# Fresh learner checks U and V

Read each new **fictional** source exactly. A child may draw, direct an adult using broad fixed marks, point, sign, use AAC or dictate. A neutral scribe reads their choices back without proposing line length, direction, spacing or an answer. Keep the [separate educator key](teacher/KEY-AND-NEXT.md) closed until first responses are captured. These are formative art decisions, **not secure examinations or term grades**; they do not assess a child's family, real plant change, independent biology knowledge, material feel, real viewer response or safety behaviour.

## Check U · Day 65 · Imaginary card lantern

**New fictional source:** A story maker folds a piece of card into a **lantern-shaped paper object with one wide rectangular opening**. The story says **nothing** about marks on the outer card surface. This is an imagined paper drawing subject, **not a real lantern, light, heat or electrical task**.

**Your art task:** Choose the **outer card band** and show **two different line-texture ideas** for it. Change line length, direction or spacing between ideas. Choose one for your intended picture and tell why. Then say **one fact the story gave** and **one art mark you invented**. Use the [blank A4 Check U page](print/check-u-lantern.pdf) or exact words. There is no required colour or correct texture.

```text
SOURCE-STATED OBJECT / OPENING: ________________________________
IDEA 1 · my line length/direction/spacing on outer band: _______
IDEA 2 · a different mark treatment on the same band: _________
I CHOOSE: 1 / 2  BECAUSE I WANT THE PICTURE TO: _______________
STORY GAVE: __________________  MY ART ADDED: _________________
MADE WORK / PLAN ONLY: _____  ACTUAL MARKER OR PLACER: ________
```

The source drawing supplies only a plain outline/opening. A child may say an invented mark “looks like” something in their picture, but cannot claim the story specified the surface or a physical lantern was tested.

## Check V · Day 70 · Paper garden edge

**New fictional source:** Two story cards show a **paper leaf shape**, not a living plant. Card **MONDAY IN THE STORY** has one oval body and an edge with **three rounded bumps**. Card **THURSDAY IN THE STORY** has the **same oval body and same three rounded bumps**. The cards state no change to that edge. These are teacher-made drawings, not dated observations of a real plant.

**Your art task:** Show **two distinguishable line treatments** for that same three-bump edge. You may use short/long, close/spaced, light/bold or another exact visual choice. Choose one for an intended picture and say why. Tell what stayed the same **in the supplied cards** and what **you changed in your art**. Use the [blank A4 Check V page](print/check-v-edge.pdf) or exact words. Do not claim a real plant grew or changed from these cards.

```text
CARD FACT THAT STAYED THE SAME: ________________________________
ART IDEA 1 · how I show the edge: ______________________________
ART IDEA 2 · another line treatment of the same edge: _________
I CHOOSE: 1 / 2  MY ART REASON: ________________________________
MY MARKS CHANGED BY: ___________  REAL PLANT OBSERVED? NO ______
MADE WORK / PLAN ONLY: _____  ACTUAL MARKER OR PLACER: ________
```

The teacher can read the exact card descriptions rather than require visual reading. The child owns the art mark decision; the source's sameness is not a claim about real plant growth.