GRANNY CASTS A SPELL
written by Derek Hall, Alison Morris and Louisa Somerville
Propose Extra Credit to teacher and ask if you can do an oral presentation with students asking you questions to allow you to become used to speaking in front of a crowd. This will teach you how to be an orator and a great speaker one day.
The assignment is to read the book, answer the questions with emotional feeling and thought.
By doing so you will develop stimulative comprehension, interpretative comprehension, and thought comprehension. This is a starter and teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate a child's ability to understand with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
QUESTIONS IN RELATION TO STORY
1. What is the purpose of the story?
2. When Granny said she was a witch do you believe Susie believed that she was?
3. Who is Susie?
4. What do you think a witch is?
5. Do you believe that witches really exists?
6. Did Granny look like a witch?
7. Do all witches have a book of spells to cast from?
8. What did she say would happen if she cast a spell?
9. Who did Susie discover in the yard crying?
10. Why was he crying?
11. Was Susie concerned and expressed sympathy for the little man?
12. Who played a mean trick on the little man that caused him to cry?
13. What did Susie do to help him?
14. When she went to get help for the little man from her Granny what was happening?
15. Was her Granny sound asleep or talking in her sleep or casting a spell in her sleep?
16. What happened to make the little man jump up and down with joy?
17. What was the tailor going to make with the fabric and for whom? Why did he invite Susie to the May Ball?
18. Did Susie say thank you for the invitation?
19. When Susie went to bed what was she thinking of?
20. Who made Susie dream or wish true so she could go the May Ball?
21. How could she go if she was big? Did she become small so she could attend and participate?
22. When Susie woke up did she believe it was a dream?
23. How did Susie get to the Ball?
24. What confirmed that she went to the Ball when she woke up?
By Felicia McCaw
Thursday, January 29, 2015
ASSIGNMENT FOR STUDENTS ALL OVER THE WORLD #7 - TEACHES RELATIONAL VALUES
THE CHOCOLATE SOLDIER
written by Derek Hall, Alison Morris and Louisa Somerville
Propose Extra Credit to teacher and ask if you can do an oral presentation with students asking you questions to allow you to become used to speaking in front of a crowd. This will teach you how to be an orator and a great speaker one day.
The assignment is to read the book, answer the questions with emotional feeling and thought.
By doing so you will develop stimulative comprehension, interpretative comprehension, and thought comprehension. This is a starter and teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate a child's ability to understand with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
QUESTIONS IN RELATION TO STORY
1. What is the purpose of the story?
2. What did the Chocolate Soldier love?
3. What did the Chocolate Soldier do all day?
4. What happened to the Chocolate Soldier when he started to get warm and then hot?
5. What shape did he change into? What helped his shape evolve into his new form?
6. Do you think the Chocolate Soldier wanted to go downstream then out to the river and sea?
7. Was he scared of being eaten?
8. Once out in the sea did the Chocolate Soldier get caught in a net and did he try to get away?
9. Did the Chocolate Soldier have an escape plan that he wanted to try once they landed?
10. What happened to make the Chocolate Soldier transform into his new shape?
11. Who did the man give the Chocolate Soldier who was now shaped as a coin to?
12. How did the Chocolate Soldier feel about being a coin now?
13. Was he surprised to end up back where he started from in Mrs. Brown’s Candy Store?
14. Who did the Chocolate Soldier call for help to aid him?
15. How did teamwork between the sugar mice and another Chocolate Soldier help save the Chocolate Soldier who had been turned into a coin?
16. How did the Chocolate Soldier who was a coin change back into a soldier?
17. Do you think he was happy his eventful ordeal was over and he was back where he needed to be?
18. Do you think he was conceited or proud to be a Chocolate Soldier?
19. Was he brave and thinking how to save himself?
20. Do you think he appreciated his friends who save him?
By Felicia McCaw
written by Derek Hall, Alison Morris and Louisa Somerville
Propose Extra Credit to teacher and ask if you can do an oral presentation with students asking you questions to allow you to become used to speaking in front of a crowd. This will teach you how to be an orator and a great speaker one day.
The assignment is to read the book, answer the questions with emotional feeling and thought.
By doing so you will develop stimulative comprehension, interpretative comprehension, and thought comprehension. This is a starter and teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate a child's ability to understand with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
QUESTIONS IN RELATION TO STORY
1. What is the purpose of the story?
2. What did the Chocolate Soldier love?
3. What did the Chocolate Soldier do all day?
4. What happened to the Chocolate Soldier when he started to get warm and then hot?
5. What shape did he change into? What helped his shape evolve into his new form?
6. Do you think the Chocolate Soldier wanted to go downstream then out to the river and sea?
7. Was he scared of being eaten?
8. Once out in the sea did the Chocolate Soldier get caught in a net and did he try to get away?
9. Did the Chocolate Soldier have an escape plan that he wanted to try once they landed?
10. What happened to make the Chocolate Soldier transform into his new shape?
11. Who did the man give the Chocolate Soldier who was now shaped as a coin to?
12. How did the Chocolate Soldier feel about being a coin now?
13. Was he surprised to end up back where he started from in Mrs. Brown’s Candy Store?
14. Who did the Chocolate Soldier call for help to aid him?
15. How did teamwork between the sugar mice and another Chocolate Soldier help save the Chocolate Soldier who had been turned into a coin?
16. How did the Chocolate Soldier who was a coin change back into a soldier?
17. Do you think he was happy his eventful ordeal was over and he was back where he needed to be?
18. Do you think he was conceited or proud to be a Chocolate Soldier?
19. Was he brave and thinking how to save himself?
20. Do you think he appreciated his friends who save him?
By Felicia McCaw
ASSIGNMENT FOR STUDENTS ALL OVER THE WORLD #6 - TEACHES RELATIONAL VALUES
THE WOLF AND THE SEVEN GOATS
written by Derek Hall, Alison Morris and Louisa Somerville
Propose Extra Credit to teacher and ask if you can do an oral presentation with students asking you questions to allow you to become used to speaking in front of a crowd. This will teach you how to be an orator and a great speaker one day.
The assignment is to read the book, answer the questions with emotional feeling and thought.
By doing so you will develop stimulative comprehension, interpretative comprehension, and thought comprehension. This is a starter and teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate a child's ability to understand with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
QUESTIONS IN RELATION TO STORY
1. What is the purpose of the story?
2. Who is the mother?
3. How many children does she have?
4. Where did the mother goat need to go to gather food?
5. What did the mother goat tell her children to do before she left?
6. When she left was she confident that her children would do as she asked?
7. Did her children lock the door as directed?
8. Who knocked at the door?
9. Did the little goats know who was knocking at the door?
10. What did the cunning sneaky wolf do to soften his voice?
11. What did the little goats see on the window ledge to know that was not their mother knocking?
12. Still scheming and cunning what did the wolf do this time to try to trick the little goats to let him in?
13. What did the little goats ask the soft voice to do?
14. Did the little goats open the door?
15. When the door opened and the wolf rushed in what did the little goats do?
16. What did the wolf do when he found the little goats?
17. Did he find all of them and eat them all up?
18. What did the wolf do after he had his feast?
19. When the mother goat came home what did she find to her shock and horror?
20. How many names did she call until someone answered?
21. What sex was the little goat that told his mother what happened?
22. What did she do next and who went with her looking for her children?
23. Where did she find the wolf? Did she see something peculiar moving in his stomach?
24. Did she rejoice that her children were still alive in the wolf stomach?
25. What errand did she send the little goat to do?
26. What did the mother goat do with the scissors?
27. What did she do after she cut her children out of the wolf’s stomach and put in his belly rocks instead?
28. How many rocks were placed in the wolf’s stomach?
29. What did the wolf feel like after he woke up?
30. What happened when he tried to drink some water?
31. Who was happy knowing the wolf was gone forever and that they would not have to be afraid again?
By Felicia McCaw
written by Derek Hall, Alison Morris and Louisa Somerville
Propose Extra Credit to teacher and ask if you can do an oral presentation with students asking you questions to allow you to become used to speaking in front of a crowd. This will teach you how to be an orator and a great speaker one day.
The assignment is to read the book, answer the questions with emotional feeling and thought.
By doing so you will develop stimulative comprehension, interpretative comprehension, and thought comprehension. This is a starter and teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate a child's ability to understand with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
QUESTIONS IN RELATION TO STORY
1. What is the purpose of the story?
2. Who is the mother?
3. How many children does she have?
4. Where did the mother goat need to go to gather food?
5. What did the mother goat tell her children to do before she left?
6. When she left was she confident that her children would do as she asked?
7. Did her children lock the door as directed?
8. Who knocked at the door?
9. Did the little goats know who was knocking at the door?
10. What did the cunning sneaky wolf do to soften his voice?
11. What did the little goats see on the window ledge to know that was not their mother knocking?
12. Still scheming and cunning what did the wolf do this time to try to trick the little goats to let him in?
13. What did the little goats ask the soft voice to do?
14. Did the little goats open the door?
15. When the door opened and the wolf rushed in what did the little goats do?
16. What did the wolf do when he found the little goats?
17. Did he find all of them and eat them all up?
18. What did the wolf do after he had his feast?
19. When the mother goat came home what did she find to her shock and horror?
20. How many names did she call until someone answered?
21. What sex was the little goat that told his mother what happened?
22. What did she do next and who went with her looking for her children?
23. Where did she find the wolf? Did she see something peculiar moving in his stomach?
24. Did she rejoice that her children were still alive in the wolf stomach?
25. What errand did she send the little goat to do?
26. What did the mother goat do with the scissors?
27. What did she do after she cut her children out of the wolf’s stomach and put in his belly rocks instead?
28. How many rocks were placed in the wolf’s stomach?
29. What did the wolf feel like after he woke up?
30. What happened when he tried to drink some water?
31. Who was happy knowing the wolf was gone forever and that they would not have to be afraid again?
By Felicia McCaw
ASSIGNMENT FOR STUDENTS ALL OVER THE WORLD #5 - TEACHES RELATIONAL VALUES
THE DOG WITH NO VOICE
written by Derek Hall, Alison Morris and Louisa Somerville
Propose Extra Credit to teacher and ask if you can do an oral presentation with students asking you questions to allow you to become used to speaking in front of a crowd. This will teach you how to be an orator and a great speaker one day.
The assignment is to read the book, answer the questions with emotional feeling and thought.
By doing so you will develop stimulative comprehension, interpretative comprehension, and thought comprehension. This is a starter and teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate a child's ability to understand with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
QUESTIONS IN RELATION TO STORY
1. What is the purpose of the story?
2. Who lived a long time ago and had words of pure poetry?
3. Who could he charm from trees?
4. Was the prince a helpful person and who bundle did he carry?
5. Did the old lady like his voice? Do you believe that she was jealous and coveted his voice because she wanted it for her son?
6. Is it wrong to want something that someone possesses or have?
7. Do you believe she is really evil to want something that was not hers or his and yet she had a good thought for her son to improve his station in life?
8. Do you believe it is trustworthy to misuse a person’s trust and then steal something from them?
9. Would you trust this person again?
10. Did she repay his kindness by doing this mean evil to him?
11. Did she care about the prince that she turned into a dog?
12. Was she mean and selfish to take his voice and give it to her son?
13. Was the prince sad, miserable and depressed?
14. Were they (witch and her son) happy with his new voice? Do you think they cared that they stole his voice and turned him into a hound?
15. Was the young man received with politeness and eagerness by all he came in contact with now that he had a stolen voice.
16. Did he find a princess to serenade with sweet words of poetry?
17. Was his speech so refined that it relayed his station in life?
18. Did he ask her to marry him and did she accept?
19. How did the prince now a dog live and try to survive? Was this fair to him?
20. Who did he meet sitting on a bridge?
21. Did the little fellow (the pixie) feel sorry for him and offer to help him?
22. Did they have to go a long way to get to the castle?
23. When the dog prince looked at the princess what did he wish?
24. How did the pixie catch the words “my fairest one”? What did he do with the words?
25. Could the dog prince talk after he swallowed the words?
26. How did the dog prince change back into a prince?
27. Did the prince explain what happened?
28. Who did the witch’s son marry since everyone forgave him?
29. Do you believe everything will even out if you believe it will because life is fair?
By Felicia McCaw
written by Derek Hall, Alison Morris and Louisa Somerville
Propose Extra Credit to teacher and ask if you can do an oral presentation with students asking you questions to allow you to become used to speaking in front of a crowd. This will teach you how to be an orator and a great speaker one day.
The assignment is to read the book, answer the questions with emotional feeling and thought.
By doing so you will develop stimulative comprehension, interpretative comprehension, and thought comprehension. This is a starter and teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate a child's ability to understand with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
QUESTIONS IN RELATION TO STORY
1. What is the purpose of the story?
2. Who lived a long time ago and had words of pure poetry?
3. Who could he charm from trees?
4. Was the prince a helpful person and who bundle did he carry?
5. Did the old lady like his voice? Do you believe that she was jealous and coveted his voice because she wanted it for her son?
6. Is it wrong to want something that someone possesses or have?
7. Do you believe she is really evil to want something that was not hers or his and yet she had a good thought for her son to improve his station in life?
8. Do you believe it is trustworthy to misuse a person’s trust and then steal something from them?
9. Would you trust this person again?
10. Did she repay his kindness by doing this mean evil to him?
11. Did she care about the prince that she turned into a dog?
12. Was she mean and selfish to take his voice and give it to her son?
13. Was the prince sad, miserable and depressed?
14. Were they (witch and her son) happy with his new voice? Do you think they cared that they stole his voice and turned him into a hound?
15. Was the young man received with politeness and eagerness by all he came in contact with now that he had a stolen voice.
16. Did he find a princess to serenade with sweet words of poetry?
17. Was his speech so refined that it relayed his station in life?
18. Did he ask her to marry him and did she accept?
19. How did the prince now a dog live and try to survive? Was this fair to him?
20. Who did he meet sitting on a bridge?
21. Did the little fellow (the pixie) feel sorry for him and offer to help him?
22. Did they have to go a long way to get to the castle?
23. When the dog prince looked at the princess what did he wish?
24. How did the pixie catch the words “my fairest one”? What did he do with the words?
25. Could the dog prince talk after he swallowed the words?
26. How did the dog prince change back into a prince?
27. Did the prince explain what happened?
28. Who did the witch’s son marry since everyone forgave him?
29. Do you believe everything will even out if you believe it will because life is fair?
By Felicia McCaw
Friday, January 23, 2015
SLOT PLAY MAGIC WANTED AT SAGANING EAGLE AND SOARING EAGLE AND ALL CASINOS
I LOVE TRAVELING WITH DREAM TRAVEL SOLUTIONS. I HAVE A CRUSH ON THE DRIVERS AND
THEY ARE SO POLITE WITH THE WORKERS AND HELPERS BEING SWEET CONSIDERATE AND KIND.
I WISH TO SEE SOMEONE HONORED FOR THEIR POETIC COMEDIAN TALENT:
JERRY LEWIS GET THE GIRLS ALWAYS!!
THE THREE STOOGES SEARCH FOR THE LOOT
THESE SLOTS SHOULD HAVE A MULTIPLIER FOR RUSH TO SEAT PARTICIPANTS.
I love you always! One of your fans. Felicia McCaw
THEY ARE SO POLITE WITH THE WORKERS AND HELPERS BEING SWEET CONSIDERATE AND KIND.
I WISH TO SEE SOMEONE HONORED FOR THEIR POETIC COMEDIAN TALENT:
JERRY LEWIS GET THE GIRLS ALWAYS!!
THE THREE STOOGES SEARCH FOR THE LOOT
THESE SLOTS SHOULD HAVE A MULTIPLIER FOR RUSH TO SEAT PARTICIPANTS.
I love you always! One of your fans. Felicia McCaw
Saturday, January 17, 2015
ASSIGNMENT FOR STUDENTS ALL OVER THE WORLD #4 - TEACHES RELATIONAL VALUES
THE THREE LITTLE PIGS
written by Derek Hall, Alison Morris and Louisa Somerville
Propose Extra Credit to teacher and ask if you can do an oral presentation with students asking you questions to allow you to become used to speaking in front of a crowd. This will teach you how to be an orator and a great speaker one day.
The assignment is to read the book, answer the questions with emotional feeling and thought.
By doing so you will develop stimulative comprehension, interpretative comprehension, and thought comprehension. This is a starter and teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate a child's ability to understand with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
QUESTIONS IN RELATION TO STORY
1. What is the purpose of the story?
2. Why did they think they were grown enough to leave home?
3. Why do you think the first pig thought hay would make a good home?
4. Do you think he was content with his home?
5. Why do you think the second pig liked wood for his home?
6. Do you think he was content with his home?
7. Why do you think the third pig made his house out of stone?
8. Was he content with his house? What did he say his house was like?
9. What happened that made the first little pig scared? What threat did the bad wolf say to him?
10. Did the first little pig let him in?
11. What did he do to destroy his house?
12. Did he catch and eat the first little pig?
13. Where did the first little pig go for sanctuary and safety?
14. What happened to alarm the first little piggy and the second little piggy while they were eating?
15. What did the wolf ask them? What did the brave little piggies say to him?
16. What did the wolf do in response because they would not let him in?
17. Where did the homeless little piggies run to for a home and help?
18. Do you think he was concerned for their safety and expressed concern?
19. What happened to scare all three of the little piggies when they opened the peephole?
20. What did the wolf ask the little piggies?
21. What did the wolf do to get into the house? How many times did he huff and puff?
22. Did he succeed after huffing and puffing? Do you think he was frustrated and gave up?
23. What did the ingenious wolf do to get in so he could eat them up?
24. What did one of the little pigs think of to try to save their lives? Did they work together as a team to set a trap?
25. What did the wolf do? Do you think he will ever come back?
26. Do you think they were elated and content that they had outwitted the wolf and beat him at his own game?
27. What kind of house did they build next and was it bigger and grander and were they happy ever after?
By Felicia McCaw
written by Derek Hall, Alison Morris and Louisa Somerville
Propose Extra Credit to teacher and ask if you can do an oral presentation with students asking you questions to allow you to become used to speaking in front of a crowd. This will teach you how to be an orator and a great speaker one day.
The assignment is to read the book, answer the questions with emotional feeling and thought.
By doing so you will develop stimulative comprehension, interpretative comprehension, and thought comprehension. This is a starter and teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate a child's ability to understand with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
QUESTIONS IN RELATION TO STORY
1. What is the purpose of the story?
2. Why did they think they were grown enough to leave home?
3. Why do you think the first pig thought hay would make a good home?
4. Do you think he was content with his home?
5. Why do you think the second pig liked wood for his home?
6. Do you think he was content with his home?
7. Why do you think the third pig made his house out of stone?
8. Was he content with his house? What did he say his house was like?
9. What happened that made the first little pig scared? What threat did the bad wolf say to him?
10. Did the first little pig let him in?
11. What did he do to destroy his house?
12. Did he catch and eat the first little pig?
13. Where did the first little pig go for sanctuary and safety?
14. What happened to alarm the first little piggy and the second little piggy while they were eating?
15. What did the wolf ask them? What did the brave little piggies say to him?
16. What did the wolf do in response because they would not let him in?
17. Where did the homeless little piggies run to for a home and help?
18. Do you think he was concerned for their safety and expressed concern?
19. What happened to scare all three of the little piggies when they opened the peephole?
20. What did the wolf ask the little piggies?
21. What did the wolf do to get into the house? How many times did he huff and puff?
22. Did he succeed after huffing and puffing? Do you think he was frustrated and gave up?
23. What did the ingenious wolf do to get in so he could eat them up?
24. What did one of the little pigs think of to try to save their lives? Did they work together as a team to set a trap?
25. What did the wolf do? Do you think he will ever come back?
26. Do you think they were elated and content that they had outwitted the wolf and beat him at his own game?
27. What kind of house did they build next and was it bigger and grander and were they happy ever after?
By Felicia McCaw
ASSIGNMENT FOR STUDENTS ALL OVER THE WORLD #3 - TEACHES RELATIONAL VALUES
THE SAD CLOWN
written by Derek Hall, Alison Morris and Louisa Somerville
Propose Extra Credit to teacher and ask if you can do an oral presentation with students asking you questions to allow you to become used to speaking in front of a crowd. This will teach you how to be an orator and a great speaker one day.
The assignment is to read the book, answer the questions with emotional feeling and thought.
By doing so you will develop stimulative comprehension, interpretative comprehension, and thought comprehension. This is a starter and teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate a child's ability to understand with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
QUESTIONS IN RELATION TO STORY
1. What is the purpose of the story?
2. Why do you think Bongo was so sad?
3. Why do you think people have clowns in the ring?
4. Does it take talent to make people laugh?
5. Do you think they feel emotionally more happier after watching the clown? Are they thinking about anything sad at this time when he is performing?
6. Do you think he felt they were making fun of him and that is why he never smiled?
7. Why did the other performers care and try to cheer him up?4
8. Why did the other performers care and try to cheer him up?
9. Everybody tried to make Bongo laugh and failed. Why do you think they failed and he stayed sad?
10. Who was the one who tried to help Bongo and succeeded?
11. Why do you think Bongo needed company to be happy and make the audience laugh?
12. Do you feel camaraderie was what he needed in his act that would make him more happy and more convincing?
13. What all performers want the crowd enjoying themselves?
14. Do you feel that everyone enjoyed the show more since he was not alone doing his comedian act?
By Felicia McCaw
written by Derek Hall, Alison Morris and Louisa Somerville
Propose Extra Credit to teacher and ask if you can do an oral presentation with students asking you questions to allow you to become used to speaking in front of a crowd. This will teach you how to be an orator and a great speaker one day.
The assignment is to read the book, answer the questions with emotional feeling and thought.
By doing so you will develop stimulative comprehension, interpretative comprehension, and thought comprehension. This is a starter and teaching session.
Stimulative Comprehension - Consist of stimuli that encourages thought patterns to emerge that facilitate a child's ability to understand with more comprehension and continuous thought.
Interpretative Comprehension - Consist of taking a thought and becoming more analytical and interpretative of the intent whether clearly versed or hidden and obtaining the intent to keep on.
Thought Comprehension - is the last step in assimilation because it takes in account the stimuli and the reason (interpretative comprehension) and it will facilitate considerable change and expanded thought that allows more understanding and evolved thought patterns.
1. Generate Questions that incorporates using exploratory thought patterns and will allow more concise assimilation.
2. Answers become more broadened, detailed and generate more interactive ability and cognizant ability expands when continuing reading.
3. More ability to be analytical and upgradeable analysis and observational skill will naturally expand as student grows and matures.
4. Summary and conclusionary thought of subject provide assimilative procedures by using the supposedly common tools that are a base but is allowable to be expanded to ensure more accurate reading and entails allowing thought processes to increase.
QUESTIONS IN RELATION TO STORY
1. What is the purpose of the story?
2. Why do you think Bongo was so sad?
3. Why do you think people have clowns in the ring?
4. Does it take talent to make people laugh?
5. Do you think they feel emotionally more happier after watching the clown? Are they thinking about anything sad at this time when he is performing?
6. Do you think he felt they were making fun of him and that is why he never smiled?
7. Why did the other performers care and try to cheer him up?4
8. Why did the other performers care and try to cheer him up?
9. Everybody tried to make Bongo laugh and failed. Why do you think they failed and he stayed sad?
10. Who was the one who tried to help Bongo and succeeded?
11. Why do you think Bongo needed company to be happy and make the audience laugh?
12. Do you feel camaraderie was what he needed in his act that would make him more happy and more convincing?
13. What all performers want the crowd enjoying themselves?
14. Do you feel that everyone enjoyed the show more since he was not alone doing his comedian act?
By Felicia McCaw
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