# Ten educator scripts · Days 41–50

Each session totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. The core target is a child-owned **media decision** expressible by drawing, large cards, text/tactile description or directed adult placement. The optional sound is gentle, brief and only offered with local access/sensory approval; a silent route gives the same cue-planning information. Do not infer hearing or physical sound technique from a paper answer. No recording of a child, device, upload, real soundtrack, personal data or compulsory public performance. Keep the [teacher key](teacher/KEY-AND-NEXT.md) closed until first check responses.

## Week 9 · Day 41 · Quiet can be a deliberate cue

**Target/codes:** choose a quiet slot or one tick slot for a fictional one-picture paper card and state an intended attention cue; AC9AMAFD01, AC9AMAFC01. **Prepare:** [A quiet/tick board](print/quiet-tick.svg), broad EMPTY/TICK cards, [A notes](MATERIALS.md#a--quiet-or-tick).

1. **Welcome · 3 min.** Show one original circle picture and two possible cue boxes: EMPTY means planned quiet; TICK means one planned soft tick. Quiet is a design choice, not missing work.
2. **Model · 4 min.** Adult keeps the picture still and swaps only EMPTY/TICK below it. Speak the planned cue; optional live tick only if local guidance allows.
3. **Try together · 5 min.** Ask which version has a sound plan and which has a quiet plan. Do not claim everyone notices or likes the tick.
4. **Child choice · 7 min.** Child chooses a cue for an invented paper display and gives an intended reason, using a chosen route. Adult moves only as directed.
5. **Notice · 4 min.** Save intended cue and whether any sound actually occurred; a card with TICK is a plan, not audio production.
6. **Close · 2 min.** Tomorrow one or two ticks can make a different pattern.

## Week 9 · Day 42 · One tick or two?

**Target/codes:** distinguish and choose a one-tick versus two-tick paper cue for the same still image; AC9AMAFD01, AC9AMAFC01. **Prepare:** [B count board](print/tick-count.svg), one-/two-mark cards, optional original [one-tick WAV](audio/tick-one.wav) and [two-tick WAV](audio/tick-two.wav) only after volume check.

1. **Welcome · 3 min.** Read one broad TICK mark and two separate TICK marks. Count marks visually, verbally or tactually; no sound is required.
2. **Model · 4 min.** Keep the original square picture fixed. Change only mark count from one to two, saying “one possible cue” then “two possible cues.”
3. **Try together · 5 min.** Child compares cards by count. If optional audio is played, adult notes it as actual playback and offers immediate quiet option; audio does not replace accessible marks.
4. **Child choice · 7 min.** Child chooses one or two ticks for an imaginary paper game turn and names the intended difference. Adult records exact count.
5. **Notice · 4 min.** Check count matches child’s named choice, not whether they heard or preferred audio.
6. **Close · 2 min.** Keep the chosen card; timing also matters when one slot is quiet.

## Week 9 · Day 43 · Tick then quiet, or quiet then tick

**Target/codes:** place one TICK and one EMPTY in two numbered timing slots and distinguish first/second position; AC9AMAFD01, AC9AMAFC01. **Prepare:** [C timing strip](print/timing-strip.svg), two broad slot cards, optional one-tick example with exact transcript.

1. **Welcome · 3 min.** The two slots are paper times 1 and 2, not a requirement to move or make sound.
2. **Model · 4 min.** Arrange TICK/EMPTY, then EMPTY/TICK. The same number of ticks remains; the planned moment changes.
3. **Try together · 5 min.** Ask which version begins quiet and which ends quiet. Trace one slot at a time on raised cells.
4. **Child choice · 7 min.** Child chooses a timing order for an invented paper picture card and explains where attention is intended. Adult confirms both slots.
5. **Notice · 4 min.** Record exact order. A text/tactile route is valid timing planning; it does not show auditory perception.
6. **Close · 2 min.** Tomorrow a picture and its printed cue can agree or conflict.

## Week 9 · Day 44 · Picture and cue belong together

**Target/codes:** hold one original image while selecting a printed cue line that states the intended one/two/quiet pattern consistently; AC9AMAFD01, AC9AMAFC01. **Prepare:** [D picture/cue card](print/picture-cue.svg), broad symbol and exact-text strips.

1. **Welcome · 3 min.** A still picture can be accompanied by a cue plan. The cue does not become an actual soundtrack unless someone makes or plays it.
2. **Model · 4 min.** Adult keeps the triangle picture and shows two cue options: `TICK / QUIET` and `TICK / TICK`; read both neutrally.
3. **Try together · 5 min.** Child traces filled versus empty slot marks and matches each to its exact spoken/text description.
4. **Child choice · 7 min.** Child chooses one pattern for the picture and adds/directs its exact print or raised cue; child may choose a new original picture.
5. **Notice · 4 min.** Check two slot marks and description agree. Do not infer an emotion from the pattern.
6. **Close · 2 min.** A fresh cue-count check tomorrow uses another source.

## Week 9 · Day 45 · Fresh Check M: one tick in a new card

**Target/codes:** independently revise a new two-mark cue to match the maker’s stated one-tick brief while holding the picture and cue slots; AC9AMAFD01, AC9AMAFC01. **Prepare:** [public Check M](STUDENT-CHECKS.md#check-m--one-tick-brief), [M A4](check/fresh-m.svg), two broad tick marks. Keep key closed.

1. **Welcome · 3 min.** This paper challenge guides next teaching; no sound, reading speed or device is required.
2. **Access · 4 min.** Present new pentagon picture with `TICK / TICK` in two slots. Read maker brief: “I want exactly ONE TICK, then QUIET.” Do not change the marks.
3. **Independent plan · 5 min.** Child chooses which slot should stay and which should become quiet.
4. **Child response · 7 min.** Child draws, selects, points or directs revised slots and explains what held. Save first response verbatim.
5. **Self-check · 4 min.** Child counts ticks and names slot 1/2 without answer feedback.
6. **Close · 2 min.** Keep first response before key; Day 45 worked swaps are **After Check** only.

## Week 10 · Day 46 · Make an original picture-and-cue card

**Target/codes:** make or direct a child-owned paper card with original picture, two-slot cue plan and an exact equivalent text/raised description; AC9AMAFD01, AC9AMAFC01. **Prepare:** [E maker card](print/maker-cue-card.svg), broad adult-prepared shapes/cue marks, [E notes](MATERIALS.md#e--maker-picture-and-cue-card).

1. **Welcome · 3 min.** A blank template or adult model is not yet the child’s work. Child chooses picture and timing; adult may scribe.
2. **Model · 4 min.** Adult makes a separate example: one square, EMPTY/TICK, exact words “quiet, then tick.” Children may choose a different design.
3. **Try together · 5 min.** Child chooses a fictional purpose and names one original picture and two cue slots. Read available quiet and tick choices.
4. **Child choice · 7 min.** Child draws/arranges or directs adult to complete picture, cue marks and matching text/raised route. No live sound is required.
5. **Notice · 4 min.** Check child’s two slots and equivalent description agree; record which choices were child-owned and whether any sound was actually made.
6. **Close · 2 min.** Save the original paper work without photo or upload. Tomorrow sound can optionally be made from this plan.

## Week 10 · Day 47 · Optional gentle sound from a plan

**Target/codes:** use the child’s own two-slot plan to direct one optional gentle live tick pattern, or demonstrate the same plan through quiet printed/raised cues; record plan versus actual delivery accurately; AC9AMAFD01, AC9AMAFC01. **Prepare:** child’s card, [F record](print/plan-made-share.svg), quiet space, local sound/access consent.

1. **Welcome · 3 min.** Ask whether a live tick is welcome. The quiet route is fully available; no child is asked to use their voice, body or recording device.
2. **Model · 4 min.** Adult reads their own two-slot card. If approved, they gently tap a padded surface once in slot 1 then pause; otherwise point/read the same timing.
3. **Try together · 5 min.** Child directs adult to identify two slots from their own card. If a live trial is wanted and approved, adult gives immediate stop choice.
4. **Child choice · 7 min.** Child chooses quiet demonstration or optional live tick(s). They may direct an adult to make the sound; adult logs what actually occurred, not just the paper plan.
5. **Notice · 4 min.** Compare plan and event if sound happened; if no sound, record paper demonstration only. No assumed hearing or enjoyment.
6. **Close · 2 min.** Put materials away and preserve the no-device description for any future viewer.

## Week 10 · Day 48 · A silent route carries timing too

**Target/codes:** translate an existing two-slot cue into exact printed/spoken/raised description so a reader need not hear the optional tick; AC9AMAFD01, AC9AMAFC01. **Prepare:** [D picture/cue](print/picture-cue.svg), [E maker card](print/maker-cue-card.svg), thick filled/empty slot labels.

1. **Welcome · 3 min.** Sound is optional and information about timing should also be available without it. A silent caption reports cue plan, not that audio occurred.
2. **Model · 4 min.** Adult reads a plan `TICK / QUIET` and writes “tick, then quiet.” Build raised filled/empty two-cell route.
3. **Try together · 5 min.** Child checks which word/card matches slot 1 and slot 2 on a different simple plan.
4. **Child choice · 7 min.** Child adds/directs an exact caption or tactile pair for their own card, preserving count and order.
5. **Notice · 4 min.** Compare source cue and alternative slot by slot. A text/tactile route does not claim a child heard the WAV.
6. **Close · 2 min.** The card can be offered to a willing reader tomorrow if child chooses.

## Week 10 · Day 49 · A willing reader and a real maker question

**Target/codes:** offer original paper card to a willing person only if child chooses and record actual response; ask first-party maker/purpose question about an authorised real media work only if available; AC9AMAFP01/AC9AMAFE01 only for actual events. **Prepare:** [F log](print/plan-made-share.svg), child card, [authentic source slot](AUTHENTIC-SOURCE-SLOT.md).

1. **Welcome · 3 min.** Child may show one willing educator, rehearse privately, choose later or pass. Sound may remain quiet; no recording or upload.
2. **Model · 4 min.** Adult shows own original card to a willing adult and asks “What cue do you see planned?” If an authorised real work exists, cite its maker’s own purpose statement.
3. **Try together · 5 min.** Child chooses a neutral reader question. Separate actual viewer words, child intention and any sound event.
4. **Child choice · 7 min.** Share only by choice and with willing recipient; ask the question once, record exact words if offered. For real media, use only verified permission and accessible maker information; otherwise mark encounter on hold.
5. **Notice · 4 min.** Do not infer comprehension, enjoyment or cultural meaning from silence or facial expression. Record which modality the reader actually accessed.
6. **Close · 2 min.** Thank child and reader; tomorrow a fresh silent caption check asks for precise timing.

## Week 10 · Day 50 · Fresh Check N: match a silent caption

**Target/codes:** independently choose a text/tactile caption matching a new two-slot cue source (TICK then QUIET), distinguishing it from two ticks or quiet then tick; AC9AMAFD01, AC9AMAFC01. **Prepare:** [public Check N](STUDENT-CHECKS.md#check-n--new-silent-caption), [N A4](check/fresh-n.svg), broad cue cards. Keep key closed.

1. **Welcome · 3 min.** No playback, hearing or reading fluency required; adult reads the three captions neutrally.
2. **Access · 4 min.** Show slot 1 filled TICK mark, slot 2 empty QUIET box with a new hexagon picture. Present three candidate captions without identifying the match.
3. **Independent plan · 5 min.** Child compares count and order slot by slot.
4. **Child response · 7 min.** Child selects/points/directs one matching caption and explains first/second timing. Save first response.
5. **Self-check · 4 min.** Child reads/feels both slots once more, without answer feedback.
6. **Close · 2 min.** Use separate key after response, then plan wider forms of media production and actual authorised works later in the year.