# Ten optional educator-ready Music starts · Days 101–110

Each session totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. One section has two equal event places. The six-place form is **OPENING (1–2) · DIFFERENT (3–4) · RETURN (5–6)**. Children choose a familiar binary mark key, such as pitch L/H or invented source A/B. The middle changes at least one of its two marks; the final two marks copy the opening in the same order. These are *compositional plans*. A card route meets the form-planning target; aural distinction, production, comfort, real source context and audience need separate observations. Offer high-contrast fixed cards, raised keys, AAC, neutral reading/scribing, no sound and pass every day. Candidate audio is held until human educator listening and local device-level approval.

## Week 21 · Day 101 · Three places for two-event sections

**Target/codes:** distinguish OPENING, DIFFERENT and RETURN as three musical sections of two events each; AC9AMUFD01. **Prepare:** [A section-road legend](print/section-road.svg), [Practice A](MATERIALS.md#a--three-sections-of-two), six numbered broad cards.

1. **Welcome · 3 min.** Lay three wide section mats with two empty slots apiece. These names describe a sound plan, not a real road route.
2. **Model · 4 min.** Put pitch `L H` in OPENING; put `H H` in DIFFERENT; leave RETURN blank. Trace six numbered positions without sounding them.
3. **Try together · 5 min.** Child groups the six positions into pairs by border/texture/word. Ask which two slots belong to each section, not for a map direction.
4. **Child choice · 7 min.** Child gives a two-card opening for an imagined round window changing view or a plain abstract score. Point, AAC or adult-directed placement counts.
5. **Notice · 4 min.** Save section grouping, chosen opening and route. A picture alone does not prove a heard phrase.
6. **Close · 2 min.** Keep the opening together; tomorrow it can return exactly.

## Week 21 · Day 102 · Keep the opening so it can come back

**Target/codes:** copy a two-event opening exactly into the final two slots, preserving order; AC9AMUFD01, AC9AMUFC01. **Prepare:** [B exact-copy board](print/exact-return.svg), [Practice B](MATERIALS.md#b--make-an-exact-return), wide L/H cards.

1. **Welcome · 3 min.** Read the section names; the middle can wait while we check the final pair.
2. **Model · 4 min.** Place opening `L H` at 1–2. Copy `L H`, not `H L`, into 5–6. Match first-to-first and second-to-second with broad pairing lines.
3. **Try together · 5 min.** Child compares two fixed tactile or printed pairs and repairs one adult-made order error on a separate example.
4. **Child choice · 7 min.** Child invents an opening `H L`, `L L`, `H H` or another permitted two-event key, then directs an exact final copy for a toy train's return or plain score.
5. **Notice · 4 min.** Save first pair, final pair and whether child directed order. A copied opening is only a form plan until made/heard.
6. **Close · 2 min.** Tomorrow a contrasting middle makes the return matter.

## Week 21 · Day 103 · Put a different middle between them

**Target/codes:** make at least one middle mark different from the opening while keeping final pair exactly the opening; AC9AMUFD01, AC9AMUFC01. **Prepare:** [C contrast/return strip](print/contrast-return.svg), [Practice C](MATERIALS.md#c--middle-different-final-same).

1. **Welcome · 3 min.** Keep opening `L H` and exact return `L H` visible.
2. **Model · 4 min.** Put `L L` in the middle. Compare the *second* middle mark H→L; leave opening and return untouched. This is six events `L H | L L | L H`.
3. **Try together · 5 min.** Child traces opening/middle, then opening/return, naming “different in middle, same at end” via words, cards or AAC.
4. **Child choice · 7 min.** Child selects their own different middle for a fictional bunting picture, imagined weather change or plain phrase, ensuring at least one mark differs and return stays exact.
5. **Notice · 4 min.** Save all six marks and child's stated difference. Do not infer what another person felt or heard.
6. **Close · 2 min.** Tomorrow a lookalike ending may fail to return.

## Week 21 · Day 104 · A different ending is not a return

**Target/codes:** compare `L H | H H | L H` with `L H | H H | H L` and identify which final pair is an exact ordered return; AC9AMUFD01. **Prepare:** [D compare endings](print/compare-endings.svg), [Practice D](MATERIALS.md#d--compare-two-endings).

1. **Welcome · 3 min.** Fix opening at L H. A final pair needs both marks in the same order to return.
2. **Model · 4 min.** Trace each final pair first-to-first/second-to-second. Row 1 returns; row 2 reverses the two marks, which is a new ending, not the same opening.
3. **Try together · 5 min.** Child chooses a true return using broad paired cards, raised lanes or neutral verbal reading. Keep sound optional.
4. **Child choice · 7 min.** Child chooses an exact return or deliberately different ending for a fictional museum room image or plain sound piece, saying which structural idea they intend.
5. **Notice · 4 min.** Save selected row and child explanation. “Different ending” can be a valid composition; it simply is not this week's exact-return target.
6. **Close · 2 min.** A new independent return puzzle follows.

## Week 21 · Day 105 · Fresh Check Return 1: spot the return

**Target/codes:** independently read an unfamiliar six-event pitch score and identify the exact-return section and contrasting middle; AC9AMUFD01. **Prepare:** [public Return 1](STUDENT-CHECKS.md#check-return-1--spot-the-exact-return), [A4 check](check/return-1.svg), raised L/H cards; key closed.

1. **Welcome · 3 min.** Offer a new paper Music puzzle with no playback or speed requirement.
2. **Access · 4 min.** Present **H H | L H | H H** by print, raised low/high card, AAC or neutral read-aloud. Do not point out the matching pair.
3. **Independent plan · 5 min.** Child compares final pair to opening in order, then finds at least one middle difference.
4. **Child response · 7 min.** Save first answer: which section returns, exact opening/final pair, one middle contrast, and one thing the paper cannot prove about actual sound.
5. **Self-check · 4 min.** Child checks all three two-event sections without an adult moving an answer card.
6. **Close · 2 min.** Consult [separate key](teacher/KEY-AND-NEXT.md) after capture. Reteach with a different score.

## Week 22 · Day 106 · What a score shows, what sound adds

**Target/codes:** keep a paper form observation distinct from an actually heard/made return and comfort response; AC9AMUFD01. **Prepare:** [E plan/actual log](print/plan-actual.svg), [Practice E](MATERIALS.md#e--plan-and-actual-are-separate), candidate index only if cleared.

1. **Welcome · 3 min.** Music's six-event section route is not the integrated paper map's wayfinding direction or safety record.
2. **Model · 4 min.** Enter a card score under PLANNED. Leave ACTUALLY HEARD and COMFORT as NOT TRIED unless an approved real event occurs.
3. **Try together · 5 min.** If an educator has listened to all cues on the actual device and approved a comfortable level, they may offer a short candidate. Otherwise use silent raised cards. Child can stop.
4. **Child choice · 7 min.** Child traces, hears a cleared adult sound, or passes; ask what happened for *this* child only if an event occurred.
5. **Notice · 4 min.** Save exact cue/device/trial and child's own words if true. Do not infer hearing, vocal technique or a universal emotional effect from paper.
6. **Close · 2 min.** Keep planned and actual evidence apart for composition tomorrow.

## Week 22 · Day 107 · Return works in another sound key

**Target/codes:** transfer OPENING · DIFFERENT · RETURN from pitch L/H to a familiar A/B electronic source key, preserving the section rule; AC9AMUFD01. **Prepare:** [F source-key transfer](print/transfer-key.svg), [Practice F](MATERIALS.md#f--transfer-the-return-rule), broad circle/striped-square source cards.

1. **Welcome · 3 min.** Section names are not A/B; A and B here label invented electronic tone recipes only.
2. **Model · 4 min.** Lay source opening `B A`, middle `B B`, final `B A`. Show that the two-event opening returns exactly even when the key is source, not pitch.
3. **Try together · 5 min.** Child checks final against opening first-to-first/second-to-second and marks where middle differs.
4. **Child choice · 7 min.** Child chooses A/B cards for a fictional paper map visitor pause or a plain score, then says which pair returned. No real route or community instrument is implied.
5. **Notice · 4 min.** Save six source labels and the child's reason. Actual timbre hearing is a separate event, not assumed from symbols.
6. **Close · 2 min.** Tomorrow the child may choose the key and author all three sections.

## Week 22 · Day 108 · Make a child-owned three-section score

**Target/codes:** compose two-event opening, different middle and exact return in a child-chosen familiar key; AC9AMUFD01, AC9AMUFC01. **Prepare:** [G maker/reader board](print/make-share.svg), [Practice G](MATERIALS.md#g--compose-and-check-three-sections), broad cards.

1. **Welcome · 3 min.** Child can use L/H or A/B, or a locally approved equally clear two-mark key. One key stays consistent within the score.
2. **Model · 4 min.** Adult practice uses pitch `H L | H H | H L`; explain middle place 4 differs and final exactly copies opening. Put this example away before child creates.
3. **Try together · 5 min.** Child directs a change to a separate adult practice copy and checks that final still matches their opening.
4. **Child choice · 7 min.** Child authors six marks for a chosen interest or plain music idea. Save first score, key and child's intended structure; allow silent, AAC and neutral-scribe routes.
5. **Notice · 4 min.** Record actual child's three pairs, their explained contrast and whether return is exact. Do not silently repair their first answer.
6. **Close · 2 min.** Child may invite a willing reader tomorrow or keep the work private.

## Week 22 · Day 109 · Let a willing reader follow it

**Target/codes:** optionally help an actual willing reader follow a child-owned score; inquire about a cleared real work if one exists; AC9AMUFD01/FC01, AC9AMUFP01 and FE01 conditional. **Prepare:** [G reader fields](print/make-share.svg), [authentic-source gate](AUTHENTIC-SOURCE-SLOT.md), child's score.

1. **Welcome · 3 min.** Offer private keeping, a familiar adult reader, a willing peer, approved comfortable sound or pass. The child may withdraw.
2. **Model · 4 min.** Educator shows their *own* made-up three-section score to a willing adult. If a cleared real work exists, name its maker and direct source-supported use without inventing meaning.
3. **Try together · 5 min.** Reader follows section borders/key without a hidden explanation. Child may add a clearer label. For the real work, ask what its source actually says and what the child notices.
4. **Child choice · 7 min.** Child may show paper/tactile score or approved sound to someone actually willing to receive it. No compulsory public solo, recording or family disclosure.
5. **Notice · 4 min.** Record recipient and medium only after receipt; real-work identity/source/child response only after encounter. Otherwise leave conditional codes held.
6. **Close · 2 min.** Give the score back to its maker; tomorrow's check has a new source-key opening.

## Week 22 · Day 110 · Fresh Check Return 2: build the final pair

**Target/codes:** independently complete a new source-key six-event score by copying the opening exactly into blank final slots while keeping the contrasting middle; AC9AMUFD01, AC9AMUFC01. **Prepare:** [public Return 2](STUDENT-CHECKS.md#check-return-2--build-the-final-pair), [A4 check](check/return-2.svg), broad A/B cards; teacher key closed.

1. **Welcome · 3 min.** This is a paper/card task; no device or audience is needed.
2. **Access · 4 min.** Show source-key opening **A B**, middle **B B**, and two blank RETURN places. Read A=circle and B=striped square without filling blanks.
3. **Independent plan · 5 min.** Child directs the two final cards in order, then compares their final pair to opening and middle.
4. **Child response · 7 min.** Save first complete six-card score, explanation of exact return and one middle difference, plus an intended musical idea or paper evidence limit.
5. **Self-check · 4 min.** Child checks first-to-first and second-to-second matches without adult answer cues.
6. **Close · 2 min.** Consult the [separate key](teacher/KEY-AND-NEXT.md) later. A complete card plan cannot prove actual timbre hearing or sharing.