# Week 35 · A fair try needs listening

**Foundation / Queensland Prep · five optional 35-minute integrated blocks, Days 171–175.** Pair with [English Days 171–175](../english/term-4/weeks-35-36/LESSONS.md) and [mathematics Days 171–175](../mathematics/term-4/weeks-35-36/LESSONS.md). The subject packs carry their own first-response checks and worked feedback. Run Day 175 here **after** both fresh checks. This connecting route is supported transfer practice, not an independent retest or a classroom fairness intervention.

**One low-cost setup:** Read the complete [Luma and Jay paper-mat story](../english/term-4/weeks-35-36/MATERIALS.md) aloud. Their request to try turns is a **proposal**, and the story ends before the turn happens. Set out broad, safe paper tiles, wide labelled trays and fixed DESK A / DESK B / PUPPET markers on a reachable paper mat. An adult can move everything at a child's direction. Accept a point, sign, AAC, drawing, written words or private spoken response; do not demand role-play, physical contact, home stories or public sharing. The number of paper pieces can be equal while the *real people* still need to be asked what worked for them.

| Day | Thirty-five-minute sequence | Keep this evidence; use it for the next move |
| ---: | --- | --- |
| **171 · Two wishes, one paper mat** | **5 min** read Luma and Jay's four scenes and let the child name each person's stated wish; **7 min** child chooses the exact request and reply from the source and names what happened *before* any trial; **8 min** share four **new** broad paper stage tickets between two labelled pretend zones, dealing one to each until there are two per zone; **10 min** child makes a two-part paper note, “The story proposes…” and “The four tickets show…”; **5 min** ask what neither source tells us about how Luma or Jay felt after a trial. | Keep both source views, the 2/2 model and separate story/maths labels. If the child says equal tickets prove the turn plan was fair to everyone, ask which actual response would be needed. |
| **172 · Ask and give a reason** | **5 min** compare the original short command with the more useful request/reason reply; **7 min** child gives a respectful alternate request for a *fictional* paper-theatre corner by AAC, words or child-directed adult script; **8 min** deal twelve broad show cards between two labelled pretend trays and verify six in each by matching or counting; **10 min** child draws two full-word signs that a visitor could use to understand the six/six arrangement, then adds one question to ask the fictional people before calling the arrangement fair; **5 min** compare a count reason with an interpersonal reason. | Save first/revised request and a child-controlled 6/6 representation. Do not require disclosure of a real disagreement or score the tone of an AAC voice as a social skill. |
| **173 · A proposal is not a result** | **5 min** reread the story ending and explicitly leave RESULT unfilled; **7 min** child chooses one question that would check whether *both* fictional people had a useful turn; **8 min** make three equal groups of four from a fresh set of twelve broad pretend display cards, naming group size and number of groups; **10 min** use a no-touch paper puppet or text-only route to show two possible replies after a proposed trial, labelling both invented rather than observed; **5 min** say why either reply would change the next plan. | Keep 3 groups × 4 cards and the child's question. A fictional puppet answer is modelling, not evidence that a real child agreed or that a class rule succeeded. |
| **174 · Where is the group?** | **5 min** adult names the fixed DESK A, DESK B and PUPPET markers on the paper mat; **7 min** child gives a two-step direction for a fictional helper, naming a group and its destination rather than “put it there”; **8 min** share six broad labels into two groups of three, then put one group *between* DESK A and DESK B and one *beside* PUPPET without moving the markers; **10 min** a consenting listener follows the child's direction or the adult models a fictional listener with MODEL written beside the response; child revises an unclear word; **5 min** record what was actually understood, if anyone really listened. | Save 3/3, locations relative to fixed objects, first/revised wording and actual listener response only where it happened. Paper location does not demonstrate where the child's own body is in a real room. |
| **175 · A new place after the checks** | **5 min** after the subject-held Day 175 checks, introduce an unrelated imaginary library display with three labelled wide bays; **7 min** child proposes a polite question about whose display needs which space while keeping outcome unknown; **8 min** share twelve new broad pictureless cards one-to-one among **three** bays, count four in each and name a location for one bay relative to two fixed paper landmarks; **10 min** child makes a short helper note saying exactly what the twelve cards show and one still-open social question; **5 min** choose next teaching from the separate checks: source detail, equal dealing, or clearer location language. | Keep 4/4/4 and source-bound wording. The held English museum shelf and held maths ten-card case are never copied here. This after-check practice adds no second independent score. |

**Curriculum and honest limits:** The [English crosswalk](../english/term-4/weeks-35-36/CURRICULUM-CROSSWALK.md) controls claims about preferences, requests, reply, text meaning and child-authored wording. The [mathematics crosswalk](../mathematics/term-4/weeks-35-36/CURRICULUM-CROSSWALK.md) pins AC9MFN06 (official workbook row 17176) for represented equal sharing/grouping, and AC9MFSP02 (row 17205) for object location relative to familiar fixed markers. The latter does **not** sample the child's own body location. A fictional equality model does not establish an HPE fairness outcome, consent or a real class agreement. A paper puppet performance is an optional way to think and respond, not a claimed Drama assessment. Source: [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`; [QCAA Queensland v9 entry point](https://www.qcaa.qld.edu.au/p-10/aciq/version-9). The local school program determines teaching and assessment.

Original SubjectNest scenarios, scripts and paper-model counts © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit SubjectNest, link the licence and indicate changes. ACARA wording retains its own terms. Human educator, child, access, cultural and local curriculum review remain pending; no class trial or outcome improvement is claimed.