Codes: AC9E7LE05, AC9E7LY05. Goal: explain how character, setting and event combine to create meaning. Prepare: Text A, two-column “what happens / what it suggests” note.
- Hook · 2 min. Say: “A tool works six times, then fails on the seventh. Does the failure make the tool useless?” Accept a quick prediction, then ask students to listen for a change in thinking.
- Read · 5 min. Read Text A aloud or offer quiet reading. Pause after the seventh shape: “What could make two groups get different endings?” Give ten seconds to reread the line about its two edges.
- Model inference · 5 min. Quote “Mira paused.” Say: “That small action suggests she is testing the rule, not just following Dev. I need the later retest to support that inference.” Distinguish text detail from interpretation.
- Pair choice · 7 min. Students choose Mira or Dev. Each names one action, one change and the exact phrase that supports it. Partners ask, “Could another reader see it differently?” Encourage a second defensible reading.
- Meaning talk · 4 min. Ask: “Why end with an unmatched card?” Draw out the limit of a model and the value of revising a tool. Do not present the paper cards as real biological evidence.
- Exit · 2 min. Everyone writes/says: “The seventh shape changes ___ because ___.” Look for event plus supported character response, then select follow-up from assessment.
Access: text in selectable form; adult read or independent reading; a learner can point to a quoted line and dictate the inference. Offer an advance plot map without supplying the interpretation.