# Three things for our puppet · Foundation Digital Technologies · Weeks 11–12

Make a little plan your child can use straight away. Choose three things for a pretend character to do, show them in order, then try another way to show the **same choices**. Repeating a choice is fine. Your character can read, make, pause or do something you invent.

## Start here

1. Read the short [model and key](MATERIALS.md), or choose your own three picture ideas.
2. Put three broad marks on paper. Point, speak, sign, use augmentative and alternative communication (AAC), draw or direct an adult. No puppet, printer or independent reading needed.
3. Ask: “What comes first? How else could we show that same choice?” Use one part now; continue later if useful.

The [screen helper](interactive/three-things.html) offers three native choices, large original pictures, symbols and exact words. It starts blank, uses no account, stores no choices and supplies no child result. The [paper equivalent](interactive/PAPER-EQUIVALENT.md) is complete. Physical objects are an additional locally prepared representation; pictures of objects on a screen do not become physical objects.

This pack follows [Weeks 9–10](../../term-1/weeks-09-10/README.md). It provides [ten optional 25-minute starts](LESSONS.md), [thirty switchable routes](LEARNER-CARDS.md), [twenty worked interests](PRACTICE-SWAPS.md), [ten home invitations](FAMILY-OPTIONAL.md), [ten supplements](EXTENSIONS.md), [eight original A4 pairs with complete reading copies](print/TEXT-ALTERNATIVES.md), and two [fresh public formative checks](STUDENT-CHECKS.md) with a [separate teacher key](teacher/KEY-AND-NEXT.md). Timings are unmeasured starting estimates; adapt the pace. These are a bank of options for your timetable, not five compulsory Digital Technologies lessons every week.

Keep the practical choice and representation central. [Actual device use](DEVICE-GATE.md) can support the purposeful-system opportunity; the paper route is useful without claiming device exploration. A child's own made strip can provide one example of data they identify as theirs. No name, photo, location or family data needs collecting. Source facts, choice, actual device interaction and any willing-reader response are recorded separately by the educator only where useful.

[Curriculum/source mapping](CURRICULUM-CROSSWALK.md), [rights](SOURCE-AND-RIGHTS.md), [desk review](RUN-THROUGH.md), [verifier](verify_pack.py) and [manifest](manifest.json) make the draft reviewable. Local school/state fit, individual access and real classroom usefulness remain educator review.