All named people and organisations are invented. Use Texts E–J in Days 11–14 and 16–19. Your teacher gives the new Day 15 and Day 20 cards at check time. Choose any of the three daily routes: each asks for the same source-based thinking. Write, type, arrange numbered cards and explain, or use an agreed spoken/AAC route. You can change routes tomorrow. A source being silent about something means unknown, not automatically good or bad. You never have to reveal your own experiences.
Day 11 · What does the headline promise?
Read E. Identify the strongest word in its headline, one confirmed event detail and one stated limit. Write a more accurate 8–14-word headline for someone who may attend. Explain what your revision changes for a reader. The key question is whether a planned sign-up slot proves a repair.
Day 12 · A small object and a different ending
Read F after E. Choose one image or phrase from F that helps you understand Leena's expectation. Explain what changes in the scene and what remains unresolved. Use “Leena” or “this scene” in your claim; do not say the passage describes everybody.
Day 13 · Three sources, three jobs
Read E, F and G. Label each maker and intended reader, then place one exact detail from each beside its purpose. What change does G plan, and what practical question do none of the three settle? A planned change is not proof it was implemented.
Day 14 · An invitation you could actually use
Edit E for a person who has not seen the other texts. Draft a 70–100-word invitation (or agreed equivalent transcript) using the twelve-slot fact, one genuine participation route, the no-guarantee limit and one question people can ask. Save your first line and one revision, with a reason.
Day 15 · New-case check A
Your teacher supplies the Map Room card when this check starts. Compare its public message with its short fictional scene. Identify makers/purposes, one exact phrase from each, one likely effect and one unsupported conclusion. Produce a 90–130-word editor note or agreed equivalent response. Do not open a public key before your first response if you want a first-encounter practice check.
Day 16 · A microphone is offered
Read H. Explain how the headline addresses an audience. Name one confirmed way to send a pitch and one important condition that the call leaves open. Finish with a question a potential contributor could ask without assuming the answer.
Day 17 · A folded headline
Read I after H. Pick one spoken line and one stage direction. Explain how each might shape a reader's view of Kai or Jules. What does Kai ask, and can H answer it? Keep your claim about these fictional texts.
Day 18 · When a caption goes too far
Compare H with both versions in J. Identify the unsupported word or idea in Draft 1 and the specific condition retained in Draft 2. Compose a 30–45-word caption or complete transcript for a reader who cannot see a hypothetical image. Include an invitation, a limit and a permission question.
Day 19 · Public note with a visible edit
Write a 110–150-word note or equivalent public transcript for an imaginary Studio One editor. Compare H's invitation and Kai's response in I. Use one exact detail from each, explain a language or stage choice, and ask one unresolved question. Save an earlier sentence and a revised sentence; explain how the change helps the intended reader.
Day 20 · New-case check B
Your teacher supplies the Screen Shelf card when this check starts. Write a 90–130-word editor note or agreed equivalent comparing the public notice with a fictional scene. Identify one stylistic choice, a real limit in the card and a missing practical detail. Offer one accurate replacement headline. Your interpretation can differ from another learner's if your source evidence and limits hold.
Optional: Each day's extra/home invitation can be done in class or at home with only this pack and paper. No purchase, public posting or family interview is required.
SubjectNest original learner tasks © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.