# Ten educator scripts · Days 21–30

Each session is **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Offer a [drawing, fixed-card or text/tactile directed route](LEARNER-CARDS.md) with the same target. Adults may prepare large hinged covers or loose cards but must let the child decide the media choices. The beginning/branch maps in early lessons are **plans**. A child-owned assembled set of cards or flap work on Days 26–28 is actual small **paper media making**; it does not prove camera, audio or digital production. A real willing reader is recorded only if one actually uses the work. No child image/voice, upload, personal data, small loose part, compulsory cutting, device or public performance.

## Week 5 · Day 21 · One start, two possible endings

**Target/codes:** hold one opening CIRCLE MIDDLE and design two distinguishable possible ending positions (model LEFT and RIGHT), without calling either the “next” frame; AC9AMAFD01, AC9AMAFC01. **Prepare:** [A branch map](print/branch-map.svg), three broad circles/frames, [A notes](MATERIALS.md#a--two-path-branch-map).

1. **Welcome · 3 min.** Recall the earlier three-frame line. Today one opening can point to two *possible* ends; a reader takes one path, not both at once.
2. **Model · 4 min.** Keep CIRCLE MIDDLE at START. Put CIRCLE LEFT at ending A and CIRCLE RIGHT at ending B. Trace the fork with two broad arrows.
3. **Try together · 5 min.** Ask what stays (start and token) and what differs (ending position). Read A and B separately instead of as a three-step line.
4. **Child choice · 7 min.** Child chooses two different endings for an invented paper stop card; draw, place or direct the choice. If they prefer other positions, ensure the two results can be distinguished.
5. **Notice · 4 min.** Record start, A and B exactly, plus child’s intended difference. Do not claim a real viewer chose either path.
6. **Close · 2 min.** Save the fork plan; tomorrow the paths need labels someone can select.

## Week 5 · Day 22 · Make choice signs match endings

**Target/codes:** assign distinct A/B symbols to two branch endings and keep each sign attached to its intended ending; AC9AMAFD01, AC9AMAFC01. **Prepare:** [B choice sign](print/choice-sign.svg), large square/circle choice cards, [B notes](MATERIALS.md#b--choice-signs).

1. **Welcome · 3 min.** Two endings need two distinguishable signs. Letters can be read aloud; geometric marks or raised outlines avoid independent reading.
2. **Model · 4 min.** Put SQUARE sign over the LEFT ending and CIRCLE sign over the RIGHT ending. Move both signs together with their endings when rearranging the board.
3. **Try together · 5 min.** Mix the *locations* of both labelled endings, then trace sign→ending so the mapping still holds. Ask which sign leads to which image.
4. **Child choice · 7 min.** Child chooses two signs for their branch map and directs where each attaches. They may choose two textures or shapes instead of letters or colour.
5. **Notice · 4 min.** Read the two sign–ending pairs back without supplying a preference. Fix ambiguity only after recording the child’s first pairing.
6. **Close · 2 min.** Keep the map; tomorrow a reader’s choice can determine which ending is shown.

## Week 5 · Day 23 · Let a reader choose a path

**Target/codes:** use a prebuilt two-path paper board to show *only* the ending matched to a selected sign, then reset for the other sign; AC9AMAFD01, AC9AMAFC01. **Prepare:** [C reveal board](print/reveal-board.svg), two large covers or loose ending cards, [C notes](MATERIALS.md#c--reveal-board).

1. **Welcome · 3 min.** Name the difference between a maker’s branch plan and a reader-operated paper board. The adult model is not the child’s finished work.
2. **Model · 4 min.** With both endings covered, point to SQUARE sign and reveal only its LEFT ending. Reset; point to CIRCLE and reveal only RIGHT.
3. **Try together · 5 min.** Child tells adult which sign to select; adult operates a large prebuilt cover. Ask what the reader can see *now* and what remains hidden.
4. **Child choice · 7 min.** Child directs two trials on the adult’s original board, one per sign, or operates broad cards if comfortable. No role-play or touch is compulsory.
5. **Notice · 4 min.** Log selected sign, shown ending, hidden ending and reset. This is a guided mechanism trial, not evidence an outside audience used the child’s work.
6. **Close · 2 min.** Keep the two-path board; tomorrow the reveal order can make a difference.

## Week 5 · Day 24 · Show a start before a choice

**Target/codes:** arrange the same opening and endings so START is visible before the reader chooses A/B, and only then an ending is revealed; AC9AMAFD01, AC9AMAFC01. **Prepare:** [C reveal board](print/reveal-board.svg), [D sequence strip](print/reveal-order.svg), broad START and CHOOSE cards.

1. **Welcome · 3 min.** A branch can be confusing if the ending is displayed first. The intended reading path is START → CHOOSE → ONE ENDING.
2. **Model · 4 min.** On adult’s paper work, place START face-up, both endings covered, and two choice signs visible. Demonstrate one reveal after a sign selection.
3. **Try together · 5 min.** Compare a mixed order ENDING→START with START→CHOOSE→ENDING. Ask which stage must remain hidden until a choice.
4. **Child choice · 7 min.** Child directs the timing of an invented paper announcement with two outcomes, positioning the start and covers. Adult follows exact instruction.
5. **Notice · 4 min.** Record visible/hidden state before choice and after one reveal; avoid claiming suspense or any particular emotional effect for all readers.
6. **Close · 2 min.** Reset the board. A fresh branch-position check follows tomorrow.

## Week 5 · Day 25 · Fresh Check I: two triangle routes

**Target/codes:** independently change only branch B’s ending in a new triangle fork so A remains LEFT and B becomes RIGHT; AC9AMAFD01, AC9AMAFC01. **Prepare:** [public Check I](STUDENT-CHECKS.md#check-i--new-triangle-fork), [I A4](check/fresh-i.svg), broad triangle cards. Keep [key](teacher/KEY-AND-NEXT.md) closed.

1. **Welcome · 3 min.** This new paper puzzle shows what to teach next; there is no reading-speed score.
2. **Access · 4 min.** Show START TRIANGLE MIDDLE, A TRIANGLE LEFT, B TRIANGLE LEFT. Read brief: “Keep A LEFT. Make B RIGHT.” Do not solve it.
3. **Independent plan · 5 min.** Child chooses which branch must change and what stays.
4. **Child response · 7 min.** Child draws, places, points or directs an adult to show both endings, then explains one held and one changed part. Save first response.
5. **Self-check · 4 min.** Ask child to name START, A and B positions without confirming correctness.
6. **Close · 2 min.** Keep first response before key; supplementary Day 25 examples are **After Check** only.

## Week 6 · Day 26 · Make an original two-path paper work

**Target/codes:** create or direct an assembled paper work with one child-chosen opening, two distinguishable child-chosen endings and a way to select one; AC9AMAFD01, AC9AMAFC01. **Prepare:** [E blank maker board](print/maker-board.svg), adult-prepared broad hinged flaps or loose cards, [E notes](MATERIALS.md#e--maker-board).

1. **Welcome · 3 min.** A blank branch map is a plan. Today the child makes or directs an object whose reader can choose one ending.
2. **Model · 4 min.** Adult assembles a *different* example: square starts TOP; one ending MIDDLE, one BOTTOM. Attach broad signs/covers and demonstrate one selection. Do not ask children to copy.
3. **Try together · 5 min.** Child names one idea, possible start and two distinguishable outcomes. Adult offers safe paper parts and neutral descriptions.
4. **Child choice · 7 min.** Child draws, arranges or directs the start, both endings and signs. Adult may hinge/attach large parts **only as directed**. Flat removable cards count as assembled if their mapping and select/reveal action work.
5. **Notice · 4 min.** Check that two branch outcomes differ and the chosen sign reaches the intended result. Log child decisions versus adult fabrication; do not equate a spoken plan with an assembled object.
6. **Close · 2 min.** Store the paper work locally; no photo or digital copy required.

## Week 6 · Day 27 · Reset, select and check both routes

**Target/codes:** operate or direct the child-owned paper work through A, reset, then B, finding any sign–ending mismatch; AC9AMAFD01, AC9AMAFC01. **Prepare:** child’s assembled work, [F testing log](print/test-share-log.svg), large A/B or shape cues.

1. **Welcome · 3 min.** The maker can check both paths privately. This is not yet an actual willing audience.
2. **Model · 4 min.** On adult’s work, select A, reveal its ending, reset both covers, then select B. Show how a hidden ending stays hidden.
3. **Try together · 5 min.** Child chooses first route for own work and directs/operates it. Adult records the actual ending displayed without quietly fixing it.
4. **Child choice · 7 min.** Child tests the other route, identifies one mismatch if any and chooses a repair. Adult assists physical assembly if asked.
5. **Notice · 4 min.** Read back predicted versus actual route outcome. If the mechanism cannot operate, mark “planned only / assembly needs work,” not “tested.”
6. **Close · 2 min.** Save repaired or held work for clearer choice cues tomorrow.

## Week 6 · Day 28 · Make the path clue clearer

**Target/codes:** revise one sign, label or tactile cue so two paths are distinguishable while the story endings stay fixed; AC9AMAFD01, AC9AMAFC01. **Prepare:** [B choice signs](print/choice-sign.svg), child’s work, thick shape/texture labels, [F testing log](print/test-share-log.svg).

1. **Welcome · 3 min.** A viewer should know what they are choosing. No child must read A/B or rely on colour alone.
2. **Model · 4 min.** Adult replaces two visually identical dots with SQUARE and CIRCLE signs; endings stay in place. Describe why the difference is easier to locate.
3. **Try together · 5 min.** Child chooses two distinct signs or texture patterns for their own routes. Ask which ending each sign should lead to.
4. **Child choice · 7 min.** Child places/directs revised signs on their assembled work; adult reads both mappings neutrally. Test one route, reset, test the other.
5. **Notice · 4 min.** Record the one clue revised, held endings and whether each route now operates. Avoid saying a hypothetical reader found it easier.
6. **Close · 2 min.** Ask whether the child wants a willing person to use it tomorrow or prefers a private test/pass.

## Week 6 · Day 29 · An optional willing reader and an authorised maker

**Target/codes:** if the child chooses, share their assembled paper choice work with a willing person and record the path actually selected; if available, ask source-backed maker/purpose questions about an authorised real work; AC9AMAFP01 only for actual sharing, AC9AMAFE01 only for actual authentic encounter. **Prepare:** [F testing/share log](print/test-share-log.svg), child work, [authorised-source slot](AUTHENTIC-SOURCE-SLOT.md).

1. **Welcome · 3 min.** Child may invite one willing educator, rehearse privately, choose later or pass. No filming, upload, public display or compulsory social performance.
2. **Model · 4 min.** Adult offers their own work to a willing adult and logs actual selected path. If an approved real work is available, read the maker’s first-party purpose statement accurately.
3. **Try together · 5 min.** Ask “Who made this real work?” and “What do its makers say it is for?” If source/permission is absent, practise on adult original and mark authentic encounter not held.
4. **Child choice · 7 min.** Child chooses share, private puppet rehearsal, later or pass. If a real willing reader selects a sign, log actual sign and ending plus any volunteered response; do not infer feelings or understanding.
5. **Notice · 4 min.** Distinguish child intention, physical operation, actual viewer action and source-backed maker statement. Record nothing personal beyond local policy.
6. **Close · 2 min.** Thank child and viewer for choices; tomorrow a new sign–ending mapping checks transfer.

## Week 6 · Day 30 · Fresh Check J: matching choice to ending

**Target/codes:** independently repair one route in a new two-choice branch so the CIRCLE sign reveals CIRCLE and the TRIANGLE sign continues to reveal TRIANGLE; AC9AMAFD01, AC9AMAFC01. **Prepare:** [public Check J](STUDENT-CHECKS.md#check-j--new-choice-match), [J A4](check/fresh-j.svg), broad sign/ending cards. Keep key closed.

1. **Welcome · 3 min.** Show a new paper choice board. A correct paper mapping is not proof that a real viewer used it.
2. **Access · 4 min.** Present CIRCLE sign→TRIANGLE ending; TRIANGLE sign→TRIANGLE ending. Read brief: “Each sign should lead to the matching shape. Change only one ending.” Do not identify the route.
3. **Independent plan · 5 min.** Child decides which ending to replace while holding both signs and the other ending.
4. **Child response · 7 min.** Child draws, selects, points or directs the revised board and explains which route changed. Save first response.
5. **Self-check · 4 min.** Child traces each sign to its ending without answer feedback.
6. **Close · 2 min.** Use the separate key after response; plan later authentic media encounters, varied production forms and actual willing audiences.