Choose any useful session. Shorten, split, pause or revisit it. These are planning allowances, not ten compulsory extra periods or tested pacing. No prior child work, home return or audience is presumed.
| Day | Full teacher script | Making focus |
|---|---|---|
| 71 | Give a little message a job | Choose an own purpose and make one actual feature for a short message. |
| 72 | What information belongs in this message? | Choose what a short message shows, leaves out or makes easier to find. |
| 73 | Choose where a reader might start | Arrange actual message parts and decide their intended relationship. |
| 74 | Why would someone publish a message? | Explore a real source or actual maker's work/account without inventing purpose, attendance or importance. |
| 75 | Picture, own words, a sound cue — or fewer things | Choose the representation channels that suit an own short message. |
| 76 | One useful teaching invitation | Respond to actual first evidence with a targeted invitation while preserving child authorship. |
| 77 | Change one real thing — or keep it | Inspect a genuine available message and choose a revision, keep or new work. |
| 78 | Share it with someone willing, if wanted | Choose a boundary and distinguish actual reception from permission or rehearsal. |
| 79 | What I meant; what someone actually said | Separate intention, maker inspection, model interpretation and real response, then choose a next step. |
| 80 | A new little job for my message studio | Carry an own message-making decision into a different useful-in-play context. |
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