# Ten educator-ready, optional 25-minute Music sessions · Days 11–20

Every lesson offers three [switchable routes](LEARNER-CARDS.md). Place broad number/X/rest/star cards, a pencil and the [exact print alternatives](print/TEXT-ALTERNATIVES.md) within reach. Give the child control of participation; no reason for a route choice is needed. Sound and movement are optional, comfortable and locally approved. A neutral adult may scribe, read or place cards exactly as directed. A silent score demonstrates a musical **plan**, not hearing, temporal accuracy or performance. The six stages in each lesson total **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**.

## Week 3 · Day 11 · Four places make a pulse plan

**Target/codes:** extend the earlier three-place notation into four equally spaced beat places, giving an original fictional purpose; AC9AMUFD01, AC9AMUFC01. **Prepare:** [A board](print/four-pulse.svg), [Practice A](MATERIALS.md#a--four-equal-pulse-places), broad cards.

1. **Welcome · 3 min.** Recall that earlier scores had three spaces; show a fourth blank space without treating the earlier score as wrong. Say “pulse” means a beat that returns steadily when realised in time.
2. **Model · 4 min.** Put X in numbered places 1–4 at equal visual gaps. Point at a comfortable, regular pace; optional [slow candidate cue](audio/cue-e-slow-four.wav) only after local listening review. Explain that four marks are planned, while a played pulse needs time.
3. **Try together · 5 min.** Child directs an adult or uses cards to fill four places. Count each place and ask whether the visual gaps look equal. Do not require simultaneous hand movements.
4. **Child choice · 7 min.** Invite an original four-place idea for a fictional paper help desk, rolling toy drawing or another impersonal scene. Child marks or optionally sounds the pulse and names its intended role; this is not a real signal.
5. **Notice · 4 min.** Ask “How many beat places stay?” Record four X places and the child's stated intention, and separately note any actually heard steady pulse.
6. **Close · 2 min.** Save the child's score. Next time one place may be visually emphasised.

## Week 3 · Day 12 · Mark one beat to stand out

**Target/codes:** keep four pulse events while planning one gentle accent at count 1; AC9AMUFD01, AC9AMUFC01. **Prepare:** [B board](print/accent-place.svg), [Practice B](MATERIALS.md#b--one-gentle-accent), one broad star.

1. **Welcome · 3 min.** Lay out yesterday's four X cards. Explain that an accent is a musical emphasis, not a demand to make a loud noise.
2. **Model · 4 min.** Put one star over count 1 while leaving all X cards. Point to the chosen emphasis. If permitted and reviewed, play the [first-accent candidate](audio/cue-g-first-accent.wav) softly; otherwise trace one larger visual arc.
3. **Try together · 5 min.** Child counts four X and one star, then tells or shows what changed from A. Adult may place star only where directed.
4. **Child choice · 7 min.** Child designs a first-beat emphasis for a fictional display opening or a picture card. They may draw an outlined star, choose tactile star, AAC “first,” or use approved sound.
5. **Notice · 4 min.** Check that four beat places remain and only one is accented. Do not infer audible emphasis from star placement.
6. **Close · 2 min.** Store the score for a later accent move.

## Week 3 · Day 13 · Four beats can travel at two speeds

**Target/codes:** compare slow and quick versions of four steady beats while preserving event count; AC9AMUFD01, AC9AMUFC01. **Prepare:** [C board](print/tempo-contrast.svg), [Practice C](MATERIALS.md#c--same-four-events-two-tempi), two long/short gap bands.

1. **Welcome · 3 min.** Show two rows with four X marks each. Ask what is equal before naming speed: both have four beat places.
2. **Model · 4 min.** Trace one row with wider time gaps and one with shorter time gaps. Use the [slow](audio/cue-e-slow-four.wav) and [quick](audio/cue-f-quick-four.wav) candidate cues only after listening review, or an adult's silent pointer at clearly different steady paces. Quick does not mean louder.
3. **Try together · 5 min.** Child pairs SLOW/QUICK labels with wider/shorter interval bands and checks four X in each. A pulse cannot be proved in time from a static page.
4. **Child choice · 7 min.** Choose a tempo for two fictional paper toy scenes, perhaps rolling slowly across four drawn spaces versus sliding briskly in an imaginary comic. Give a musical reason; no physical-science claim is assessed.
5. **Notice · 4 min.** Ask “Did the number of beats change?” Record count and chosen tempo separately from any actual aural observation.
6. **Close · 2 min.** Keep both rows; tomorrow the single emphasis can move without a tempo change.

## Week 3 · Day 14 · Move a single accent, keep the pulse

**Target/codes:** move the planned accent from count 1 to count 4 while four X marks stay; AC9AMUFD01, AC9AMUFC01. **Prepare:** [B board](print/accent-place.svg), [Practice D](MATERIALS.md#d--move-the-emphasis), one star.

1. **Welcome · 3 min.** Compare the first-beat star with a blank four-X row. Say the pulse marks can stay while the emphasis moves.
2. **Model · 4 min.** Slide the one star from count 1 to count 4, leaving all four X cards and the comfortable pace alone. A visual emphasis is enough for this planning task.
3. **Try together · 5 min.** Child points to the unchanged row and directs the star move. Count exactly one star before and after.
4. **Child choice · 7 min.** Child selects start or finish emphasis for a fictional paper parcel arriving at a picture shelf or an invented rolling/slide comic. Ask what the chosen accent is meant to highlight.
5. **Notice · 4 min.** Check four X, one star, and child's reason. If any sound is chosen, record what was actually audible, without calling a paper-only score a performance.
6. **Close · 2 min.** Save both possibilities and hold the fresh I sheet for tomorrow.

## Week 3 · Day 15 · Fresh Check I: the picture-map visitor

**Target/codes:** independently preserve four pulse places and relocate a single planned accent under a new constraint; AC9AMUFD01, AC9AMUFC01. **Prepare:** [I public check](STUDENT-CHECKS.md#check-i--the-picture-map-visitor), [I A4](check/fresh-i.svg), broad cards. Keep the separate key closed until first responses.

1. **Welcome · 3 min.** Say this new paper puzzle helps choose later teaching. It does not test loudness, hearing or physical timing.
2. **Access · 4 min.** Present the exact starting four-X score with its star at count 2 using print, raised marker or neutral read-aloud. Do not hint at the destination.
3. **Independent plan · 5 min.** Child decides how to keep four X while placing the one star on the **last** count for the fictional picture-map visitor.
4. **Child response · 7 min.** Child marks, points, uses AAC or directs a neutral adult; save the first placement and their reason. Optional sound comes after the independent plan.
5. **Self-check · 4 min.** Ask child to count X marks and stars, then indicate which count is last. No corrective cue before first response is stored.
6. **Close · 2 min.** Consult the [teacher key](teacher/KEY-AND-NEXT.md) afterward; check-day supplementary swaps use unrelated rows.

## Week 4 · Day 16 · Add a second musical role

**Target/codes:** read two aligned four-place rows and identify the steady pulse versus one planned answer at count 3; AC9AMUFD01, AC9AMUFC01. **Prepare:** [D two-role board](print/two-role.svg), [Practice E](MATERIALS.md#e--pulse-and-one-answer).

1. **Welcome · 3 min.** Show one row of four X; underneath put a second row with three rests and one X. These are parts of one plan, not two children who must play together.
2. **Model · 4 min.** Point down each column: pulse at 1–4, answer only at 3. Name “PULSE” and “ANSWER”; a quiet card tap can be performed by one adult only if comfortable.
3. **Try together · 5 min.** Child identifies which row has four events and which has one. Adult slides a wide straightedge under columns so alignment stays clear.
4. **Child choice · 7 min.** Child makes an original two-role plan for a fictional paper helper receiving one reply, or a drawn ball crossing four spaces. The X is a musical answer, not proof anyone helped or a real object's motion.
5. **Notice · 4 min.** Check four X above and exactly one below at count 3. Record whether any actual two-part sound or interaction took place rather than inferring it.
6. **Close · 2 min.** Keep the pulse row fixed for a new answer choice tomorrow.

## Week 4 · Day 17 · Choose when the answer enters

**Target/codes:** hold four pulse marks and compare an answer at count 3 with one at count 4; AC9AMUFD01, AC9AMUFC01. **Prepare:** [E choice board](print/answer-choice.svg), [Practice F](MATERIALS.md#f--choose-when-the-answer-enters).

1. **Welcome · 3 min.** Revisit the two rows from Day 16. Ask where one answer appears, without saying one timing is better.
2. **Model · 4 min.** Show ANSWER `– – X –` and `– – – X` under an unchanged PULSE `X X X X`. The X moves one place later; there is still exactly one answer.
3. **Try together · 5 min.** Child points down count 3 and count 4, comparing aligned rows. A tactile straightedge or AAC “three/four” can carry the same decision.
4. **Child choice · 7 min.** Child picks which answer suits a fictional four-panel comic about offering a paper-tool tip, a toy sliding on a drawing, or their own impersonal scene; note why timing fits their story.
5. **Notice · 4 min.** Count four pulse X marks and one answer X in either version. Do not call a silent page a real response from a partner.
6. **Close · 2 min.** Save chosen answer timing; tomorrow the child can compose a new two-role variation.

## Week 4 · Day 18 · Compose a new two-role idea

**Target/codes:** choose one original answer position against a fixed four-beat pulse and explain an intended musical effect; AC9AMUFD01, AC9AMUFC01. **Prepare:** [D blank role board](print/two-role.svg), [Practice E/F](MATERIALS.md), broad X/rest/star cards.

1. **Welcome · 3 min.** Offer a blank ANSWER row under four fixed pulse X marks. Children may choose another non-personal scene or no story label.
2. **Model · 4 min.** Adult invents a fresh example: answer at count 1 under pulse 1, with rests at 2–4, then says “I chose an early answer.” This is not the held J check.
3. **Try together · 5 min.** Compare early answer 1 with later answer 3 using two board states; ask what the pulse row keeps.
4. **Child choice · 7 min.** Child fills exactly one ANSWER X on any count and three rests, chooses a fictional help/roll/slide or self-chosen neutral purpose, and makes an original score. Optional approved sound or adult-directed sound is separate.
5. **Notice · 4 min.** Ask child to identify where their two roles align and why the answer enters there. Record only observed sounding or timed coordination.
6. **Close · 2 min.** Keep the child's authored score for optional sharing tomorrow.

## Week 4 · Day 19 · Maker, permission, willing audience

**Target/codes:** ask a real maker/permission question about an educator-selected authorised work, and choose whether to share an original score/sound with a willing person; AC9AMUFE01 as an opening, AC9AMUFP01 only upon actual sharing. **Prepare:** [F log](print/maker-share.svg), [held source slot](AUTHENTIC-SOURCE-SLOT.md), child's Day 18 score.

1. **Welcome · 3 min.** Offer score sharing with one willing adult, optional quiet sound, paper-puppet rehearsal or pass. No public solo, filming or family story is expected.
2. **Model · 4 min.** Adult shares their own invented two-role score with another willing adult. If the school has completed the source slot, introduce a real work with its verified maker, permission and source context; otherwise state that the real-work encounter is still to be arranged.
3. **Try together · 5 min.** Ask “Who made this score?” and “Whose permission is needed to use that real work?” Leave unknown cultural context unanswered. The child may describe or ask a question.
4. **Child choice · 7 min.** Child chooses whether and how to share their original score with an actually willing person. Log whether a score, optional sound, both, puppet rehearsal or pass occurred; child may withdraw at any time.
5. **Notice · 4 min.** Record the child's intended musical choice and observed event. Do not record a guessed audience feeling or infer aural competence from a paper share.
6. **Close · 2 min.** Save permission questions and what actually happened. Keep the fresh J sheet for the next day.

## Week 4 · Day 20 · Fresh Check J: the paper reply board

**Target/codes:** independently preserve four steady pulse marks and put one answer *after the third pulse* on a new two-role score; AC9AMUFD01, AC9AMUFC01. **Prepare:** [J public check](STUDENT-CHECKS.md#check-j--the-paper-reply-board), [J A4](check/fresh-j.svg), large X/rest cards; keep key closed.

1. **Welcome · 3 min.** Describe an original paper music puzzle that will guide the next lesson. No listener, device or actual duet is required.
2. **Access · 4 min.** Present PULSE `X X X X` above four empty answer places, neutrally by text, tactile rows or read-aloud. Explain “after the third pulse” without pointing to a place.
3. **Independent plan · 5 min.** Child chooses where one ANSWER X should go, with rests in the other three places, while all four pulse X stay.
4. **Child response · 7 min.** Record first full two-row score, chosen answer count and child's reason via their route. Any optional sound comes after the first plan.
5. **Self-check · 4 min.** Invite child to count pulse X and answer X. Do not supply the count answer before recording.
6. **Close · 2 min.** Use the separate key to choose later teaching, including actual accessible listening/music-making and a real authorised work where still absent.