21 · Day 103 · A person's view is not public permission

**Target/codes:** Attribute Emi's meaning to Emi and distinguish the information's content from its fictional permission status; AC9HSFS02, AC9HSFS03 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Name source B as an invented personal note; no learner must supply their own preference.
2. **Read source · 4 min.** Read Emi's exact reason and the separate status: Emi has not been asked to share it in a public guide.
3. **Model inquiry · 5 min.** Put “soft seat matters to Emi” under ONE PERSON'S VIEW; put B in WAIT FOR PERMISSION for the imaginary public guide. Knowing words and permission are different questions.
4. **Child response · 7 min.** Child says or points to Emi's reason, identifies whose view it is, and chooses to keep this quotation out of a pretend public guide for now.
5. **Check/respond · 4 min.** If “Emi says” becomes “everybody says,” place one speaker counter beside Emi. If “not asked” becomes “declined,” reread the exact status.
6. **Exit · 2 min.** Save the decision; tomorrow Fin's fictional status differs.

**Next move:** If a child treats permission as proof the claim is true for all, separate scope and share status. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 21 · Day 104 · A bounded quote can be shared in the fiction

**Target/codes:** Compare two individual views and fictional permission statuses, then draft a two-source statement without broadening a voice; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Keep B private-note and C public-sentence cards visibly apart; stress that real consent would need actual school process.
2. **Read source · 4 min.** Read Fin C exact sentence and fictional status allowing *that sentence with Fin named*. Contrast Emi B's not-yet-asked status.
3. **Model inquiry · 5 min.** A identifies a story table; C gives Fin's reason. Model “Fin says the table matters to Fin for showing drawings.” Do not claim all visitors agree.
4. **Child response · 7 min.** Child sorts B/C statuses and drafts a guide line with one A feature and Fin's exact permitted sentence or paraphrase clearly attributed.
5. **Check/respond · 4 min.** Ask whether child expanded the scope of permission or quote. A paraphrase is learning evidence; a pretend guide should use only the exact permitted sentence if displayed.
6. **Exit · 2 min.** Preserve first attempt; tomorrow's fresh check has different names and room features.

**Next move:** If Emi's quote enters the public draft, move B back under WAIT and discuss asking first. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 21 · Day 105 · Fresh check A: Ribbon Room

**Target/codes:** Independently identify a new room's feature facts, individual reason, missing permission and unsupported universal claim; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Call this an unseen public formative case. Record first response before feedback.
2. **Read source · 4 min.** Show the [A4 Ribbon Room source](print/check-a-ribbon-room.pdf) and [four learner prompts](STUDENT-CHECKS.md); read them neutrally once.
3. **Model access only · 5 min.** Demonstrate pointing/AAC/raised-card response with unrelated blank icons; no Check A answer is modelled.
4. **Independent response · 7 min.** Child answers with chosen route. Capture exact response, source references, prompts and support before key is opened.
5. **Check/respond · 4 min.** Ask “Which source says that?” once without indicating the right source or permission choice.
6. **Exit · 2 min.** Use the separate key after first capture to plan later practice in another scenario.

**Next move:** If permission and source support merge, rehearse two separate status cards later. See [routes](LEARNER-CARDS.md).

## Week 22 · Day 106 · Read a draft for three different issues

**Target/codes:** Sort a fictional guide draft into sourced feature fact, individual quotation awaiting permission, and unsupported everyone claim; AC9HSFS01, AC9HSFS02, AC9HSFS03 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Reopen Paper Commons source D after the fresh check; no real guide is being posted.
2. **Read source · 4 min.** Read Ren's D exactly. Keep A, B and C visible but do not substitute their words.
3. **Model inquiry · 5 min.** Put “story table, water point, soft seat” under A FEATURE FACT. Move Emi quote to WAIT FOR PERMISSION. Put “everyone feels calm” under NEED EVIDENCE.
4. **Child response · 7 min.** Child repeats the three-way sort and gives a different reason for each decision, using a pointer, AAC or cards.
5. **Check/respond · 4 min.** If lack of permission is described as falsity, clarify B can report Emi's own view while still not being public-shareable in this scenario.
6. **Exit · 2 min.** Tomorrow draft a safer guide line from A and C.

**Next move:** Use separate “source supports?” and “may share?” questions for any mixed answer. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 22 · Day 107 · Make a guide without directions or private words

**Target/codes:** Select sourced, audience-appropriate content for an invented public feature guide while leaving position, route and real approval unknown; AC9HSFS01, AC9HSFS02, AC9HSFS03 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Show the blank [guide builder](print/guide-builder-mat.pdf). State this is a paper feature guide, not a navigation map.
2. **Read source · 4 min.** Revisit A's three feature names, B's status and C's exact permitted fictional sentence.
3. **Model inquiry · 5 min.** Make a sample “Paper Commons has a round water point”; leave positions blank. Add a separate labelled Fin quote only if using its exact scenario permission.
4. **Child response · 7 min.** Child creates/dictates two sourced guide items and places an unknown or waiting item off the guide. No actual public display is required.
5. **Check/respond · 4 min.** Ask “Which source?” and “What permission?” for each item. If a child draws a route, keep it as optional drawing but do not score as HASS guide evidence.
6. **Exit · 2 min.** Save draft and source/status choices privately.

**Next move:** If a child includes a personal quote by default, revisit B and C status wording. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 22 · Day 108 · What if permission changes?

**Target/codes:** Explain how a new, actually documented permission decision would change shareability without changing whose view it is; AC9HSFS01, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Say “if” before every hypothetical; no one has obtained a new real permission.
2. **Read source · 4 min.** Compare fictional Emi status NOT ASKED with Fin's EXACT SENTENCE APPROVED. The contents remain their individual views either way.
3. **Model inquiry · 5 min.** Offer a new *hypothetical* Emi card: “If Emi later gave explicit permission for one exact sentence.” Ask what could change in a pretend guide, and what still would not become true for everyone.
4. **Child response · 7 min.** Child revises a second draft conditionally or explains why they keep Emi off it. They mark the new status as hypothetical, not obtained.
5. **Check/respond · 4 min.** If the child writes as if approval happened, underline “if” and preserve original draft. Permission can be withdrawn in real use; local policy would govern.
6. **Exit · 2 min.** Prepare a source-bounded explanation for a willing listener.

**Next move:** If shareability and truth are confused, use two separate toggles with same attributed sentence. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 22 · Day 109 · Explain a responsible guide decision

**Target/codes:** Share a short source-labelled explanation of one included feature, one individual view and one held-back statement; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Offer private adult listener, willing peer, AAC recording for self or silent pointing. No public performance or child work display is required.
2. **Read source · 4 min.** Put A, B, C, D beside the child's first draft. Re-read the exact quote statuses rather than guessing what people would want.
3. **Model inquiry · 5 min.** Use an unrelated invented fruit-stall card: “The list names apples; Kai's not-asked view stays off the public card.” This models structure, not the child's answer.
4. **Child response · 7 min.** Child teaches a listener two source-backed guide decisions and one open question. Listener can ask “What source or permission says so?”
5. **Check/respond · 4 min.** Record child-owned reasons and any adult prompt. A scribed or paraphrased adult explanation is not independent child evidence.
6. **Exit · 2 min.** Save private draft. Tomorrow a new check uses new people/features and both approve/decline statuses.

**Next move:** If “not asked” is called “refused,” revisit exact status words. See [routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 22 · Day 110 · Fresh check B: Copper Room

**Target/codes:** Independently build a careful feature-and-view mini-guide from an unseen case with distinct permission states and an unsupported all-visitors claim; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Present new public formative case B with no earlier answer hints. Keep response separate from Day 105.
2. **Read source · 4 min.** Show [A4 Copper Room](print/check-b-copper-room.pdf) and [learner prompts](STUDENT-CHECKS.md); read text and status neutrally.
3. **Model access only · 5 min.** Demonstrate route on blank feature/status cards, not the Copper Room answers.
4. **Independent response · 7 min.** Child sorts feature fact, two attributed views, one shareable exact sentence, one declined share and one unsupported “all” claim. Capture first response and help.
5. **Check/respond · 4 min.** Ask “Which source?” once without selecting a source. Only then open the teacher key.
6. **Exit · 2 min.** Plan a new-context next move; no real visitor, community, family or Country/Place inference follows.

**Next move:** Use the key's specific feedback and preserve the independent first answer. See [routes](LEARNER-CARDS.md).