# Year 8 English Term 1 Weeks 3–4 Days 11–20

Ten original 25-minute lessons move from an invented paper-display model and hybrid captions to a literary vignette, then to a fictional demonstration notice, source reply and poem. The common thread is **what a source supports, what its wording suggests, and where the claim stops**. This continues the opening fortnight's source-reading work with new texts and skills; it does not reuse its repair flyer or travel poll. Use [LESSONS.md](LESSONS.md) for the teacher sequence and [LEARNER-COPY.md](LEARNER-COPY.md) with [TEXTS.md](TEXTS.md) for learners. Offer exactly one of the three meaningful learner routes each day; a route is an access and composition choice, never a fixed label for a child.

## Ready-to-use desk map

| When | Put on the desk | Keep for staff |
| --- | --- | --- |
| Days 11–14 | [Texts A–C](TEXTS.md), [learner routes](LEARNER-COPY.md), the [equivalence](print/equivalence-evidence.svg), [hybrid](print/hybrid-source-map.svg) and [line/meaning](print/line-meaning.svg) aids as useful | [Daily feedback map](TEACHER-KEY.md#daily-feedback-map) |
| Day 15 | Give the new source in [Check A](ASSESSMENT.md#check-a-day-15-fresh-layout-source) only on the day | [Check A worked key](TEACHER-KEY.md#check-a-day-15-worked-key) |
| Days 16–19 | [Texts D–F](TEXTS.md), [learner routes](LEARNER-COPY.md), the aids or [full text/tactile equivalents](print/TEXT-ALTERNATIVES.md) | [Feedback map](TEACHER-KEY.md#daily-feedback-map); record actual Day 19 spoken, AAC or written evidence |
| Day 20 | Give the new source in [Check B](ASSESSMENT.md#check-b-day-20-fresh-time-source) only on the day | [Check B worked key](TEACHER-KEY.md#check-b-day-20-worked-key) |

Each lesson provides a 2 + 4 + 5 + 7 + 4 + 3 minute sequence. [Optional practice and no-purchase home ideas](OPTIONAL-PRACTICE-AND-HOME.md) provide two alternative five-minute extras and one low-material route per day; none is homework required for the core lesson. Give Day 15/20 extras only **after** collecting the held-out response. The checks and teacher key are publicly accessible in this library, so they are not secure test items. Share only the learner prompt in class, collect first responses before feedback, and use a locally changed case when prior access matters.

## Access and evidence boundaries

All examples, quotations, characters and figures are invented. The original texts are for supported Year 8 reading and discussion, not a claim that every student can independently decode them. Record exact adult read-aloud as listening-supported comprehension; do not mark it as independent print reading. Speech, quiet reading, AAC, typing, a directed scribe, tactile labels and enlarged print can express analysis. Note what support was given and what language the learner chose. A synthetic voice is an AAC/text output, not evidence of vocal control. Private speaking on Day 19 can evidence the planned spoken interaction; a written alternative remains valid composition evidence with a different code boundary. Invite supported interpretations of the vignette and poem without demanding disclosure of personal experience.

The numerical rules are **fictional models**, with stated dimensions or times. They do not approve a real display, timetable, site or event. A calculator may help check a number while the English claim and source analysis remain the assessed work. Teacher judgement should distinguish wrong arithmetic from unsupported language inference. Collect no real child names, photographs, recordings, access details or family data for this pack.

## Curriculum, source and reuse

The [17-code exact-row crosswalk](CURRICULUM-CROSSWALK.md) pins selected Australian Curriculum v9 Year 8 English content descriptions to actual tasks. It shows **opportunities within** descriptions, not full Year 8 coverage, a Year 8 achievement judgement, or approval under any state or territory syllabus. A school must add a broader range of Australian, First Nations Australian and world-authored literature with rights and local cultural protocols; the original vignette and poem here cannot replace that reading program. Schools also need to review their own state/territory implementation, accessibility needs, term allocation and assessment moderation. No First Nations words, cultural motifs, translations or local place claims have been invented.

Read the [source and rights ledger](SOURCES-AND-RIGHTS.md) before redistribution. The [three A4 SVG/PDF aids](print/TEXT-ALTERNATIVES.md) have complete text and tactile routes; [font rights](print/FONT-RIGHTS.md) are separate. The [desk run-through](RUN-THROUGH.md) records review limits and corrections. Run `python3 verify_pack.py` from this directory to recheck structure, source-row import, fresh-check separation, arithmetic, assets, links, deterministic rendering and [file hashes](MANIFEST.sha256). The checks verify artifacts and internal consistency; they do not prove student outcomes or assistive-technology compatibility.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit author, source, licence and changes. ACARA wording and font software have separate notices in the ledger.