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Day 42 · Same idea, another qualityFoundation Dance · T1 W9–10 · Day 42 lesson

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Foundation / Dance / Term 1 / Weeks 09 10

Part of the full lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Goal/codes: explore changing quality while retaining the action idea; proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: quality contrast, or exact/no-print route.

  1. Welcome · 3 min. Read the child's action key or choose a new comfortable idea. Ask whether they want a tiny dance, an actual willing adult enactment, object model or plan today.
  2. Try · 4 min. Try the action with FLOW, then PLACE, before score discussion, with rest if wanted. Keep the action idea rather than require identical physical form. The child can stop, or an adult can actually enact only what the child directs; silent directions remain a plan.
  3. Explore · 5 min. Compare the reminders on Source A: FLOW then PLACE, then FINISH. Ask “What stayed? What did you choose differently?” Notice a connected carrying action versus a gentle clear arrival only when actually observed, not from the cards.
  4. Make · 7 min. Child chooses either order or another own version for a pretend reveal, private dance or own purpose. Offer one more short trial, not a repeat-until-correct drill. Keep/change/stop; score afterward if useful.
  5. Notice · 4 min. Privately distinguish action changes from quality-only choices. Save own preference and actual movement/adult enactment/object/plan status, with date/observer/help. Do not judge strength or speed.
  6. Close · 2 min. Rest and keep the chosen version if wanted. Tomorrow one little quality choice can change inside a phrase.

Next teaching: If the action changes as well, record both; do not erase that creative choice to fit the model.

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