# Year 6 English · Term 1, Weeks 3–4 · Days 11–20

**Ready-to-use two-week teaching pack, 10 × 25-minute lessons.** Week 3 compares a second media account with a tally, selected comments and a proposal. Week 4 makes a short argument for a defined fictional reader, using evidence, a limit and a careful next step. It follows the [Year 6 opening fortnight](../weeks-01-02/README.md) and the [year sequence](../../../year-sequence.md). It is a **partial Year 6 English sequence**, not a whole-year curriculum, achievement-standard judgement or local state/territory endorsement.

## Take this to class

1. Read the [teacher lessons](LESSONS.md), then keep the [staff answers and next moves](teacher/ANSWER-AND-NEXT.md) in a staff-only place. Check the local timetable, curriculum, class access needs and school policies.
2. Give learners the [clean Day 11–20 page](LEARNER.md) and the original [fictional source packet](SOURCE-TEXTS.md). Start with the [poster PDF](print/repair-poster.pdf) or its [complete text/tactile alternative](print/TEXT-ALTERNATIVES.md). The [source comparison](print/source-comparison.pdf) and [argument planner](print/argument-planner.pdf) are reusable blank aids.
3. Each ordinary day: invite **2**, model **5**, guide **6**, choose **6**, exit **4**, record evidence **2** minutes. Offer one of [three distinct routes per day](DAILY-CHOICES.md), with a learner-selected mode where possible. [Ten optional extra cards](DAILY-EXTRAS.md) extend the day or can go home.
4. Open the [fresh checks](STUDENT-CHECKS.md) only on **Days 15 and 20**. Replace the normal six-minute choice and four-minute exit with the ten-minute check. Keep the corresponding D15/D20 practice routes for **after** the first response. Record read-aloud or transcription separately from independent reading/writing evidence.
5. Use the [separate staff key](teacher/ANSWER-AND-NEXT.md) to notice the next specific reading or writing move. A response can be spoken, signed/AAC, typed, dictated, pointed or handwritten. Content coaching changes what the check can show; access alone need not.

The reading packet, comments, logs, dates, people and places are **fictional originals**. The repair-club scenario is for media reading and argument, **not** a real service, repair instruction, safety activity, purchase recommendation or invitation to bring items to class. No learner must disclose a home circumstance, diagnosis, identity or community knowledge. Do not infer one from a response. Offer quiet/private ways to rehearse and present; avoid assigning a permanent “learning style”.

## Evidence and reuse

The [exact ACARA v9 crosswalk](CURRICULUM-CROSSWALK.md) gives **13** Year 6 English descriptions with pinned workbook rows and taught limits. [Sources, rights and review](SOURCES-AND-REVIEW.md) distinguishes official curriculum text, original teaching content and embedded font rights. The [simulated teacher, learner and funder run-through](RUN-THROUGH.md) records what has and has not been tried. The [verification script](verify_pack.py) checks source rows, daily structure, checks, local links, printable A4 pairs and [file hashes](MANIFEST.sha256): `python verify_pack.py` from this folder. There is **no classroom pilot, learning-outcome study, accessibility user test or formal state approval** in this pack.

Original SubjectNest prose, fictional texts, printable layouts and text alternatives © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit SubjectNest by NeuroForgeIO Pty Ltd, link the licence and mark changes. Python source is [Apache-2.0](CODE-LICENSE.txt). ACARA and DejaVu retain their own attribution and exclusions. Adapt for the exact Australian jurisdiction and learners before use.