Goal: explain how sequence and headings organise Card B. Teacher says: “Find the heading a reader would look for if the room became crowded.”
- 0–2: Recall the “action plus evidence” habit from Day 1.
- 2–7: Model drawing four boxes for set-up, welcome, crowd, finish.
- 7–13: Students match each heading to an action; ask why “practice model” matters.
- 13–20: Students produce an ordered summary and a transition sentence between two stages.
- 20–25: Share one transition; ask if it adds a fact not in the procedure.
Routes: write numbered steps with a quoted heading; arrange four heading cards and give a spoken explanation recorded in notes; annotate the source with arrows and one caption per stage. Alternative domains: Day 2 swaps. Optional/home: reorganise an invented four-step activity, such as a book display; do not use this exercise to override real safety procedures. Move: when students treat headings as decoration, remove the heading and ask how long the crowd instruction now takes to find.