# Ten optional 25-minute HASS teacher scripts

Every block totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Read [fictional A–D](MATERIALS.md) exactly and offer [illustrated, linear or tactile/no-print routes](print/TEXT-ALTERNATIVES.md). The [daily A/B/C access routes](LEARNER-CARDS.md) serve one target and can be switched without fixed learning-style labels. Keep each child's first source-linked response and assistance privately. No real vote, public survey, home story, access diagnosis, place or Country/Place disclosure is needed.

## Week 25 · Day 121 · What does this small board actually show?

**Target/codes:** Ask a question of the fictional five-choice board, identify its two feature groups and bound a conclusion to five choices; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Name Paper Hall as invented; show five large tokens, three book and two table, with no real voter names.
2. **Read source · 4 min.** Read A verbatim, especially “five made-up visitors each chose one” and “does not name” or “say why.”
3. **Model inquiry · 5 min.** Say “In this board, three chose nook, two table.” Reject “everyone prefers quiet” because two table tokens exist and five is not every visitor.
4. **Child response · 7 min.** Child locates a group, gives one bounded statement and asks one thing A cannot answer.
5. **Check/respond · 4 min.** If the child treats a pictogram as a named person's vote, point to A's anonymity. Preserve first wording.
6. **Exit · 2 min.** Save two groups for tomorrow's source-limit sort.

**Next move:** If token count is uncertain, physically one-to-one match the supplied five; maths assessment remains separate. See [routes](LEARNER-CARDS.md) and [swaps](PRACTICE-SWAPS.md).

## Week 25 · Day 122 · A choice is not a reason

**Target/codes:** Sort A's counted choices from reasons it does not record; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Put CHOSE and WHY cards apart. Remind learners that their own preference is not being collected.
2. **Read source · 4 min.** Reread A; point to three book/two table tokens and the missing reason field.
3. **Model inquiry · 5 min.** Ask “Did more of these five choose nook?” Yes. Ask “Did all choose because they wanted silence?” No source says why.
4. **Child response · 7 min.** Child sorts four statements into A SAYS or NOT TOLD and forms a respectful question a named visitor might choose to answer.
5. **Check/respond · 4 min.** If “quiet nook” is read as “all chose quiet,” separate the feature's label from each person's motive.
6. **Exit · 2 min.** Tomorrow Ada gives one reason, not the group's reason.

**Next move:** Use blank reason circles under each anonymous token to show absence without inventing answers. See [routes](LEARNER-CARDS.md) and [swaps](PRACTICE-SWAPS.md).

## Week 25 · Day 123 · Whose own words give a reason?

**Target/codes:** Attribute Ada's book-nook reason to Ada without assigning Ada to an anonymous A token; AC9HSFS03 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Place B beside A but leave a visible gap between named person and anonymous board.
2. **Read source · 4 min.** Read Ada's exact “I choose” and “because” sentence. B speaks for Ada alone.
3. **Model inquiry · 5 min.** “Ada says Ada likes looking at picture books.” A has three anonymous book choices; A does not identify Ada as one of them.
4. **Child response · 7 min.** Child gives a B-supported attributed reason and explains whether the A tokens prove Ada is counted there.
5. **Check/respond · 4 min.** If child fuses B with A, point to A's missing names. Keep both facts without joining them.
6. **Exit · 2 min.** Next note gives a different feature use.

**Next move:** Use name token Ada and anonymous blank circles that do not snap together. See [routes](LEARNER-CARDS.md) and [swaps](PRACTICE-SWAPS.md).

## Week 25 · Day 124 · Two features can matter differently

**Target/codes:** Compare Ada and Bo's individual reasons, distinguish them from the anonymous tally, and share a cautious two-voice account; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Show B/C speaker cards and their separate pictured features.
2. **Read source · 4 min.** Read Bo's exact reason for the broad making table. Then reread Ada B without adding a visitor identity to A.
3. **Model inquiry · 5 min.** Say “Ada values nook for books; Bo values table for paper model space.” Neither voice speaks for all five voters or all Hall visitors.
4. **Child response · 7 min.** Child attributes both reasons, names one way the uses differ and one source question still open.
5. **Check/respond · 4 min.** If the larger token group is called “more important,” ask which person decided importance and where that is recorded.
6. **Exit · 2 min.** Fresh Check A tomorrow uses a new board and voices.

**Next move:** If names swap, place each exact phrase beside its speaker icon. See [routes](LEARNER-CARDS.md) and [swaps](PRACTICE-SWAPS.md).

## Week 25 · Day 125 · Fresh check A: Willow Room

**Target/codes:** Independently read a new small feature-choice board and attributed reasons without turning a count into everyone's motive; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Present unseen public formative case; capture first response before feedback.
2. **Read source · 4 min.** Show [A4 Willow Room](print/check-a-willow-room.pdf) and [public prompts](STUDENT-CHECKS.md) neutrally.
3. **Model access only · 5 min.** Demonstrate pointer/AAC/raised tokens on unrelated blank shapes, not this check's choices.
4. **Independent response · 7 min.** Child independently answers four prompts; record exact first answer, route, assistance and source labels.
5. **Check/respond · 4 min.** Ask “Which source?” once without indicating the correct one. Open key after capture.
6. **Exit · 2 min.** Later practise the first missing skill in a different fictional context.

**Next move:** Do not rewrite the first check. See [routes](LEARNER-CARDS.md).

## Week 26 · Day 126 · What is a proposal, and what actually happened?

**Target/codes:** Separate Neri's paper proposal from a decision/action/result and identify its supported count versus unsupported “everyone”; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Introduce D as a draft by a made-up helper, not a school rule.
2. **Read source · 4 min.** Read both D sentences. Compare its three/two count to A, and its “everyone wants quiet” to B/C and A's unknowns.
3. **Model inquiry · 5 min.** Put “three versus two” under A SUPPORTS, “everyone wants quiet” under NOT SHOWN, and “close table tomorrow” under PROPOSED, not DONE.
4. **Child response · 7 min.** Child sorts D's three claim types and explains one reason closure is not yet justified by the sources.
5. **Check/respond · 4 min.** If proposal is called a completed closure, reread “should” and ask for an action/status source absent here.
6. **Exit · 2 min.** Tomorrow ask whose use a change might affect.

**Next move:** Use distinct PROPOSED/DECIDED/DONE tokens. See [routes](LEARNER-CARDS.md) and [swaps](PRACTICE-SWAPS.md).

## Week 26 · Day 127 · Whose use would a change affect?

**Target/codes:** Use two attributed feature meanings to pose a respectful question before changing a shared feature; AC9HSFS01, AC9HSFS03 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Place B/C beside D. This is a fictional question about a shared feature, not a physical-game rule.
2. **Read source · 4 min.** Reread Bo's need for paper-model space and Ada's book-looking reason; neither claims all users.
3. **Model inquiry · 5 min.** Ask “If a table were closed, what might Bo need?” Note the conditional. A choice board does not test a replacement space.
4. **Child response · 7 min.** Child asks one question that includes both a proposed change and a person/use that might be affected, plus one missing perspective.
5. **Check/respond · 4 min.** If child guarantees benefit or harm, ask what observation would establish it and whether one exists.
6. **Exit · 2 min.** Keep the question for a future-source selection.

**Next move:** Preserve conditional “might” until an actual source reports a result. See [routes](LEARNER-CARDS.md) and [swaps](PRACTICE-SWAPS.md).

## Week 26 · Day 128 · Which new source would help?

**Target/codes:** Choose a suitable future source for a shared-place decision while labelling it not yet obtained; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Reopen A–D and the [decision mat](print/before-change-question-mat.pdf).
2. **Read source · 4 min.** Ask whether A tells access, consent, Bo's future activity or who can decide. It does not.
3. **Model inquiry · 5 min.** Offer a *future* voluntary visitor account, approved observation or responsible keeper decision record; mark all PENDING. No child collects these.
4. **Child response · 7 min.** Child chooses one next source for a specific open question and says what it could add, without pretending it exists.
5. **Check/respond · 4 min.** If a planned account becomes evidence already in hand, move PENDING card aside and return to known sources.
6. **Exit · 2 min.** Tomorrow explain the cautious account to a willing listener.

**Next move:** Accept “we should leave it open” when a private perspective is not offered. See [routes](LEARNER-CARDS.md) and [swaps](PRACTICE-SWAPS.md).

## Week 26 · Day 129 · Explain a careful shared-place decision

**Target/codes:** Share a source-labelled account of a small choice board, two individual meanings, a proposal and one unanswered decision question; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Offer private adult, willing peer, AAC device or silent pointing; no public vote or performance is required.
2. **Read source · 4 min.** Lay A count, B/C voices and D draft in four positions. The proposal remains unimplemented.
3. **Model inquiry · 5 min.** With unrelated paper-game cards say “two picked mat, one table; one named person explains why; we still need to ask before removal.”
4. **Child response · 7 min.** Child tells two source facts, attributes one person's reason, and asks what must be checked before a change. Adult may scribe exact words.
5. **Check/respond · 4 min.** Record first response and support. If “majority wins” appears, ask who has authority and whose use is missing; do not claim a real decision.
6. **Exit · 2 min.** Save private account; tomorrow's fresh check uses new choices and voices.

**Next move:** Revisit count versus significance in a new case after first capture. See [routes](LEARNER-CARDS.md) and [swaps](PRACTICE-SWAPS.md).

## Week 26 · Day 130 · Fresh check B: Folded Room

**Target/codes:** Independently interpret a new pictorial choice board, two personal reasons and an unimplemented feature-change proposal, then ask a fair next question; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Present unseen public formative case B and preserve response separate from Day 125.
2. **Read source · 4 min.** Show [A4 Folded Room](print/check-b-folded-room.pdf) and [learner prompts](STUDENT-CHECKS.md) neutrally.
3. **Model access only · 5 min.** Demonstrate chosen response mode on unrelated blank tokens, not check facts.
4. **Independent response · 7 min.** Child answers four prompts from this source set; capture exact first answer, prompts and help.
5. **Check/respond · 4 min.** Ask only “Which source?” before opening separate key after capture.
6. **Exit · 2 min.** Plan next practice in another context. Do not score a fictional proposal as a real care action.

**Next move:** Preserve first response and revisit one missing source move later. See [routes](LEARNER-CARDS.md).