# Year 6 English · Days 11–20 · ten 25-minute lessons

**Daily rhythm:** invite 2 + explicit model 5 + guided reading/talk 6 + one learner choice 6 + exit 4 + evidence note 2 = **25 minutes**. On Days 15 and 20, the six-minute choice and four-minute exit become a ten-minute **fresh check**; the three practice routes for those days are for later. The [source packet](SOURCE-TEXTS.md) is original fiction, clearly labelled. Give the clean [learner page](LEARNER.md) and one chosen route from [daily choices](DAILY-CHOICES.md); keep the [staff key](teacher/ANSWER-AND-NEXT.md) off learner displays. A child can read independently, listen to an adult read, use screen reader, large print, AAC/sign, dictate or type; record the actual route. Reasoning after a read-aloud is evidence of comprehension **with access**, not automatically independent decoding.

## Week 3 · Compare the second media account

Use Source A's [poster](print/repair-poster.pdf) and its [full text/layout alternative](print/TEXT-ALTERNATIVES.md), Source B tally, selected Source C slips and Source D proposal. The poster and tally come from the **same fictional club and event**. Similar numbers in two texts do not make them independent verification. Do not ask pupils to bring or repair household items.

### Day 11 · Who made each account?

**Codes:** `AC9E6LY01`, `AC9E6LY05`. **Goal:** explain how creator, date, audience and purpose shape what Source A and B show. **Prepare:** A poster and B tally, two source cards labelled A/B.

1. **Invite · 2 min.** Read only A's large headline, “ELEVEN WORKING BY CLOSING TIME!” Ask what a potential visitor might expect the rest of the poster to say.
2. **Model · 5 min.** Open A's creator/date line and B's heading. Think aloud: “The same club produced both after one trial. A invites interest; B records closing categories. I can compare their emphasis, but cannot call one an independent confirmation of the other.”
3. **Guided · 6 min.** Learners mark **creator / purpose / intended reader / exact detail** for A and B. Locate `11 + 4 + 3 = 18` in B. Ask whether A hides the four and three completely. It does not: they are smaller and lower.
4. **Choice · 6 min.** Learner chooses D11-A/B/C from [practice routes](DAILY-CHOICES.md), giving at least one exact line or number as evidence.
5. **Exit · 4 min.** “Are A and B two independent checks on the 11?” **No**: both are from the same fictional club's trial. Accept an oral, pointed, written or AAC explanation that names the shared origin.
6. **Note · 2 min.** Record whether the child checked origin before inference. If not, highlight the creator lines in a new mini-case.

**Home/extension:** Compare the two **invented** source headings on scrap paper; no real advertisement or family purchase discussion. Extension: state a source that could independently test later durability, without claiming one exists.

### Day 12 · What the layout asks us to notice

**Codes:** `AC9E6LA02`, `AC9E6LA07`, `AC9E6LY03`. **Goal:** explain how accurate numbers and selective visual size can still persuade. **Prepare:** A poster print/text route, B tally, highlighter or tactile line labels.

1. **Invite · 2 min.** Ask where the eye or reading order goes first on A. The text alternative explicitly says the `ELEVEN` headline is largest and the four/three line smaller below; no colour perception is required.
2. **Model · 5 min.** Say: “Eleven working at closing is a number from B. Large type makes it salient; it does not say the other seven were fixed. The poster also names four waiting and three not repaired, in small type.” Mark **what is true in the fiction** versus **what is emphasised**.
3. **Guided · 6 min.** Compare Source E's invented zine sign “most loved” with its `18 taken / 12 remained` table. Ask which sentence is source-supported and which extends beyond the data. Let pupils offer a fairer headline.
4. **Choice · 6 min.** Choose D12-A/B/C. A response must name a design or wording feature **and** a meaning effect, not simply “it is bold.”
5. **Exit · 4 min.** “Does making `11` the biggest text change `11 + 4 + 3 = 18`?” **No.** It changes attention, not the counted categories. Ask what smaller information a skimming reader might miss.
6. **Note · 2 min.** Keep the child's exact design-effect sentence and whether they used visual view or the text layout route.

**Home/extension:** Draw two type-size boxes or arrange word strips; no printer is required. Extension: make all three B categories equally easy to find and explain what remains unknown.

### Day 13 · A claim can be narrower than a hope

**Codes:** `AC9E6LY01`, `AC9E6LY05`, `AC9E6LY02`. **Goal:** compare what the tally, comments and proposal can support; ask a question before a bigger decision. **Prepare:** Sources B/C/D and three columns `records / suggests / does not show`.

1. **Invite · 2 min.** Read D's “promising for a test” and ask whether it says a larger program is already approved. **It does not.**
2. **Model · 5 min.** Put “11 working at closing” under **records**. Put “a second session could be useful” under **suggests** because it is an argument. Put “repairs lasted a week” under **does not show** because no follow-up was recorded.
3. **Guided · 6 min.** Source C gives Jo's and Ren's selected fictional views. Ask what Ren requested and whether two comments show what everyone wants. Paraphrase without adding diagnosis or identity. Practise a clarifying question: “How many visitors could use a quieter option?” No count is supplied.
4. **Choice · 6 min.** Choose D13-A/B/C; allow partner dialogue or an individual question card. Learner cites a specific source boundary.
5. **Exit · 4 min.** Complete: “B records ___; C suggests one visitor wanted ___; neither shows ___.” Accept `11 working`, `quieter explanation`, and `what all visitors wanted` or `later durability`.
6. **Note · 2 min.** Record whether the learner distinguishes quotation, paraphrase and inference; provide the original line for a fresh paraphrase if needed.

**Home/extension:** Use invented C slips, not a real person's story. Extension: ask for a source that would check parts/volunteer availability before another session.

### Day 14 · Summarise, question, do not put words in a source

**Codes:** `AC9E6LY02`, `AC9E6LY05`, `AC9E6LA02`. **Goal:** create a fair two-source summary and interrogate a broad claim respectfully. **Prepare:** Sources A–D, D14 cards and discussion roles `summariser / questioner`.

1. **Invite · 2 min.** Ask which wording is safer: “The trial proves every repair lasts” or “The club reports 11 working at closing.” The second matches B; the first invents follow-up.
2. **Model · 5 min.** Summarise without lifting whole lines: “The club's poster invites interest in another session and foregrounds eleven items working at the first close. Its tally also records seven not working at close or waiting for parts.” State that `4 + 3 = 7`; do not call all seven “failures.”
3. **Guided · 6 min.** In pairs or with teacher, one pupil paraphrases C1; the other asks how many visitors spoke. Answer is **unknown**. Switch roles; use AAC or written question if conversation access differs. Discuss why a selected comment is not a poll.
4. **Choice · 6 min.** Choose D14-A/B/C and support the reply with source IDs. Another child may ask one neutral question, not score confidence or accent.
5. **Exit · 4 min.** Repair: “All 18 were saved.” A warranted sentence is “The club recorded 11 working at closing; four waited for parts and three were not repaired then.” Ask learner to identify which word in the first claim overreaches.
6. **Note · 2 min.** Preserve first and revised claims, and name a next prompt on a different mini-case.

**Home/extension:** Compare a broad and a careful invented claim without searching for a real item. Extension: identify what a one-week follow-up could answer.

### Day 15 · Fresh media-source check

**Codes:** `AC9E6LY01`, `AC9E6LA07`, `AC9E6LY05`. **Goal:** transfer creator/purpose, salience and claim limits to a new fictional Borrow Box source. **Prepare:** closed [Day 15 learner check](STUDENT-CHECKS.md) and separate [staff answers](teacher/ANSWER-AND-NEXT.md). Do not show its poster or numbers before the check.

1. **Invite · 2 min.** Say that a new source helps decide what reading move to practise next; it is not a judgement of the reader.
2. **Model · 5 min.** Rehearse only Source F's invented desk sign and log: 20 lent, 16 returned by close, four not yet logged. Name why “not yet logged” is narrower than “lost”. Put Source F away.
3. **Guided · 6 min.** Source G's indoor label trial records 32 readable/8 unreadable after one day, while its poster says “weatherproof.” Pupils find the mismatch. Do not display the held-out Borrow Box details.
4. **Independent check · 6 min.** Give unseen Day 15 Items 1–2. Read the supplied text/layout description neutrally if needed; no hint about the creator, big claim or total.
5. **Check exit · 4 min.** Items 3–4 ask for a careful inference and missing evidence. Keep first answers before teaching. Offer a quiet later completion if the access format is not ready.
6. **Note · 2 min.** Score source context, feature/meaning, support and next question separately with the staff rubric. D15 choices are **later** practice.

**Home/extension:** After the check, the three optional mini-cases provide home practice; never send the held-out check as a coached worksheet.

## Week 4 · Build a bounded, useful argument

The writer's job is to help a fictional room manager decide whether to **test another small session**, not declare a permanent program a success. Keep Source B's count, C's two selected views and D's limits visible. Model a four-part argument: **recommendation → exact evidence → limitation/counterpoint → careful next step**. Distinguish the same club's repeated number from independent verification.

### Day 16 · Pick a purpose and a decision you can defend

**Codes:** `AC9E6LY02`, `AC9E6LY06`, `AC9E6LA03`. **Goal:** state a conditional recommendation for a defined audience and choose relevant evidence. **Prepare:** B/C/D and original [argument planner](print/argument-planner.pdf) or text version.

1. **Invite · 2 min.** Ask what a room manager needs to decide: another small trial, not whether repair is “good for everyone.”
2. **Model · 5 min.** Draft one bounded claim: “If volunteers, space and a quieter explanation option are available, the club could trial one more session.” Attach B's `11/18 working at closing`, not “18 permanently saved.” Note D is a proposal from the same organiser.
3. **Guided · 6 min.** Select two details: a tally result and one selected comment or explicit unknown. Put each under its source ID, then ask which evidence a real manager would still need (capacity, cost or later condition).
4. **Choice · 6 min.** Choose D16-A/B/C to plan a claim, audience, two details and a limit; learners choose writing, spoken outline, cards or AAC without changing the reasoning demand.
5. **Exit · 4 min.** Ask for one sentence starting `If ...` that stays within the packet. Accept a proposal with a condition and no invented funding/approval.
6. **Note · 2 min.** Record whether the child supplied a decision, source-linked evidence and an honest unknown; reteach the missing part with a different mini-case.

**Home/extension:** Use paper planner; no real grant, purchase or school policy is requested. Extension: name a reasonable counterargument without speaking for every visitor.

### Day 17 · Give each paragraph a job

**Codes:** `AC9E6LA03`, `AC9E6LY03`, `AC9E6LY06`. **Goal:** build an argument whose stages help a room manager follow the recommendation and evidence. **Prepare:** four paragraph labels and an intentionally scrambled original draft.

1. **Invite · 2 min.** Read this order: “We need more information. Eleven of eighteen worked. I suggest another small trial.” Ask which sentence would orient a busy reader first.
2. **Model · 5 min.** Arrange **recommendation**, **reason with source**, **limit/counterpoint**, **next step**. A short argument may put the limit before the recommendation for effect, but the reader should still locate every stage. Do not treat one rigid template as the only valid text.
3. **Guided · 6 min.** Children place four Source B/C/D strips under the labels. Ask why “11 at closing” belongs with evidence, while “might last” needs a limit, not a fact box. Link a paragraph opening to its job.
4. **Choice · 6 min.** Select D17-A/B/C. Learner creates a four-part outline or tests a deliberate alternative order, explaining its effect on the intended reader.
5. **Exit · 4 min.** If a paragraph says “The club should run a huge permanent program because Jo liked asking questions,” identify **two** needed revisions: scope of decision and representativeness of one selected view.
6. **Note · 2 min.** Mark whether the reader can identify the recommendation, support, limitation and next action; do not grade handwriting or template obedience.

**Home/extension:** Rearrange four original paper strips. Extension: try a counterpoint-first opening and explain why it might earn trust.

### Day 18 · Verbs and clauses control claim strength

**Codes:** `AC9E6LA05`, `AC9E6LA06`, `AC9E6LA09`, `AC9E6LY06`. **Goal:** revise an overstrong sentence with precise verbs and punctuation. **Prepare:** three original sentences and a word bank `records / suggests / proves / may`.

1. **Invite · 2 min.** Contrast “The tally **proves** repairs last” with “The tally **records** eleven working at closing.” Ask which verb respects B's time boundary.
2. **Model · 5 min.** Write: “**Although eleven items worked at closing,** the club did not record their condition a week later.” The opening dependent clause needs a comma before the independent clause. Then expand a noun: “The four items **that needed parts** were not counted as repaired.” The embedded clause identifies which items; no comma is inserted around this restrictive `that` clause.
3. **Guided · 6 min.** Repair “Because Ren wanted quiet everyone needs silence” as “Because Ren requested a quieter explanation, the organiser could test an optional quiet route.” Identify the comma after the opening dependent clause, attributed source and modal **could** rather than an unsupported universal.
4. **Choice · 6 min.** Choose D18-A/B/C. Each route revises a factual boundary **and** one sentence feature; adult transcription may keep the learner's exact punctuation choices for review.
5. **Exit · 4 min.** Choose `records` or `proves` in “The club log ___ four items waiting for parts at closing.” **Records**. Ask where the comma goes in “Although the poster is bold the small line remains important.” After **bold**.
6. **Note · 2 min.** Record meaning/grammar separately. If comma is missed but claim strength is sound, teach punctuation on a new sentence without erasing the child's reading inference.

**Home/extension:** Use two written sentences, no device. Extension: test how “might”, “could” and “will” change a recommendation's certainty.

### Day 19 · Ask a fair question; revise the pitch

**Codes:** `AC9E6LA04`, `AC9E6LY02`, `AC9E6LY06`, `AC9E6LY07`. **Goal:** rehearse a brief argument with a source, a limit and a thoughtful response to a question. **Prepare:** B/C/D, argument planner and a private partner/teacher option.

1. **Invite · 2 min.** Offer the same question in two tones: “What else would you need to know?” and a dismissive “That proves nothing.” Ask which invites a useful answer while still testing the claim.
2. **Model · 5 min.** Give a 35-second original pitch: “**One more small trial** could be useful. The club recorded 11 of 18 items working at closing. The log does not say whether they stayed working; Ren's comment is one view. If staff and parts are available, **one more small trial** could gather follow-up and wider feedback.” Explain that repeating the proposal twice gives cohesion, but two similar source texts do not become independent proof.
3. **Guided · 6 min.** Learners identify the repeated key phrase, exact number, source boundary and condition. In pairs, practise a question about follow-up, quiet access or staff capacity. Accept written/AAC questions and a private teacher audience.
4. **Choice · 6 min.** Select D19-A/B/C to rehearse, create a visual cue card, or interrogate a claim. A child can deliver privately, with chosen pitch/pace/volume; do not assess accent, loudness or social confidence.
5. **Exit · 4 min.** Learner states one revision prompted by a fair question, e.g. adding “at closing” or “if volunteers are available.” Record exact revision rather than “good presentation.”
6. **Note · 2 min.** Record whether a spoken/multimodal presentation actually occurred; a cue-card plan alone supports planning, not delivered-presentation evidence.

**Home/extension:** Rehearse to a chosen adult or keep a private written pitch; nobody must record their voice. Extension: answer a second neutral question without inventing a new statistic.

### Day 20 · New-source argument check

**Codes:** `AC9E6LY01`, `AC9E6LY02`, `AC9E6LY06`, `AC9E6LA06`, `AC9E6LA09`. **Goal:** transfer source reading and bounded persuasive writing to a new fictional pop-up reading cart. **Prepare:** sealed [Day 20 learner source/check](STUDENT-CHECKS.md), blank planner, separate [staff key](teacher/ANSWER-AND-NEXT.md).

1. **Invite · 2 min.** Say a new reader needs a reasoned recommendation, not a loud slogan. Offer an accessible response route.
2. **Model · 5 min.** Revisit a **different** Source F claim: 16 returns logged at closing does not show all 20 were permanently lost or returned. Put it away.
3. **Guided · 6 min.** From Source G, decide whether a one-day indoor test supports “weatherproof.” Model the sentence “Although 32 labels were readable after one day, the source gives no rain test.” Do not show the held-out cart data or comments.
4. **Independent check · 6 min.** Give the new Day 20 source and Items 1–2. Read neutrally or allow screen reader/AAC; do not choose evidence for the learner.
5. **Check exit · 4 min.** Item 3 asks for a brief structured argument and one revision. Accept four checkable sentences in writing, dictated words or planned then spoken explanation; do not impose a word-count speed test. Preserve first response before feedback.
6. **Note · 2 min.** Use the [separate rubric](teacher/ANSWER-AND-NEXT.md) for source accuracy, bounded recommendation, counterpoint/unknown and language choice. Later D20 choices follow only after this check.

**Home/extension:** A fresh optional card can go home after assessment, never the check for coached completion. A field trial and local curriculum review are still pending.

**Daily continuation beyond the 25 minutes:** Offer independent reading at the child's taught point, word study, oral listening and a short edit later in the day. The ten [optional extra cards](DAILY-EXTRAS.md) provide specific choices; they are additions to a local timetable, not substitutes for a broad text diet or specialist support. Avoid fixed “visual/auditory learner” labels: offer modes as access and agency.

Original SubjectNest scripts and examples © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Exact ACARA descriptions and source rights are in the [crosswalk](CURRICULUM-CROSSWALK.md).