A plane that disappeared in 1948 reappeared 59 years later at a elementary school in Korea. Scientists are working to determine how it got there and how to remove it safely. Nearby residents are protesting plans to explode the plane, which could destroy the school. The families of victims on the disappeared plane want to recover the remains but it is impossible to identify them. The mysterious reappearance of the plane remains unexplained.
The document provides a press kit for the web series "Circumcised!", which tells the autobiographical story of Gleb Kaminer, a Jewish man who was raised in Azerbaijan and immigrated to Israel at age 16. The series follows Gleb's experiences undergoing mandatory circumcision in Israel and his subsequent journey of self-discovery. The press kit includes contact information, short and long summaries of the plot, production details, and bios for the cast and crew.
- The document is a mock travel itinerary for a spring break trip to North Korea created by Joey Quigg.
- The itinerary details transportation arrangements, including a $1,000 round trip flight on Air Koryo and $70-200 per night hotels. It also includes a $600 5-day tour with Adventure Korea that will visit cities around the country.
- Activities mentioned include shooting ranges where tourists can shoot at images of Americans or live chickens, as well as using the public pool and ice skating rink on certain days, though there is a warning that if injured, locals will not help due to fear of foreigners.
Kamila Shamsie is a Pakistani writer known for novels that explore themes of identity and displacement. The document provides a detailed summary of her biography and literary career, as well as an in-depth analysis of her 2009 novel Burnt Shadows. The novel follows the life of Hiroko Tanaka, a Japanese woman, from 1945 to 2002 as she experiences the aftermath of war and atomic attacks in Japan, Partition in India, and life as an immigrant in the US post-9/11. Through Hiroko's journey, the novel examines themes of trauma, love, cultural and religious influences, and the pain of migration.
This document contains a collection of humorous quotes by various comedians, writers and politicians on topics like marriage, doctors, lawyers, success, failure and more. The quotes provide amusing perspectives and observations about everyday life.
Joy lived on Apple Street and was bored because nothing ever happened there. One day during a heavy rainstorm, Joy saw something unusual from her window. The next day at school, her friend from a different street said it was raining cats and dogs on their street. Joy complained that nothing exciting ever happened on her street. Later, when talking to her neighbor Mr. Miller, Joy said she was sad because nothing ever happens on Apple Street. The next morning, Joy discovered a new bakery had opened on Apple Street, bringing excitement to the street for the first time.
The document discusses the origin story of lengcha according to the novel Rupamanjari by Narayan Sanyal. It describes how a girl from Krishnanagar who married into the Burdwan royal family craved lengcha during her pregnancy. An artisan from Krishnanagar known for making lengcha and who walked with a limp was summoned and sent to Burdwan to settle there and make delicacies for the royalty, including lengcha. This is cited as the genesis for lengcha according to the novel.
The UCO Theatre Department will perform the play "See How They Run" from November 21-24. The play is a comedy featuring mistaken identities and misunderstandings. It will showcase exaggerated British accents, which the actors spent time learning. Tickets can be purchased at Mitchell Hall Box Office for $3-10 depending on age and student status.
The UCO Theatre Department will perform the play "See How They Run" by Philip King from November 21-24. The play is a comedy featuring mistaken identities and unfortunate coincidences. It stars UCO students portraying exaggerated British cockney accents, which adds humor. The fast-paced play keeps the audience entertained with constant action and changing agendas among the characters.
The document provides a press kit for the web series "Circumcised!", which tells the autobiographical story of Gleb Kaminer, a Jewish man who was raised in Azerbaijan and immigrated to Israel at age 16. The series follows Gleb's experiences undergoing mandatory circumcision in Israel and his subsequent journey of self-discovery. The press kit includes contact information, short and long summaries of the plot, production details, and bios for the cast and crew.
- The document is a mock travel itinerary for a spring break trip to North Korea created by Joey Quigg.
- The itinerary details transportation arrangements, including a $1,000 round trip flight on Air Koryo and $70-200 per night hotels. It also includes a $600 5-day tour with Adventure Korea that will visit cities around the country.
- Activities mentioned include shooting ranges where tourists can shoot at images of Americans or live chickens, as well as using the public pool and ice skating rink on certain days, though there is a warning that if injured, locals will not help due to fear of foreigners.
Kamila Shamsie is a Pakistani writer known for novels that explore themes of identity and displacement. The document provides a detailed summary of her biography and literary career, as well as an in-depth analysis of her 2009 novel Burnt Shadows. The novel follows the life of Hiroko Tanaka, a Japanese woman, from 1945 to 2002 as she experiences the aftermath of war and atomic attacks in Japan, Partition in India, and life as an immigrant in the US post-9/11. Through Hiroko's journey, the novel examines themes of trauma, love, cultural and religious influences, and the pain of migration.
This document contains a collection of humorous quotes by various comedians, writers and politicians on topics like marriage, doctors, lawyers, success, failure and more. The quotes provide amusing perspectives and observations about everyday life.
Joy lived on Apple Street and was bored because nothing ever happened there. One day during a heavy rainstorm, Joy saw something unusual from her window. The next day at school, her friend from a different street said it was raining cats and dogs on their street. Joy complained that nothing exciting ever happened on her street. Later, when talking to her neighbor Mr. Miller, Joy said she was sad because nothing ever happens on Apple Street. The next morning, Joy discovered a new bakery had opened on Apple Street, bringing excitement to the street for the first time.
The document discusses the origin story of lengcha according to the novel Rupamanjari by Narayan Sanyal. It describes how a girl from Krishnanagar who married into the Burdwan royal family craved lengcha during her pregnancy. An artisan from Krishnanagar known for making lengcha and who walked with a limp was summoned and sent to Burdwan to settle there and make delicacies for the royalty, including lengcha. This is cited as the genesis for lengcha according to the novel.
The UCO Theatre Department will perform the play "See How They Run" from November 21-24. The play is a comedy featuring mistaken identities and misunderstandings. It will showcase exaggerated British accents, which the actors spent time learning. Tickets can be purchased at Mitchell Hall Box Office for $3-10 depending on age and student status.
The UCO Theatre Department will perform the play "See How They Run" by Philip King from November 21-24. The play is a comedy featuring mistaken identities and unfortunate coincidences. It stars UCO students portraying exaggerated British cockney accents, which adds humor. The fast-paced play keeps the audience entertained with constant action and changing agendas among the characters.
The document discusses how ancient Egypt made important contributions to math, science, calendars, and architecture. It notes that Egyptians developed early forms of addition, subtraction, multiplication and division, established a 365 day calendar, and built the mysterious and impressive pyramids. The document argues that without these Egyptian achievements, modern life would be less comfortable and intelligent as people would lack an understanding of mathematics, science, timekeeping, and many mysteries would remain unsolved.
The book review summarizes the plot of the book "Snarf Attack Underfoodle and the Secret of life The Riot Brothers Tell All". It describes how the main characters Orville and Wilbur try to fake a snowstorm to cancel school so they can overthrow the bad king. They use paper on the windows to make it look like snow and build a device to throw snowballs at the king. The next day it has miraculously snowed. The brothers then trick the bad king Gloith Hyeke, which causes him to call for his mother in fear. In the end, the Riot Brothers successfully overthrow the bad king.
A man from the future travels back in time to ancient Greece, where the god Hades has resurrected dead Roman soldiers to attack. The man from the future plants an atomic bomb among the Roman army. He escapes on his time machine just before the bomb detonates. However, he disappears from the future as well because he forgot to deactivate his cloaking device.
The document describes a story set in a Japanese town in ancient summer times. It introduces the main characters of a kind demon and a samurai who must work together against bad demons who have crashed into the town. One bad demon is killed but another takes dangerous medicine and changes into a monster that the samurai and kind demon must now face.
The document discusses three important inventions from ancient Greece - the alphabet, Olympics, and lighthouses. It argues that these inventions have had a major impact on both ancient Greek civilization and modern society. The alphabet enabled easier communication, the Olympics brought people happiness and health, and lighthouses made sea travel safer at night. Overall, the document strongly asserts that Greece has had the most influence and is the most important civilization due to these significant contributions.
Patrick and Julia joined a club called the Wiggle Club where they had to do reports on living things. Their next assignment was to do a report on the life cycle of an animal and present it at the state fair. They disagreed on what animal to study, but Julia's mother suggested silkworms. They ran into issues finding mulberry leaves to feed the silkworms until they met Mr. Dixon, who provided leaves. During their presentation, it was revealed that Patrick was afraid of insects. Nonetheless, their silkworm report was chosen as the second best at the fair.
Two baby girls, Celestina Maryweather and Catheline Ernest, are born on a breezy spring night in Ancient Spain. However, the babies are accidentally switched in the hospital. The parents of the girls eventually realize the mistake and swap the children back. Despite the initial baby switch, the two girls become best friends for life.
The document is a rubric for evaluating a poetry portfolio that contains four levels of achievement: Exceeded Expectations, Met Expectations, Met Expectations with support, and Exposed to Expectations. The rubric assesses students' poetry portfolios on organization, creativity, craftsmanship, and personal growth.
The poetry portfolio rubric evaluates student work on poetry in four levels: exceeded expectations, met expectations, met expectations with support, and exposed to expectations. The rubric assesses students' poetry selection, analysis, creative expression, and presentation.
This document appears to be a report card or evaluation for a student's work on a poetry assignment. It assesses the student's performance in several categories related to analyzing and interpreting a poem, including central idea, lines of inquiry, concepts, learner profile skills, learner attitudes, and knowledge of poetry. For each category, it provides descriptors to indicate whether the student exceeded, met, or did not fully meet the expectations.
This document provides directions for a poetry summative assignment due on November 1, 2013. Students are instructed to think deeply about a poem, research the poet, and use the rubric to guide them in completing the assignment. The assignment requires students to type the poem's title and author above the poem, and then write paragraphs analyzing the poem's form and meaning, the poet's intent, and how the poem demonstrates 3 of 6 learner profiles. Students must also write at least 2 paragraphs about the author of the poem. The document reminds students that they must work on the assignment at home in addition to class time.
This document provides questions for students to ask their parents about poetry. Students are asked to have their parents identify their favorite poem or one they like, explain why they enjoy it, have their parent read it aloud so they can discuss it, and then write a summary of what the poem is about. Students are also asked to print the poem and bring it to school.
This rubric evaluates students on a song they create about their own beliefs and values. It assesses them on four criteria: analysis of their beliefs and values in the song, detail about their beliefs and values in the song, the clarity of their written presentation, and the clarity of their verbal presentation explaining the song. Students can score from 1 to 4 in each category, with higher scores meaning they more thoroughly and clearly examined their own beliefs and values through the creative project.
This document is a rubric for evaluating beliefs interviews. It provides criteria for exceeding expectations, meeting expectations, meeting expectations with support, and being exposed to expectations in areas of format/presentation, question quality, spelling/mechanics/grammar, and length/effort. Questions are expected to draw full, relevant answers with follow-up questions. Transcripts are evaluated on neatness, errors, length, and effort shown.
This document provides instructions for a summative assignment on ecosystems. Students will be assigned a local, national, or international focus and environmental issue to research. They will then write a newspaper article and create a multimedia piece to raise awareness about the issue. Both works must include information about an organization addressing the issue positively and how the audience can help. Students will send their pieces to at least one relevant organization to promote advocacy and change. The focus is on informing others and encouraging action through understanding ecosystem interdependence.
This document contains a rubric for assessing a student project on sharing the planet's ecosystems. It evaluates students on their understanding of concepts like causation and responsibility in ecosystems. It assesses their use of print and digital media to raise awareness of an ecological issue, and how well they demonstrate skills in using media, understanding learner profiles and attitudes, and showing knowledge of ecosystems. It also evaluates the quality and completeness of their presentation in the format of a newspaper article addressing who, what, when, where, why and how regarding an ecosystem issue.
Students will research and present on an assigned ecosystem using a Google presentation. The presentation should include details about the animals, weather, location on a map, producers like plants and trees, and a food web showing the producers, consumers and decomposers within the ecosystem.
This document provides instructions for an ecosystems research assignment. Students will be assigned an ecosystem to research and present in a Google presentation. Their presentation should include the characteristics of the ecosystem, its location shown on a map, the plants and trees that can live there and why, the temperature and weather, the major animals and how their bodies are suited to the ecosystem, and a food web of one or more animals in the ecosystem. Students can choose from tropical rainforest, temperate grasslands, deciduous temperate forest, coniferous forest, tundra, ocean, freshwater, or desert ecosystems.
This document appears to be a rubric for assessing a student assignment on ecosystems. It evaluates students on their understanding of ecosystems and the balance of life within them. Areas of evaluation include explaining the temperature and weather of an ecosystem and demonstrating the connectedness of animals within the ecosystem food web. Students are also evaluated on their understanding of concepts like causation and connection, as well as skills and learner profiles around thinking, balance and reflection. Knowledge of the characteristics of the ecosystem is assessed, as is the student's presentation and sharing of their assignment. The rubric provides criteria for exceeded expectations, met expectations, met expectations with support, and exposed to expectations.
This document provides instructions for students to create a fictional government system. They are asked to circle their government type (monarchy, communism, democracy, or dictatorship), describe how it functions including the leader(s), citizen rights, and power structure. Students also need to write the powers of the government, create a name and flag, and an advertisement promoting their government as most valuable. They will present this as a Google Docs presentation and explain details like the voting system, decision making process, top 10 citizen rights, who has and does not have rights, and how a citizen would feel.
The document provides instructions for students to write a biography report on a person who promoted equal opportunities and human rights. It outlines that students should choose a subject from a provided list or get teacher approval, research the person, and include a cover page with a picture and basic information. It describes the content that should be in each of the 4 paragraphs: background and early life in paragraph 1, personality and achievements in paragraph 2, accomplishments and contributions to human rights in paragraph 3, and inspiration and reflection in paragraph 4. It also states that a citation list is required and lists criteria for grading including following the format, clear writing, paragraph structure, spelling, and neatness.
This document outlines an early draft for a biography, providing potential facts, thoughts and ideas to include in four paragraphs on an unspecified topic. It lists placeholders for the name of the subject and biography topic at the top, followed by separate sections to brainstorm content for the introductory, second, third and fourth paragraphs.
The document discusses how ancient Egypt made important contributions to math, science, calendars, and architecture. It notes that Egyptians developed early forms of addition, subtraction, multiplication and division, established a 365 day calendar, and built the mysterious and impressive pyramids. The document argues that without these Egyptian achievements, modern life would be less comfortable and intelligent as people would lack an understanding of mathematics, science, timekeeping, and many mysteries would remain unsolved.
The book review summarizes the plot of the book "Snarf Attack Underfoodle and the Secret of life The Riot Brothers Tell All". It describes how the main characters Orville and Wilbur try to fake a snowstorm to cancel school so they can overthrow the bad king. They use paper on the windows to make it look like snow and build a device to throw snowballs at the king. The next day it has miraculously snowed. The brothers then trick the bad king Gloith Hyeke, which causes him to call for his mother in fear. In the end, the Riot Brothers successfully overthrow the bad king.
A man from the future travels back in time to ancient Greece, where the god Hades has resurrected dead Roman soldiers to attack. The man from the future plants an atomic bomb among the Roman army. He escapes on his time machine just before the bomb detonates. However, he disappears from the future as well because he forgot to deactivate his cloaking device.
The document describes a story set in a Japanese town in ancient summer times. It introduces the main characters of a kind demon and a samurai who must work together against bad demons who have crashed into the town. One bad demon is killed but another takes dangerous medicine and changes into a monster that the samurai and kind demon must now face.
The document discusses three important inventions from ancient Greece - the alphabet, Olympics, and lighthouses. It argues that these inventions have had a major impact on both ancient Greek civilization and modern society. The alphabet enabled easier communication, the Olympics brought people happiness and health, and lighthouses made sea travel safer at night. Overall, the document strongly asserts that Greece has had the most influence and is the most important civilization due to these significant contributions.
Patrick and Julia joined a club called the Wiggle Club where they had to do reports on living things. Their next assignment was to do a report on the life cycle of an animal and present it at the state fair. They disagreed on what animal to study, but Julia's mother suggested silkworms. They ran into issues finding mulberry leaves to feed the silkworms until they met Mr. Dixon, who provided leaves. During their presentation, it was revealed that Patrick was afraid of insects. Nonetheless, their silkworm report was chosen as the second best at the fair.
Two baby girls, Celestina Maryweather and Catheline Ernest, are born on a breezy spring night in Ancient Spain. However, the babies are accidentally switched in the hospital. The parents of the girls eventually realize the mistake and swap the children back. Despite the initial baby switch, the two girls become best friends for life.
The document is a rubric for evaluating a poetry portfolio that contains four levels of achievement: Exceeded Expectations, Met Expectations, Met Expectations with support, and Exposed to Expectations. The rubric assesses students' poetry portfolios on organization, creativity, craftsmanship, and personal growth.
The poetry portfolio rubric evaluates student work on poetry in four levels: exceeded expectations, met expectations, met expectations with support, and exposed to expectations. The rubric assesses students' poetry selection, analysis, creative expression, and presentation.
This document appears to be a report card or evaluation for a student's work on a poetry assignment. It assesses the student's performance in several categories related to analyzing and interpreting a poem, including central idea, lines of inquiry, concepts, learner profile skills, learner attitudes, and knowledge of poetry. For each category, it provides descriptors to indicate whether the student exceeded, met, or did not fully meet the expectations.
This document provides directions for a poetry summative assignment due on November 1, 2013. Students are instructed to think deeply about a poem, research the poet, and use the rubric to guide them in completing the assignment. The assignment requires students to type the poem's title and author above the poem, and then write paragraphs analyzing the poem's form and meaning, the poet's intent, and how the poem demonstrates 3 of 6 learner profiles. Students must also write at least 2 paragraphs about the author of the poem. The document reminds students that they must work on the assignment at home in addition to class time.
This document provides questions for students to ask their parents about poetry. Students are asked to have their parents identify their favorite poem or one they like, explain why they enjoy it, have their parent read it aloud so they can discuss it, and then write a summary of what the poem is about. Students are also asked to print the poem and bring it to school.
This rubric evaluates students on a song they create about their own beliefs and values. It assesses them on four criteria: analysis of their beliefs and values in the song, detail about their beliefs and values in the song, the clarity of their written presentation, and the clarity of their verbal presentation explaining the song. Students can score from 1 to 4 in each category, with higher scores meaning they more thoroughly and clearly examined their own beliefs and values through the creative project.
This document is a rubric for evaluating beliefs interviews. It provides criteria for exceeding expectations, meeting expectations, meeting expectations with support, and being exposed to expectations in areas of format/presentation, question quality, spelling/mechanics/grammar, and length/effort. Questions are expected to draw full, relevant answers with follow-up questions. Transcripts are evaluated on neatness, errors, length, and effort shown.
This document provides instructions for a summative assignment on ecosystems. Students will be assigned a local, national, or international focus and environmental issue to research. They will then write a newspaper article and create a multimedia piece to raise awareness about the issue. Both works must include information about an organization addressing the issue positively and how the audience can help. Students will send their pieces to at least one relevant organization to promote advocacy and change. The focus is on informing others and encouraging action through understanding ecosystem interdependence.
This document contains a rubric for assessing a student project on sharing the planet's ecosystems. It evaluates students on their understanding of concepts like causation and responsibility in ecosystems. It assesses their use of print and digital media to raise awareness of an ecological issue, and how well they demonstrate skills in using media, understanding learner profiles and attitudes, and showing knowledge of ecosystems. It also evaluates the quality and completeness of their presentation in the format of a newspaper article addressing who, what, when, where, why and how regarding an ecosystem issue.
Students will research and present on an assigned ecosystem using a Google presentation. The presentation should include details about the animals, weather, location on a map, producers like plants and trees, and a food web showing the producers, consumers and decomposers within the ecosystem.
This document provides instructions for an ecosystems research assignment. Students will be assigned an ecosystem to research and present in a Google presentation. Their presentation should include the characteristics of the ecosystem, its location shown on a map, the plants and trees that can live there and why, the temperature and weather, the major animals and how their bodies are suited to the ecosystem, and a food web of one or more animals in the ecosystem. Students can choose from tropical rainforest, temperate grasslands, deciduous temperate forest, coniferous forest, tundra, ocean, freshwater, or desert ecosystems.
This document appears to be a rubric for assessing a student assignment on ecosystems. It evaluates students on their understanding of ecosystems and the balance of life within them. Areas of evaluation include explaining the temperature and weather of an ecosystem and demonstrating the connectedness of animals within the ecosystem food web. Students are also evaluated on their understanding of concepts like causation and connection, as well as skills and learner profiles around thinking, balance and reflection. Knowledge of the characteristics of the ecosystem is assessed, as is the student's presentation and sharing of their assignment. The rubric provides criteria for exceeded expectations, met expectations, met expectations with support, and exposed to expectations.
This document provides instructions for students to create a fictional government system. They are asked to circle their government type (monarchy, communism, democracy, or dictatorship), describe how it functions including the leader(s), citizen rights, and power structure. Students also need to write the powers of the government, create a name and flag, and an advertisement promoting their government as most valuable. They will present this as a Google Docs presentation and explain details like the voting system, decision making process, top 10 citizen rights, who has and does not have rights, and how a citizen would feel.
The document provides instructions for students to write a biography report on a person who promoted equal opportunities and human rights. It outlines that students should choose a subject from a provided list or get teacher approval, research the person, and include a cover page with a picture and basic information. It describes the content that should be in each of the 4 paragraphs: background and early life in paragraph 1, personality and achievements in paragraph 2, accomplishments and contributions to human rights in paragraph 3, and inspiration and reflection in paragraph 4. It also states that a citation list is required and lists criteria for grading including following the format, clear writing, paragraph structure, spelling, and neatness.
This document outlines an early draft for a biography, providing potential facts, thoughts and ideas to include in four paragraphs on an unspecified topic. It lists placeholders for the name of the subject and biography topic at the top, followed by separate sections to brainstorm content for the introductory, second, third and fourth paragraphs.
This document discusses conditional statements using "if" and explores different structures for conditional sentences including "if...then", "if I could...", "might - could - would", conditionals for advice and threats. It provides examples like "If you break the law, the police arrest you" and suggests restructuring sentences by switching the order of the clauses.
This rubric evaluates student assignments on the central idea, enduring understandings, causation, learner profiles/attitudes, skills, and persuasive language. It provides descriptors for exceeding, achieving, and progressing towards expectations. The highest level is a 4 and describes thoroughly addressing the significance of achievements for both societies and providing confident support. A 3 involves achieving the expectations and a 2 involves progressing towards them. A 1 indicates limited progress towards meeting the expectations.
This document provides an outline for presenting an electricity/magnetism design project. It instructs the presenter to greet the audience, introduce the topic and name of the design. The body of the presentation should describe the form and materials of the design, explain how it functions using magnetism or electricity, and discuss its practical or fun uses. The presenter should demonstrate the design for the audience. Finally, the conclusion should reflect on challenges and successes, thank the audience, and allow for questions.
The document is a report card rubric for an assignment where students were asked to choose and analyze a poem written by an author from another culture. It evaluates students across four levels from "Exceeded Expectations" to "Exposed to Expectations" based on their ability to identify the central idea and lines of inquiry in the poem, explain the concepts and form, demonstrate relevant learner profiles and attitudes, and display their knowledge of poetry and the poet's culture.
The document is a report card rubric for an assignment where students were asked to choose and analyze a poem written by an author from another culture. It evaluates students across four levels from "Exceeded Expectations" to "Exposed to Expectations" based on their ability to identify the central idea and lines of inquiry in the poem, explain the concepts and form, demonstrate relevant learner profiles and attitudes, and display their knowledge of poetry and the poet's culture.
More from Gyeonggi-Suwon International School (20)
10. Plane Re-appears After 59 YearsPlane Re-appears After 59 Years BY: WON- KYONGBY: WON- KYONG
Yesterday, at 11A.M at Young Hoon Elementary
School without a warning, an airplane arrived.
Mr. Ross, who was playing cricket with students
said, “ First I thought it was an airplane
passing by , but it came towards us!” “Oh my
God!”
But actually it was a plane which had disappeared in
1948 which was 59 years ago.
But nobody knows how the airplane came back by
itself.
Now, Korean Air is working out who flew the
airplane.
Also the government and the scientists are working
out how they are going to take the airplane
from Young Hoon School.
The scientist Mr. White said , “ We think we might
have to explode the airplane and if the school
explodes we`ll give them money to rebuild.”
Now the students and the teachers are demonstrating
against having the explosion.
Also, there is sad news for the victim `s of families
as well.
They want the corpses of their family members, but
there is no way to work out who is who.
Now this is airplane is Korea `s mystery.
The MYSTeRY
WRiTeR
11. Bill Gates Steals 50 Million DollarsBill Gates Steals 50 Million Dollars
By; Genius Reporter Da binBy; Genius Reporter Da bin
Yesterday at 1:oo am Bill Gates stole 50
Million dollars from a bank because
he wanted to play in a casino.
There was a person who saw Bill gates
steal 50 Million dollars from the bank.
His job was as a banker. He followed
Bill Gates, then Bill Gates went in to
a casino shop. The banker took a
pictures and called the police. Bill
Gates was taken to the police station.
Bill Gates crashed in to wall and he
shot at the police but the police got
him.
Disappointed people said, “I thought Bill
Gates was a very kind and very
helpful man, but this is a big problem,
so I’m disappointed.” Finally a
psychologist is counseling bill Gates.
He asked gates, “why did you steal 50
Million dollars from the bank?” Bill
Gates said, “I wanted to play in a
casino and I wanted to make money.”
Finally, Bill Gates will re-pay the
money he stole.
The Daily gamer
12. Farm Explosion Caused By a Lighting FartFarm Explosion Caused By a Lighting Fart
By Chief Reporter Dong HeonBy Chief Reporter Dong Heon
Yesterday afternoon at 3’o clock, a
farm exploded because of a farm
owner.
The farm owner, Mr. Madruska, who
immigrated from Russia, turned up his
lighter for his experiment. His
experiment was about ‘making a
flame with a fart,’ When he farted in
front of the lighter, it made a great
flame, and there was a big fire on his
farm! “Suddenly, his farm exploded
into flame.” said a neighbor.
A scientist said, “The gas from his
fart met the fire and made a big
flame.” All the children in the town
including Mr. Madruska’s children
said that the experiment was cool!
However, Mr. Madruska’s wife, Mrs.
Madruska was extremely surprised
and sad. As a result, she went to the
hospital for counseling. Mr. Madruska
lost 10,000,000,000 dollars!
Also, Ohio’s Mayor warned children
to not follow Mr. Madruska’s
example.
The Daily Shock
13. Passenger Plane and U.F.O. Crash!Passenger Plane and U.F.O. Crash! By: Han HimBy: Han Him
At 9:00 P.M in mid air over Los Angeles a
U.F.O. and a passenger plane crashed
into each other.
There were no signs of human life, but some
pictures fell from the sky. The C.I.A.
and F.B.I. were shooting at one alien,
but the alien was trying to say something
to them.
“Hello people.” “I’m from Pluto, but my
friends are from the Sun, Mercury and
more, but not the Moon.” “Each friend
lives at least 5000 years.” “We don’t
want to attack the Earth.” “Earth is
beautiful.” “We just want to live on the
Earth.” “If you don’t let us live on Earth,
we’ll kill the passengers of planes.”
“Ha! Ha! Ha!” Then the alien beamed up
to its own spaceship. Scientists will
research about it and they said “We’ll
tell you after the research.”
Ban Gi Mun, UN secretary general, was
meeting with other UN ministers and
other presidents, so couldn’t comment.
The Daily alien
14. Mystery Circle Appears at Young-HoonMystery Circle Appears at Young-Hoon BY :BY : Sang-EunSang-Eun
Last night, at 7pm, Suddenly a
mystery circle appeared at
Young-Hoon Elementary School.
The first person who saw that
mystery circle was a Young-
Hoon school teacher.
We asked the teacher what
happened.
“I left my hand phone on my
table.” “So I went back to
Young-Hoon School.” “There
was no mystery circle.” “But,
when I came out of my room,
the mystery circle was there!”
“Then I called the police.”
We asked a scientist who saw the
mystery circle, what he thinks
it is.
“I think this mystery circle was
made at Young-Hoon
Elementary School because
aliens are trying to send us a
warning that Young-Hoon
children will be used in their
experiments.”
Others think the aliens want to
study English.
The Daily Writer
15. The “Panda” Diamond Has Disappeared!The “Panda” Diamond Has Disappeared! By: So MinBy: So Min
The expensive “Panda” diamond has
disappeared
from the Pink Panther museum. It was
noticed
yesterday around midnight.
John and Greg, the security men said, “We were
watching the museum.” “It was all fine, except
when we went to the Panda diamond room.”
John said, “We thought it was okay, because
we never had a problem.” “However the Panda
diamond had disappeared!”
Mr. James, the detective said, “This problem
is
the most mysterious I’ve ever had.” “I think the
Panda diamond had been stolen.” However
Mr. Brown, the curator thought it wasn’t a
crime.
“Our Pink Panther museum had a strict security
System.” “No one can trick the security system
Here.”
A museum worker, Sam agreed with Mr. Brown
.
“I’ve worked in this museum for 15years.”
“There were no crimes.” “This problem is the
first ever.” “So I think maybe it isn’t a crime.”
As a result, the problem is still a mystery.
Mr. James is investigating the crime. The
insurance company is now paying the Pink
Panther museum. All the workers in the Pink
Panther museum are in a serious mood, while
the questioning continues.
The Daily
mySTery
16. Where Are They?Where Are They?
Yesterday Every Parent’s Nightmare Comes True.Yesterday Every Parent’s Nightmare Comes True.
The world’s children are all gone. Taken by
U.F.Os. Not many people saw it
happening. We found a witness and we
interviewed her, Mrs.Carda.
“ I was just jogging around the town. I saw a
flying object on the apartment roof. But I
don’t remember much, because I just
fainted.”
Today scientists made announcements that
aliens had sent a message to Earth’s
people. Aliens have said,
“We need many soldiers for attacking Earth.”
“So we took your children for training into
soldiers.”
This message has spread out all around the
world, and the United Nations is meeting
to discuss a response.
The Daily WriTer
17. Huge Eruption Gives No Warning!Huge Eruption Gives No Warning! by. Sungby. Sung HoonHoon
Today at 5:34 A.M in Japan, the Fuji mountain
erupted with no warning.
It was too sudden an eruption, so only a few
people survived. One survivor ‘Uchia
Sasuke’(28) said he heard some big sounds
from the Fuji mountain, so he just ran away
in the other
direction.
The geologist ‘Hyuga Yamato’(43) said it was
the most mysterious eruption because there
was no warning before the mountain
erupted.
After this happening, many hypothesis have
been made, and scientists believe that
these eruption will continue, and finally
Japan may be destroyed by them.
The Daily WriTer