Target/codes: notice an invented image feature without treating it as an actual instruction; AC9AVAFD01. Prepare: unknown cue or exact reading, blank page.
- Welcome · 3 min. Revisit last week's edge/layer choices. This week asks how an image might help a viewer follow a question; no real sign is being taught here.
- Model · 4 min. Show the fictional Paper Planet shelf and its LOOP–SQUARE card. Say, “I can see a loop and a square. I do not know what its maker means. This is not our school's sign.” Keep MEANING UNKNOWN visible.
- Try together · 5 min. Children name one seen mark and one unanswered question via look, exact description, sign, AAC or a fixed approved tactile outline. Ask what an adult would need to learn the real meaning of a real school sign; defer to the local safety lesson.
- Child choice · 7 min. Child invents a different harmless question about a fictional story shelf and chooses what part of an image to show first. They may sketch, gesture or direct an adult; do not have them assign the LOOP–SQUARE card a safety meaning.
- Notice · 4 min. Record observed art feature, child idea and unknown meaning separately. If someone states a sign rule, ask which authorised real source would be needed.
- Close · 2 min. “I notice ___; I would ask ___ rather than guess.”