# Year 9 English · ten 25-minute teacher scripts · Days 11–20

These sessions extend the opening fortnight's source comparison into **cohesion, nominalisation and abstract nouns**, with fresh fictional cases and one short original literary scene. Use [clean source texts](ORIGINAL-TEXTS.md), [learner page](LEARNER.md), [daily A/B/C routes](DAILY-CHOICES.md), [extras](DAILY-EXTRAS.md), [three A4/text/tactile aids](print/TEXT-ALTERNATIVES.md) and the [separate staff key](teacher/ANSWER-AND-NEXT.md). All curriculum links are [partial and exact](CURRICULUM-CROSSWALK.md). No text depicts a real place, person, observation or outcome. A neutral read-aloud can provide access; record independent reading evidence separately from analysis. Do not grade accent, speed or handwriting as cohesion.

**Ordinary rhythm:** launch 2 + model 5 + guided reading 6 + one practice route 6 + exit 4 + evidence note 2 = **25 minutes**. Days 15/20: launch 2 + prior example 5 + instructions 2 + independent fresh check 10 + transfer exit 4 + note 2 = **25 minutes**. Adapt timing locally where needed while keeping the first check genuinely independent.

## Week 3 · make the link between ideas visible

### Day 11 · A connective must name the relationship

**Codes:** `AC9E9LA04`, `AC9E9LY04`. **Goal:** connect sequence, cause and limitation without inventing evidence. **Prepare:** Text A and the [cohesion-chain board](print/cohesion-chain.pdf).

1. **Launch · 2 min.** Read Text A's first two times. Ask what happened first and what followed; do not infer visitor motives.
2. **Model · 5 min.** Write: “At 9:20, the crew moved the arrow **because** the table blocked it. **Later**, two visitors asked where to turn.” `Because` links the stated reason; `later` orders events. `Therefore all visitors were confused` would exceed the log.
3. **Guided reading · 6 min.** Sort `because` (reason supplied), `later` (time), `however` (contrast), `therefore` (claimed result) against Text A. Ask which relationship is actually warranted in each proposed sentence; a connective cannot create missing evidence.
4. **Practice route · 6 min.** D11-A/B/C: timeline, spoken script or connective critique. Each must preserve Text A's order and one uncertainty.
5. **Exit · 4 min.** Choose for “The crew moved the arrow ___ the table blocked it”: **because**, not **however**. Then explain why “Therefore the new sign solved the problem” is not established.
6. **Evidence note · 2 min.** Record relationship word and evidence limit separately. If a pupil uses a fluent but false result connective, ask for the exact supporting line.

**Later:** [Day11 optional card](DAILY-EXTRAS.md) uses a music programme.

### Day 12 · A reference word needs a clear anchor

**Codes:** `AC9E9LA04`, `AC9E9LY04`. **Goal:** trace “it”, “this decision” and “those questions” to a specific earlier idea. **Prepare:** Texts A–C and the [cohesion board](print/cohesion-chain.pdf).

1. **Launch · 2 min.** In Text C, ask what `it` refers to after “the crew moved the east-door arrow because a display table blocked it.” The intended referent is the arrow, but the pronoun can invite confusion about what the table blocked; revise if readers hesitate.
2. **Model · 5 min.** Replace the uncertain clause with “because the display table blocked the view of the east-door arrow.” In Text B, `this decision` might refer to the move or the second arrow; label it **ambiguous** rather than silently choosing.
3. **Guided reading · 6 min.** Draw arrows from `they` in Text A to “the crew”, `those two questions` in Text C to the two visitor questions, and `this decision` in B to a question mark. Ask when repeating a short noun phrase is clearer than a pronoun.
4. **Practice route · 6 min.** D12-A/B/C: reference chain, audio/AAC rewrite or ambiguity audit. Every route names antecedent and makes one repair.
5. **Exit · 4 min.** Repair “The crew moved the arrow near the table. It blocked the door.” One clear option: “The table blocked the east-door view.” Record whether a pupil's alternative keeps the intended meaning.
6. **Evidence note · 2 min.** If a referent is missing, model a repeated noun phrase, then test with an absent reader.

**Later:** [Day12 optional card](DAILY-EXTRAS.md) uses a theatre note.

### Day 13 · A noun can compress action and hide its doer

**Codes:** `AC9E9LA04`, `AC9E9LA06`, `AC9E9LY05`. **Goal:** unpack a nominalisation and compare a compact claim with a log. **Prepare:** Text A/B and [agency lens](print/agency-lens.pdf).

1. **Launch · 2 min.** Ask what action is packed into Text B's `relocation`: someone **moved** something.
2. **Model · 5 min.** “The relocation caused confusion” becomes “The crew moved the arrow at 9:20; two visitors later asked where to turn.” The first noun compresses the move and asserts a cause; the second names actor and observed questions. Neither proves why visitors asked.
3. **Guided reading · 6 min.** Unpack `improvement` into who changed what, and ask where the claimed `confidence` appears in Text A. Demonstrate that nominalisation can also be useful after an actor/action is established: “The crew added a second arrow. **This addition** is recorded; its effect is not.”
4. **Practice route · 6 min.** D13-A/B/C: actor-action table, short spoken comparison or overcompression repair. Each route keeps a useful summary noun while naming the evidence limit.
5. **Exit · 4 min.** Is `relocation` always poor writing? **No.** It can summarise a named move; it misleads if it erases a needed actor or adds an unsupported result.
6. **Evidence note · 2 min.** If pupils treat every abstract noun as deception, compare its precise and imprecise uses in two sentences.

**Later:** [Day13 extra](DAILY-EXTRAS.md) uses a sports inventory.

### Day 14 · Revise a notice for an absent reader

**Codes:** `AC9E9LA04`, `AC9E9LY04`, `AC9E9LY06`. **Goal:** edit an over-compressed notice into a short, attributed, cohesive paragraph. **Prepare:** Texts A–C, [two-version editor](print/two-version-editor.pdf).

1. **Launch · 2 min.** Give audience: a reader who never saw the log. Ask what they need first: event/actor, not the phrase “this decision”.
2. **Model · 5 min.** Compare B with C. Underline C's actor/action, `because`, `so`, `those two questions` and explicit final limit. C is a *draft* to critique, not a perfect official notice: its `it` can be clearer.
3. **Guided reading · 6 min.** With the class, replace that `it` and remove B's unsupported “confidence returned”. Decide where one compact noun, e.g. “the sign change”, helps the second sentence refer back clearly.
4. **Practice route · 6 min.** D14-A/B/C: public note, 40-second audio/AAC script or side-by-side editorial memo. All give a clear referent, warranted connective, useful summary noun and bounded conclusion.
5. **Exit · 4 min.** Identify the source detail that supports “two visitors asked” and the missing evidence for “confidence returned”. **Key:** Text A records two questions; no confidence measure/statement.
6. **Evidence note · 2 min.** Save old/new wording. If the prose is elegant but more certain than the log, ask for one limit sentence.

**Later:** [Day14 extra](DAILY-EXTRAS.md) offers a low-ink 3-line version; no public posting.

### Day 15 · Fresh cohesion and nominalisation check

**Codes:** `AC9E9LA04`, `AC9E9LA06`, `AC9E9LY05`. **Goal:** transfer reference, nominalisation and evidence-bound revision to a new fictional case. **Prepare:** Day15 [learner check](STUDENT-CHECKS.md) and [teacher key](teacher/ANSWER-AND-NEXT.md); both are public, so use a locally unseen case if prior access matters.

1. **Launch · 2 min.** State that a first response informs teaching, not an identity or ability label. Offer neutral reading, text enlargement, AAC or scribe.
2. **Prior example · 5 min.** Revisit different Text A/B: “The crew moved the arrow” versus “the relocation.” Ask what the noun compresses; put the example away.
3. **Instructions · 2 min.** Ask learners to quote/point to exact source words, explain what a reference names and keep an outcome claim within evidence. Do not preview new content.
4. **Independent fresh check · 10 min.** Introduce new-case Items 1–2. Preserve first response when new to the learner; record content prompts.
5. **Transfer exit · 4 min.** Item 3 asks for a reader-facing revision with one remaining question.
6. **Evidence note · 2 min.** Mark reference, actor/action, evidence limit and revision separately. Access interruption means not observed.

**Later:** D15 choices are **after** the first check and use unrelated examples.

## Week 4 · use abstract nouns with precision and style

### Day 16 · An abstract noun can name an idea, not prove it

**Codes:** `AC9E9LA06`, `AC9E9LY04`. **Goal:** summarise actions in a literary scene with a defensible abstract noun and distinguish interpretation from fact. **Prepare:** original fiction Text D and [agency lens](print/agency-lens.pdf).

1. **Launch · 2 min.** Read *The third turn*. Ask what Mica does on the page: writes, crosses out, walks, folds.
2. **Model · 5 min.** “Mica wrote *left* and crossed it out. **That hesitation** shapes the pause that follows.” `Hesitation` summarises actions; the writer infers a state. Do not assert that Mica has a diagnosed trait or feels an exact emotion.
3. **Guided reading · 6 min.** Compare `the hesitation`, `the silence`, `the certainty`. Which is most defensible from the text? Hesitation/silence have textual cues; certainty conflicts with correction. Ask how “silence felt heavier than the clipboard” shapes mood without being a weight claim.
4. **Practice route · 6 min.** D16-A/B/C: scene annotation, concise spoken summary or unsupported-abstract-noun critique. Each points to exact action and labels inference.
5. **Exit · 4 min.** Write/say one noun that summarises the crossing-out and one detail supporting it. Accept “uncertainty” with explanation; reject “failure” as a fact unless carefully framed as interpretation.
6. **Evidence note · 2 min.** If a learner offers a different plausible reading, ask for a text detail rather than enforcing one emotion.

**Later:** [Day16 extra](DAILY-EXTRAS.md) turns the scene into a four-line script.

### Day 17 · A summary noun should not outgrow its evidence

**Codes:** `AC9E9LA06`, `AC9E9LY05`. **Goal:** compare an abstract noun in a report with one in fiction. **Prepare:** Text B/C/D and [agency lens](print/agency-lens.pdf).

1. **Launch · 2 min.** Put `confidence returned` beside “the silence felt heavier”. Ask which text type makes a measurable-looking outcome claim.
2. **Model · 5 min.** The report's `confidence` implies a change Text A never records. The fictional scene's `silence` is observed within its narrated world, while “heavier” is figurative. Purpose and evidence change what we can claim.
3. **Guided reading · 6 min.** Compare `the addition` (second arrow documented), `the improvement` (value judgement), `the hesitation` (supported interpretation). Class labels source detail, inference and overreach.
4. **Practice route · 6 min.** D17-A/B/C: evidence ladder, oral comparison or concise edit. Each uses one noun from a report and one from fiction, with a warranted conclusion.
5. **Exit · 4 min.** Revise “The improvement restored confidence” to “The crew added a second arrow; the log does not show whether it helped.” Explain why the revision is narrower.
6. **Evidence note · 2 min.** If a learner mistakes fictional mood for measured data, ask what narrative perspective provides and what a real survey would need.

**Later:** [Day17 extra](DAILY-EXTRAS.md) draws on a seed-swap micro-card.

### Day 18 · Cohesion across a whole paragraph

**Codes:** `AC9E9LA04`, `AC9E9LY04`, `AC9E9LY06`. **Goal:** build a short paragraph whose reference chain and connectives preserve chronology and limit. **Prepare:** Text E micro-cards, [cohesion board](print/cohesion-chain.pdf).

1. **Launch · 2 min.** Choose the theatre rehearsal note. Ask what `the move` would refer back to.
2. **Model · 5 min.** “The stage manager moved the rehearsal from A to C. **After that change**, two performers asked for the new start time. **However**, the note gives no attendance count, so it cannot tell us how many people attended.” Explain each link; `however` marks a limit, not a time step.
3. **Guided reading · 6 min.** Rearrange three sentence strips from the sports equipment log; give an actor/action first, a compact reference second, and a limit third. Do not infer theft from one missing ball.
4. **Practice route · 6 min.** D18-A/B/C: reorder, narrate or audit a paragraph using distinct micro-cards. Each route uses two purposeful links and one evidence limit.
5. **Exit · 4 min.** Repair “Seven balls remained. Therefore someone stole one.” **Key:** one fewer was counted; the log did not record borrowing or a cause.
6. **Evidence note · 2 min.** If a connective implies causation where only order is known, replace it with `later`/`afterward` and state the unknown.

**Later:** [Day18 extra](DAILY-EXTRAS.md) uses a music sharing script.

### Day 19 · Edit a miniature literary text for effect

**Codes:** `AC9E9LA06`, `AC9E9LE06`, `AC9E9LY06`. **Goal:** create and edit a short original scene, using one abstract noun to summarise actions and a clear reference chain for an absent reader. **Prepare:** Text D, [two-version editor](print/two-version-editor.pdf).

1. **Launch · 2 min.** Revisit the difference between what Text D shows and what a reader infers. Give audience: another Year 9 reader who has not seen the source scene.
2. **Model · 5 min.** Draft two sentences: “Tara held the map above the floor arrows, then folded it without speaking. **That pause** left Jem waiting at the doorway.” Underline antecedent and abstract noun; the pause is visible, but Jem's thoughts remain unreported. This new example is invented.
3. **Guided reading · 6 min.** Compare “The anxiety was obvious” with “Tara folded the map and waited.” Ask which gives a reader evidence rather than dictating an unobserved emotion. Discuss a possible figurative line as **style**, not a fact claim.
4. **Practice route · 6 min.** D19-A/B/C: write a 60-word scene, script a spoken/AAC micro-scene or revise a deliberately vague draft. All routes include a concrete action, one abstract summary noun, a reference with a clear anchor, and a saved edit.
5. **Exit · 4 min.** Show an old/new line. Explain the intended reader effect of one noun or reference change without claiming a real reader has tested it.
6. **Evidence note · 2 min.** Assess clarity and deliberate style separately; do not prescribe one “correct” feeling for the fictional characters.

**Later:** [Day19 extra](DAILY-EXTRAS.md) is a private four-line expansion, not public publication.

### Day 20 · Fresh cross-genre transfer check

**Codes:** `AC9E9LA04`, `AC9E9LA06`, `AC9E9LY04`, `AC9E9LY06`. **Goal:** respond to new-case log/draft and microfiction using precise cohesion and abstract nouns, then revise for a named audience. **Prepare:** Day20 [learner check](STUDENT-CHECKS.md) and [teacher key](teacher/ANSWER-AND-NEXT.md); public access means a locally unseen equivalent may be needed.

1. **Launch · 2 min.** Explain that source status and audience matter; a new text can be read neutrally in the learner's access route.
2. **Prior example · 5 min.** Model with different Text E: “The organiser shifted the label. **This move** is recorded; the later effect is unknown.” Put it away.
3. **Instructions · 2 min.** Ask learners to mark the action, what an abstract noun summarises and whether a connective/reference is warranted. Do not preview the new-case texts during this lesson.
4. **Independent fresh check · 10 min.** Introduce new-case Items 1–2. Preserve first work if new to the learner; no content hints.
5. **Transfer exit · 4 min.** Item 3 asks for a short edited version for an absent reader and an honest limit.
6. **Evidence note · 2 min.** Mark report evidence, literary interpretation, referents and edit separately. Use later Day20 practice with unrelated text.

**Later:** [Day20 optional card](DAILY-EXTRAS.md) follows the first response.

Original SubjectNest scripts © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).