# Year 8 English clean learner choices Days 11–20

Your teacher gives you the [original texts](TEXTS.md) and optional [print/text/tactile aids](print/TEXT-ALTERNATIVES.md). Each day offers **A, B or C**: choose a route that helps you show the same core thinking. You may switch routes; these are task choices, not fixed “learning styles”. You can read silently, hear the exact text, type, write, point, use AAC, arrange cards or direct a scribe. Tell the teacher which words and decisions are yours and what help you used. Listening to a text supports comprehension but does not show independent print reading. Keep a first answer beside later edits. No one needs to film, perform publicly, buy materials, share home circumstances or disclose an access need.

## Day 11

Use **Text A**. Explain why `12 + 18n + 12` and `24 + 18n` name the same width in the invented **paper model**, then name one real-world question the model leaves open.

- **A · Explain a row.** Choose `n = 2` or `n = 4`; write or dictate both forms with the same model total, then explain what each 12 represents.
- **B · Rearrange the words.** Use cards for LEFT MARGIN, PANELS, RIGHT MARGIN. Group the two margins as 24, point to the unchanged panels, and speak/type one source-bound sentence.
- **C · Advise an editor.** Write a two-sentence note: “The expressions are equivalent because…” and “That does not yet prove a physical display will…” Cite Text A's missing condition.

**Exit:** Say what is equal and what has not been tested.

## Day 12

Use **Text B**. Explain how the two captions work on a reader, with a source phrase and a limit.

- **A · Feature/effect.** Quote one promotional phrase and one technical line. Explain how each changes what a visitor expects.
- **B · Caption repair.** Keep Caption 1's invitation, but replace an overconfident phrase so a visitor knows the result is a paper model only.
- **C · Visitor test.** Show Caption 2 to a teacher/partner and ask what was modelled and what remains unknown. Revise a word if either answer is unclear.

**Exit:** “The hybrid opening asks readers to ___; the technical line ___; the source cannot ___.”

## Day 13

Use **Texts A and B**. Make a short paragraph that earns the claim “four paper panels fit the drawn rail”.

- **A · Full paragraph.** Write claim → exact model calculation → a *which/that* clause naming margins or panels → a separate limit sentence. Cite Text A, not only the caption.
- **B · Clause builder.** Arrange strips “the four-panel design / which includes two 12 cm margins / uses 96 cm”. Read the result, then add one source line and one missing physical test.
- **C · Edit a weak claim.** Change “It fits everywhere because four fits” into a bounded paragraph for a display editor. Explain which new words make the claim honest.

**Exit:** Point to your source detail and the words that restrict the claim to the model.

## Day 14

Read **Text C**. Give both the measured meaning of *margin* and a possible second meaning in the story, supported by a phrase.

- **A · Close reading.** Mark Theo's title, Ren's question and Maja's final line. Explain how the characters' viewpoints change across those details.
- **B · Scene map.** Place title, four panels, left/right margins and three speaker cards on a paper plan. Add exact story words, then explain what Ren could not see from the calculation alone.
- **C · Two viewpoints.** Dictate, write or use AAC to compare “waste” with “somewhere to arrive”. Name a character change and quote a line that supports it.

**Exit:** One literal reading, one layered reading and one text clue. You do not need a personal story.

## Day 15

Your teacher gives you a **new paper-model source** today. Work from that source, not memorised numbers. Find a valid result, a caption overclaim and a check that would strengthen the claim.

- **A · Visitor paragraph.** Make three or four sentences with source/set, result, limitation and next test.
- **B · Source–claim board.** Put quoted detail, justified claim and still-unknown claim in different fields. Direct/type a final caption in your own wording.
- **C · Quiet oral/AAC route.** Explain the same four parts to a teacher or trusted partner. Approve a local transcript of your words; no recording is published.

**Exit:** Point to the source phrase behind your result and the word that limits your conclusion. Keep the first response.

## Day 16

Read **Text D**. How does “at most three complete demonstrations in this model” differ from “everyone gets a turn”?

- **A · Technical word pair.** Explain `d`, `≤` and *complete demonstration* in plain English, then repair the headline with its model condition.
- **B · Two-column notice.** Put HEADLINE PROMISE on one side, TIMING EVIDENCE on the other. Use `d = 3` and `d = 4` to explain why the promise reaches further.
- **C · Reader question.** Write a short email-free note to the fictional team: keep one true timing statement, qualify one overreach, and ask what has not been measured.

**Exit:** State the model's limit without asserting anything about actual people.

## Day 17

Use **Text E**. What does *allocation* hide, and what can you say without inventing a person who acts?

- **A · Source annotation.** Mark a coordinator plan, Kit's expectation and one unanswered question. Rewrite the nominalised sentence with responsibility still honestly unknown.
- **B · Notice edit.** Make a two- or three-sentence reply with a correctly attributed quotation or paraphrase, the timing result and a question about who allocates slots.
- **C · Explain to an editor.** Speak, sign, type or use AAC: “The noun *allocation* hides… The source does/does not name… I would write…” Check your edit against the exact note.

**Exit:** Keep planned action separate from completed action.

## Day 18

Read **Text F**. Give an opinion about how the line, dash, semicolon or images shape its tone. Use exact words, then create and revise two original lines.

- **A · Image reading.** Compare “closing gate” and “sky”. Explain how they might position two readers differently. Write two new lines with a deliberate image and change one word after rereading.
- **B · Punctuation test.** Read “I moved the line; I kept the page” with and without the semicolon, and the first line with and without the dash. Explain the effect, then write and revise two original lines using a mark on purpose.
- **C · Small visual poem.** Arrange LINE, PAGE and CORNER cards and add your own two lines as captions. Explain one nonliteral meaning and revise a word or mark to change the effect.

**Exit:** Name one literary choice, its effect and your own revision. A supported different reading is welcome.

## Day 19

Use **Texts D and E** to challenge the invented notice fairly. Keep its correct timing result, qualify the promise and ask a checkable question.

- **A · Spoken presentation.** Plan and privately deliver 45–60 seconds to a consenting listener. Use a readable pace and emphasise the source limitation; invite one question before editing.
- **B · AAC/text-to-speech presentation.** Arrange the same four parts in a visible sequence, deliver to a consenting listener and edit after a question. Your organisation and reasoning count; vocal control is not inferred from a synthetic voice.
- **C · Written alternative.** Send no message. Write a paper/typed reply, have a teacher test the same listener question, and revise. This shows composition, not a spoken performance sample.

**Exit:** “I kept ___ because ___; I challenged ___ because ___.” Nobody has to address a public audience.

## Day 20

Your teacher gives you a **new time/source notice** today. Identify a valid result, an overclaim and a word hiding who acts. Write for a reader unfamiliar with the source.

- **A · Annotated note.** Quote a source number and write three or four sentences: what the model allows, what the notice cannot promise, who is unnamed and one next check.
- **B · Evidence cards.** Separate MODEL RESULT, HEADLINE CLAIM and MISSING ACTOR. Move exact source details under each, then direct/type a final reader note.
- **C · Quiet oral/AAC response.** Explain the same model, limit, actor and next check to a teacher. Keep a local transcript of your wording; do not post it.

**Exit:** Point to your supporting detail and qualification. Keep first attempt and later edit visible.

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