# Original text set — one event, several viewpoints

**Teacher copy: contains interpretation notes and the fresh Day 10 source.** Distribute [learner Texts A–C](LEARNER-TEXTS.md) for everyday use, then the separate [Day 5](DAY-05-CHECK.md) and [Day 10](DAY-10-CHECK.md) cards at their scheduled checks.

**All names, people, offers and sums are fictional.** None is a real employer statement. Keep the source label with each extract when projecting or copying; deliberately stripping it would undermine the lesson. Students need not disclose their own work, finances or family situations.

## Text A — Lantern Yard volunteer and paid-crew notice

*Source: imaginary Lantern Yard organising team, a notice pinned to its own website; written for potential crew members. This is an invented classroom text.*

> **A shift that fits your week**
>
> The Lantern Yard team is planning a two-day neighbourhood light festival. We need paid crew to set up displays and guide visitors. In this teaching scenario the listed base is **$24 for each paid hour**. A Saturday crew hour is listed at **1.25 times that base**. A five-hour weekday shift and a four-hour Saturday shift therefore each show **$120 before any unlisted deductions or additions**.
>
> Our poster says “same pay, more ways to take part.” Some roles need standing; others involve planning or writing. Ask us about duties and access before choosing a role. The notice does not set out break rules, travel support, every possible shift, the actual contract or a guaranteed place. It is a planning sketch, not an offer of employment.

**Teacher source note:** The sentence “same pay” refers only to these two fictional model shifts. It cannot prove the choices are equally accessible or that their total time/travel burden matches. The wage figures are stipulated for arithmetic, not verified legal rates.

## Text B — A crew member's private draft

*Source: diary-style draft by fictional student crew member Mira; written for herself after reading Text A. It is a literary-style constructed voice, not a real learner account or survey.*

> I circled **same pay** first. Four hours on Saturday looked easier to fit around classes than five on Thursday. Then I drew two boxes in my notebook: one for hours on site, one for the whole day. I do not know the travel time for either shift, or whether the work I can do is available on both days. The poster offered “more ways”; that phrase gave me room to imagine a choice, but it did not answer mine. I want the team to say what each role actually involves before I plan the week.

**Teacher source note:** Mira's uncertainties are personal to this fictional speaker. Do not turn her diary into evidence that the organisers have denied an accommodation or broken a rule. Her perspective is useful because the same stated $120 can mean different things to a reader making a decision.

## Text C — Editor's request and response constraints

*Source: fictional community newsletter editor to a student writer.*

> “Write 130–180 words for readers considering Lantern Yard. Compare the notice and Mira's diary without claiming either speaks for everyone. Show the calculation behind the two $120 amounts, but explain one thing the figures cannot answer. Quote at most six words from each text. Name the original writer or type of source. Keep the tone curious and fair; give readers one question to ask the organisers.”

**Model annotation, not a model essay:** Text A can calculate stated pay and invites applications; Text B imagines a decision from one position and names missing information. Both may be sincere; each selects details for a purpose. A writer may support Text A's access invitation and still ask how roles are allocated. A different defensible interpretation is welcome if it quotes accurately and does not invent facts.

## Text D — fresh transfer card for Day 10

*Source: fictional Story Shelf bookmark supplier newsletter headline and small-print note. Keep covered until the independent check. These figures do not occur in the earlier Paper Loop practice.*

> **“The bigger bundle always saves your project money.”** The imagined supplier lists six bookmarks for **$13.20** or nine bookmarks for **$19.35**. The small print says prices are for unopened whole bundles, excludes delivery and does not promise that unused bookmarks can be returned. A student organiser needs exactly six bookmarks today. Another needs eighteen. No one has supplied storage space, future demand or delivery cost.

This card tests whether a writer distinguishes **per-bookmark unit price** from **the total cost for a particular required quantity**, and treats the missing conditions as unknown. It is a separate, unrehearsed English source. The mathematical comparison is keyed in the [English assessment](ASSESSMENT.md); the [maths Day 10 check](../mathematics/ASSESSMENT.md) uses a different Art Relay badge scenario.

## Optional recheck pair E — evening library access

*Use after Day 10 or as an alternate follow-up, never as an unseen check after it has been rehearsed. Both statements are invented; they do not describe a real library or bus route.*

**E1, fictional library bulletin to local residents:** “An extra evening for everyone! Our study room will stay open until 8 pm on Thursdays during this trial. The bulletin gives no information about transport, supervision or whether the quiet room is bookable.”

**E2, fictional reader's message to the editor:** “The later room would help me on some Thursdays, but my invented last bus is at 6:40 pm. Please keep the afternoon slot too.”

**Prompt:** Who is each speaker addressing? Which word in E1 reaches further than the evidence? What can and cannot be inferred from E2? A bounded answer notes that “everyone” overclaims access, while E2 speaks for one reader and does not prove the trial is unhelpful to all. A useful question is about transport or maintaining afternoon access. This supplies a different life domain for source analysis without asking classmates about their transport.

## Student annotation frame

For any text, write or mark: `Who made it? / For whom? / What exact words or numbers can I point to? / What is selected or left open? / How might a reader be positioned? / What can I responsibly say next?` Use icons, typed labels or separate cards if a full-page annotation is difficult. The [perspective mat](../print/perspective-map.svg) uses the same sequence, and its [text equivalent](../print/TEXT-ALTERNATIVES.md) is equally usable.

**Rights:** Original texts and fictional characters © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and indicate changes.