The storyboard outlines a short animated story about a boy and his new pet dog. In the first scene, the boy introduces his pet to the camera. Then it shows his parents bringing home a puppy for him to name Tommy. Later, the boy takes Tommy to the pet store, where the owner explains that dogs need a balanced diet of meat, vegetables, and grains to stay healthy, similar to people. The storyboard provides visual and audio cues for a simple animated story to teach children about responsible pet ownership.
This document summarizes laws related to the care of animals by pet dealers in New York state. It outlines requirements for pet dealers, including veterinary exams for dogs within 5 days of receipt and notifying consumers of any congenital problems in dogs or cats over 18 months. It also describes standards of care pet dealers must provide, such as housing, sanitation, food and water, and veterinary care. Dealers must be licensed by the NY Department of Agriculture and Markets. The document also briefly discusses the history of pet ownership in the US and efforts to reduce pet overpopulation through spaying/neutering programs.
The three mice lived in a big house with their enemy, Pat the Cat. They could hardly go out from their hole because Pat watched the house so closely. At a meeting, Third Mouse suggested putting a bell on Pat's collar so they would know where she was and when to hide. However, none of the mice were willing to actually bell the cat. So they had a good plan but could not carry it out.
This document contains notes from an English class about zoo animals. It includes a vocabulary list of 10 zoo animals, links to stories about the greedy hippo and lazy bear, exercises on animals that can and can't do certain things, information about animal habitats and characteristics like scales, fur and feathers. The class reviewed vocabulary, watched videos, and discussed lions living in prides and hunting in grasslands. The document provides materials and activities to teach students about different zoo animals.
This document contains an excerpt from a play called "Little Orphan Annie". The play tells the story of children living in an orphanage, focusing on the character Annie. It includes a list of characters, basic stage directions, and the beginning of the play text. In the story, Annie does chores for the other children at the orphanage. She then tells them a scary story by the fire about a boy who wouldn't say his prayers and is taken by the "Gobble-ins" while the children listen enthralled.
The story follows a rat named John who is teaching his two sons, Jim and Paul, how to hunt for food safely in the city streets of Sydney. He warns them of the dangers of dogs, traps set by humans including cages, mousetraps, and sticky traps. While out searching for food with his sons, they get chased by dogs but escape into a tunnel. Later, Jim almost falls for a mousetrap with cheese but uses a stick to trigger it instead. They realize a human is waiting outside to catch them, but finally make it home safely once the human leaves.
The document provides a conceptual overview for an educational game about helping an old farmer find five missing animals from Happy Farm. Players take on the roles of three characters - a vet, tractor, or little farmer - who must work together to find the missing piglet, peacock, sheep, duck and rabbit. Along the way, they will learn English vocabulary words related to farm animals and farming. The game uses toys, a robot guide, and a tablet to immerse players in solving puzzles and having conversations to locate each animal and return it safely home.
Two boys, Tony and Alex, find a strange brown blob in the park. Upon closer inspection, the blob reveals itself to be Mr. Hicklefickle, an alien from the planet Spud. Mr. Hicklefickle asks the boys to show him around Earth. The boys agree and say this will be fun.
Todorov believed that all narratives followed the same basic structure of three or five steps: equilibrium, disruption, disequilibrium, attempted resolution, and new equilibrium. He provided the example of the story structure in Toy Story. The author explains they applied Todorov's five-step structure in their short story about a fox whose lunch runs away.
Propp analyzed folk tales and identified that they all contain 31 plot elements he called "functions" and only 8 types of character archetypes. However, the author is undecided on Propp's theory as they believe it oversimplifies the complexity of characters but cannot think of a story that does not fit Propp's model in some way.
This document summarizes laws related to the care of animals by pet dealers in New York state. It outlines requirements for pet dealers, including veterinary exams for dogs within 5 days of receipt and notifying consumers of any congenital problems in dogs or cats over 18 months. It also describes standards of care pet dealers must provide, such as housing, sanitation, food and water, and veterinary care. Dealers must be licensed by the NY Department of Agriculture and Markets. The document also briefly discusses the history of pet ownership in the US and efforts to reduce pet overpopulation through spaying/neutering programs.
The three mice lived in a big house with their enemy, Pat the Cat. They could hardly go out from their hole because Pat watched the house so closely. At a meeting, Third Mouse suggested putting a bell on Pat's collar so they would know where she was and when to hide. However, none of the mice were willing to actually bell the cat. So they had a good plan but could not carry it out.
This document contains notes from an English class about zoo animals. It includes a vocabulary list of 10 zoo animals, links to stories about the greedy hippo and lazy bear, exercises on animals that can and can't do certain things, information about animal habitats and characteristics like scales, fur and feathers. The class reviewed vocabulary, watched videos, and discussed lions living in prides and hunting in grasslands. The document provides materials and activities to teach students about different zoo animals.
This document contains an excerpt from a play called "Little Orphan Annie". The play tells the story of children living in an orphanage, focusing on the character Annie. It includes a list of characters, basic stage directions, and the beginning of the play text. In the story, Annie does chores for the other children at the orphanage. She then tells them a scary story by the fire about a boy who wouldn't say his prayers and is taken by the "Gobble-ins" while the children listen enthralled.
The story follows a rat named John who is teaching his two sons, Jim and Paul, how to hunt for food safely in the city streets of Sydney. He warns them of the dangers of dogs, traps set by humans including cages, mousetraps, and sticky traps. While out searching for food with his sons, they get chased by dogs but escape into a tunnel. Later, Jim almost falls for a mousetrap with cheese but uses a stick to trigger it instead. They realize a human is waiting outside to catch them, but finally make it home safely once the human leaves.
The document provides a conceptual overview for an educational game about helping an old farmer find five missing animals from Happy Farm. Players take on the roles of three characters - a vet, tractor, or little farmer - who must work together to find the missing piglet, peacock, sheep, duck and rabbit. Along the way, they will learn English vocabulary words related to farm animals and farming. The game uses toys, a robot guide, and a tablet to immerse players in solving puzzles and having conversations to locate each animal and return it safely home.
Two boys, Tony and Alex, find a strange brown blob in the park. Upon closer inspection, the blob reveals itself to be Mr. Hicklefickle, an alien from the planet Spud. Mr. Hicklefickle asks the boys to show him around Earth. The boys agree and say this will be fun.
Todorov believed that all narratives followed the same basic structure of three or five steps: equilibrium, disruption, disequilibrium, attempted resolution, and new equilibrium. He provided the example of the story structure in Toy Story. The author explains they applied Todorov's five-step structure in their short story about a fox whose lunch runs away.
Propp analyzed folk tales and identified that they all contain 31 plot elements he called "functions" and only 8 types of character archetypes. However, the author is undecided on Propp's theory as they believe it oversimplifies the complexity of characters but cannot think of a story that does not fit Propp's model in some way.
Grade Three K to 12 - Compilation of English Stories (First Quarter)Kat Landrito
The story describes a thirsty crow that is looking for water on a hot summer day. It finds a pitcher with a little water in it, but cannot reach the water as its beak is too big. It then gets the idea to drop stones into the pitcher, raising the water level until it can drink. The crow is able to solve its problem through clever thinking.
This document provides information for a sophomore English class on neuromarketing. It includes answers to questions about neuromarketing from a previous lecture. The answers are:
1. Neuromarketing is different because it studies brain reactions to products and advertising.
2. Researchers can know what part of the brain is used when a person looks at an ad or product.
3. In a blind taste test of Coke and Pepsi, the results were equal. When brand names were given, 75% chose Coke over Pepsi.
4. Some people worry about neuromarketing because it could be used to influence people without them knowing.
The document instructs students to write
The document discusses animal idioms and expressions related to different animals. It provides a list of common idioms and asks the reader to match idioms like "kill two birds with one stone" or "ants in your pants" to definitions. It also includes discussion questions about using idioms related to taking the bull by the horns or having a lion's share. Overall, the document focuses on familiarizing the reader with common animal idioms and their meanings in English.
This document provides lesson ideas for teaching about the folktale "The Mitten" through various activities in different subject areas. It includes suggestions for language arts activities like sequencing the story and acting it out with masks. For science, ideas are given for predicting how many animals can fit in the mitten and exploring camouflage. Art projects incorporate designing mittens and decorating items with mitten transfers. Background information is also provided on the different animals in the story.
The document provides a summary of daily pet news stories from April 27, 2011, including Michael Vick speaking out against a dog fighting app, a study finding that female dogs notice size changes in objects better than male dogs, two red-tailed hawks waiting for their eggs to hatch with a live webcam, chemicals in pet dogs' blood linked to chemicals in older furniture, and a pet adoption event breaking records.
Todorov believed that all narratives follow a basic three-step structure of equilibrium, disruption, and new equilibrium. Propp analyzed folktales and identified that they all use some combination of 8 character archetypes. Levi-Strauss argued that conflict between opposing sides, like dogs vs cats, is necessary to drive a story. These theorists provided structuralist views of common narrative elements and patterns.
Magandang Umaga ! The document provides guidance to students on participation, discipline, respect and goals for the class. Students are expected to participate in class activities and discussions. Discipline is needed to succeed in learning and school rules and proper behavior inside the classroom must be followed. Respect for everyone inside the classroom is important. Respect strengthens a positive environment. The goals are to identify subjects and predicates in sentences and give meaning to subjects and predicates.
The story is about a lion and a mouse. The lion wakes up annoyed when the mouse runs over him. He catches the mouse but lets him go after the mouse promises to help the lion someday. Later, hunters trap the lion in a net and the mouse saves him by gnawing through the ropes with his sharp teeth. The lion thanks the mouse for rescuing him and realizes he should not underestimate smaller creatures.
Lesson Plan in English 2 (REALITY/FANTASY)Sharyn Gayo
The lesson plan aims to teach students to distinguish between realistic and fanciful events and actions. It involves reading a story about a woodcutter who is granted three wishes by a fairy. Through discussion questions about the story, students determine what events are realistic versus fanciful. Students then practice identifying realities and fantasies by categorizing sentences. The lesson emphasizes using wise judgment to evaluate the truthfulness of ideas.
This document outlines a 5-session unit plan for 1st grade students to learn about different animals. The unit introduces students to domestic and wild animals, their habitats, means of movement, and baby names. Students participate in activities like classifying animal images, drawing their favorite animal, learning vocabulary, and creating a mask or puppet of their favorite animal. The goal is for students to develop curiosity about animal diversity and identify key characteristics of different animals.
The document is a lesson plan for a 4th grade English class. It includes the aims, language focus, materials, and detailed schedule for an 80-minute lesson on farm animals. The lesson begins with a warm-up identifying pictures of a farm and animals. Then the teacher reads a simplified story about a brave pig named Pinky who warns sheep about an approaching wolf. Afterwards, the students practice identifying and labeling pictures of farm animals, and then paint the animals and write sentences about their colors. The lesson concludes with a hopscotch game where students say the name of an animal card as they jump to it. The plan aims to introduce vocabulary for farm animals through a story and engaging activities.
Mocomi TimePass The Magazine - Issue 68Mocomi Kids
Have you ever wondered why a dog's nose is wet or why they eat grass when they're feeling unwell? Find out more about man's best friend in Mocomi TimePass Magazine Issue 68. Every issue has something fun for everyone. In each magazine you will find folktales, trivia, puzzles, health tips, jokes and much more!
Todorov believed that all narratives follow a basic structure of equilibrium being disrupted, the characters recognizing the problem, and then resolving it to restore equilibrium. Propp analyzed folktales and concluded that all stories use some combination of 8 character archetypes and 31 plot elements. Levi-Strauss suggested that narrative conflict, and thus story, arises from binary oppositions between two opposing sides or forces.
Todorov believed that all narratives followed the same basic structure of equilibrium, disruption, and new equilibrium. He outlined this as a 3-step or 5-step model. Propp analyzed folk tales and identified that they all use some combination of 8 character archetypes and 31 plot elements. Levi-Strauss suggested stories are driven by the conflict between opposing sides, known as binary opposition. The author discusses applying these theories to their own children's story about a fox chasing a runaway gingerbread man.
Todorov believed that all narratives followed the same basic structure of equilibrium, disruption, and new equilibrium. He outlined this as a 3-step or 5-step model. Propp analyzed folk tales and identified that they all use some combination of 8 character archetypes and 31 plot elements. Levi-Strauss suggested stories are driven by the conflict between opposing sides, known as binary opposition. The author discusses applying these theories to their own children's story about a fox chasing a runaway gingerbread man.
The document discusses critical thinking skills training. It defines critical thinking as clear and rational thinking that understands logical connections between ideas. The training aims to help participants define critical thinking, follow its steps to solve problems, and identify problems, tasks and solutions. It also discusses reliable sources, importance of critical thinking skills for the workplace, and includes activities to differentiate opinions from facts and practice critical thinking.
How many of the following are your dog signs?
1. Make eye contact
2. Bring everything for you
3. Lift 1 front leg
4. Cower
5. Biting down furniture
6. Sit at your feet
7. Yawn
8. Yawning relaxes
9. Relying on you
10. Stick out your tongue
11. Want to sleep in the same bed as you
12. Calmly stare at you as you leave home
<a href="https://wewpet.com/why-does-my-dog-stare-at-me/">https://wewpet.com/why-does-my-dog-stare-at-me/</a>
This lesson plan summarizes a 45-minute English class for 3-4 year olds at a kindergarten in Concordia, Entre Ríos, Argentina. The class will focus on vocabulary related to families and farm animals from previous lessons. They will then listen to and dramatize the story of "The Three Little Pigs." Key activities include singing hello songs, reviewing farm animal vocabulary, listening to the story while looking at pictures, and acting out the roles of the pigs and wolf. The goal is for students to practice English vocabulary and develop language, imagination, and social skills through interactive storytelling.
Grade Three K to 12 - Compilation of English Stories (First Quarter)Kat Landrito
The story describes a thirsty crow that is looking for water on a hot summer day. It finds a pitcher with a little water in it, but cannot reach the water as its beak is too big. It then gets the idea to drop stones into the pitcher, raising the water level until it can drink. The crow is able to solve its problem through clever thinking.
This document provides information for a sophomore English class on neuromarketing. It includes answers to questions about neuromarketing from a previous lecture. The answers are:
1. Neuromarketing is different because it studies brain reactions to products and advertising.
2. Researchers can know what part of the brain is used when a person looks at an ad or product.
3. In a blind taste test of Coke and Pepsi, the results were equal. When brand names were given, 75% chose Coke over Pepsi.
4. Some people worry about neuromarketing because it could be used to influence people without them knowing.
The document instructs students to write
The document discusses animal idioms and expressions related to different animals. It provides a list of common idioms and asks the reader to match idioms like "kill two birds with one stone" or "ants in your pants" to definitions. It also includes discussion questions about using idioms related to taking the bull by the horns or having a lion's share. Overall, the document focuses on familiarizing the reader with common animal idioms and their meanings in English.
This document provides lesson ideas for teaching about the folktale "The Mitten" through various activities in different subject areas. It includes suggestions for language arts activities like sequencing the story and acting it out with masks. For science, ideas are given for predicting how many animals can fit in the mitten and exploring camouflage. Art projects incorporate designing mittens and decorating items with mitten transfers. Background information is also provided on the different animals in the story.
The document provides a summary of daily pet news stories from April 27, 2011, including Michael Vick speaking out against a dog fighting app, a study finding that female dogs notice size changes in objects better than male dogs, two red-tailed hawks waiting for their eggs to hatch with a live webcam, chemicals in pet dogs' blood linked to chemicals in older furniture, and a pet adoption event breaking records.
Todorov believed that all narratives follow a basic three-step structure of equilibrium, disruption, and new equilibrium. Propp analyzed folktales and identified that they all use some combination of 8 character archetypes. Levi-Strauss argued that conflict between opposing sides, like dogs vs cats, is necessary to drive a story. These theorists provided structuralist views of common narrative elements and patterns.
Magandang Umaga ! The document provides guidance to students on participation, discipline, respect and goals for the class. Students are expected to participate in class activities and discussions. Discipline is needed to succeed in learning and school rules and proper behavior inside the classroom must be followed. Respect for everyone inside the classroom is important. Respect strengthens a positive environment. The goals are to identify subjects and predicates in sentences and give meaning to subjects and predicates.
The story is about a lion and a mouse. The lion wakes up annoyed when the mouse runs over him. He catches the mouse but lets him go after the mouse promises to help the lion someday. Later, hunters trap the lion in a net and the mouse saves him by gnawing through the ropes with his sharp teeth. The lion thanks the mouse for rescuing him and realizes he should not underestimate smaller creatures.
Lesson Plan in English 2 (REALITY/FANTASY)Sharyn Gayo
The lesson plan aims to teach students to distinguish between realistic and fanciful events and actions. It involves reading a story about a woodcutter who is granted three wishes by a fairy. Through discussion questions about the story, students determine what events are realistic versus fanciful. Students then practice identifying realities and fantasies by categorizing sentences. The lesson emphasizes using wise judgment to evaluate the truthfulness of ideas.
This document outlines a 5-session unit plan for 1st grade students to learn about different animals. The unit introduces students to domestic and wild animals, their habitats, means of movement, and baby names. Students participate in activities like classifying animal images, drawing their favorite animal, learning vocabulary, and creating a mask or puppet of their favorite animal. The goal is for students to develop curiosity about animal diversity and identify key characteristics of different animals.
The document is a lesson plan for a 4th grade English class. It includes the aims, language focus, materials, and detailed schedule for an 80-minute lesson on farm animals. The lesson begins with a warm-up identifying pictures of a farm and animals. Then the teacher reads a simplified story about a brave pig named Pinky who warns sheep about an approaching wolf. Afterwards, the students practice identifying and labeling pictures of farm animals, and then paint the animals and write sentences about their colors. The lesson concludes with a hopscotch game where students say the name of an animal card as they jump to it. The plan aims to introduce vocabulary for farm animals through a story and engaging activities.
Mocomi TimePass The Magazine - Issue 68Mocomi Kids
Have you ever wondered why a dog's nose is wet or why they eat grass when they're feeling unwell? Find out more about man's best friend in Mocomi TimePass Magazine Issue 68. Every issue has something fun for everyone. In each magazine you will find folktales, trivia, puzzles, health tips, jokes and much more!
Todorov believed that all narratives follow a basic structure of equilibrium being disrupted, the characters recognizing the problem, and then resolving it to restore equilibrium. Propp analyzed folktales and concluded that all stories use some combination of 8 character archetypes and 31 plot elements. Levi-Strauss suggested that narrative conflict, and thus story, arises from binary oppositions between two opposing sides or forces.
Todorov believed that all narratives followed the same basic structure of equilibrium, disruption, and new equilibrium. He outlined this as a 3-step or 5-step model. Propp analyzed folk tales and identified that they all use some combination of 8 character archetypes and 31 plot elements. Levi-Strauss suggested stories are driven by the conflict between opposing sides, known as binary opposition. The author discusses applying these theories to their own children's story about a fox chasing a runaway gingerbread man.
Todorov believed that all narratives followed the same basic structure of equilibrium, disruption, and new equilibrium. He outlined this as a 3-step or 5-step model. Propp analyzed folk tales and identified that they all use some combination of 8 character archetypes and 31 plot elements. Levi-Strauss suggested stories are driven by the conflict between opposing sides, known as binary opposition. The author discusses applying these theories to their own children's story about a fox chasing a runaway gingerbread man.
The document discusses critical thinking skills training. It defines critical thinking as clear and rational thinking that understands logical connections between ideas. The training aims to help participants define critical thinking, follow its steps to solve problems, and identify problems, tasks and solutions. It also discusses reliable sources, importance of critical thinking skills for the workplace, and includes activities to differentiate opinions from facts and practice critical thinking.
How many of the following are your dog signs?
1. Make eye contact
2. Bring everything for you
3. Lift 1 front leg
4. Cower
5. Biting down furniture
6. Sit at your feet
7. Yawn
8. Yawning relaxes
9. Relying on you
10. Stick out your tongue
11. Want to sleep in the same bed as you
12. Calmly stare at you as you leave home
<a href="https://wewpet.com/why-does-my-dog-stare-at-me/">https://wewpet.com/why-does-my-dog-stare-at-me/</a>
This lesson plan summarizes a 45-minute English class for 3-4 year olds at a kindergarten in Concordia, Entre Ríos, Argentina. The class will focus on vocabulary related to families and farm animals from previous lessons. They will then listen to and dramatize the story of "The Three Little Pigs." Key activities include singing hello songs, reviewing farm animal vocabulary, listening to the story while looking at pictures, and acting out the roles of the pigs and wolf. The goal is for students to practice English vocabulary and develop language, imagination, and social skills through interactive storytelling.
18. seconds
Boy (in frame, talking to camera):
“This is a story about my pet animal.”
1.The young boy and his pet dog are standing together
in the middle of the frame
2.Background is white, shadows of characters is cast on
white floor
3.The dog jumps up and leans against the boy
4.The dog’s head moves up and down as he licks the
boy’s face
5.The boy laughs
Sunday, June 23, 13
33. : Time:
Boy (in frame, talking to camera):
“Mama and Papa brought home a pet animal for me! My
pet animal is a DOG.”
1.Cross fade to new frame, family’s living room in the
background (mostly white background with large
couch, grandfather clock and plants)
2.The mother and father walk into the room with a dog
on a leash
3.The dog barks once, wags tail
4.The boy sits down and studies the dog, then smiles
widely and giggles
Sunday, June 23, 13
50. :
Xylophone or other whimsical sounding instrument playing a light
tune for the duration of the “handshake”
Boy (in frame, talking to dog):
“I think I will name you...Tommy.”
Sunday, June 23, 13
65. : Time:
1. At the pet store: a large building with big glass doors
and windows
2. Zoom in from outside the pet store, through the
main window
3. Fade through glass
4. Stop zooming once inside the pet store
5. Interior has bags of pet food, crates, cages, cushions,
toys (no animals seen yet)
Boy (not in frame):
“Papa told me I have to take my new pet dog to the
PET STORE.The pet store sells DOG FOOD. My dog
needs dog food to stay healthy.”
Sunday, June 23, 13
80. : Time:
Pet store owner (in frame, talking to boy):
“Welcome! I am the owner of the pet store. I know
what food your dog needs to eat to stay STRONG.”
1. Cut to pet store owner
2. Behind the pet store owner is a white background
with a poster that shows a healthy dog and the
amount of food he must eat in a day
3. In her hands, the owner has a bowl of brown food
Sunday, June 23, 13
95. : Time:
Pet store owner (not in frame):
“This dog food is made of is made of many things. Dogs eat some
of the same FOODS as people.
Dogs eat MEAT. Some people eat MEAT, such as chicken.
Dogs also eatVEGETABLES. People eatVEGETABLES, such as
carrots.
Lastly, dogs eat GRAINS.We do too, with food such as roti.”
1.Zoom in on food, with a table in the corner of the shot
2.After the word “MEAT”, a chicken leg appears on the table
3.After the word “VEGETABLE”, cabbage appears on the table
4.After the word “GRAIN”, roti appears on the table
Sunday, June 23, 13
110. : Time:
Cat’s meow (loud)
1. Cut to pet store owner, the boy, his dog
2. A loud “MEOW!” is heard
3. The boy is very startled
4. Span the frame to the left, where two cats are sitting
on a scratching post
5. There are a few toys, baskets and food bowls in front
of the scratching post
Sunday, June 23, 13
125. : Time:
Cat’s meow
Dog’s bark
Pet store owner (in frame, talking to boy):
“This is a CAT. It is a type of ANIMAL.Your dog is an
animal, and this cat is an animal.”
1.Pet store owner walks towards the two cats
2.Boy and dog follow (leave dog’s food bowl behind)
3.The dog barks as the cats continue to meow
4.Pet store owner gestures to cats, arm moves up
Sunday, June 23, 13
140. : Time:
Pet store owner (in frame, talking to camera):
“Do you know what cats say?”
1. Cut to pet store owner’s face
2. Wait five seconds after question
Sunday, June 23, 13
185. : Time:
Pet store owner: (not in frame)
“The dog has a bigger NOSE than the cat.The cat has
sharper NAILS than the dog.They are both animals, but
DIFFERENT.”
1.Cut to side view of dog and cat, who are now nose-
to-nose
2.Show clear comparison of different noses and other
features
Sunday, June 23, 13
200. : Time:
Pet store owner (not in frame):
“Cats eat MILK and FISH.”
1. Zoom in on the two food bowls below the scratching
post
2. One cat is drinking milk from one bowl
3. The other cat is eating fish from the other bowl
Sunday, June 23, 13
230. : Time:
Child’s laugh
Dog’s bark
1.Cut to the boy and his dog
2.The boy nods his head vigorously and giggles
3.Dog barks and shakes his tail
Sunday, June 23, 13
245. : Time:
Pet store owner (in frame, talking to boy):
“We also have other pets here at the store.”
1.Zoom out to show the entire pet store
2.Pet store owner moves to the back of the store
3.The boy and dog follow her
4.Boy’s parents can be seen in the background looking
at beds for the dog
Sunday, June 23, 13
260. : Time:
Pet store owner (not in frame):
“This is a BIRD.”
1.The boy and dog stop at a large cage containing two
small, bright birds
Sunday, June 23, 13
275. : Time:
Pet store owner (not in frame):
“The birds eat SEEDS. Seeds are found in FRUITS we
eat.”
1. Zoom inside cage, through the golden bars
2. The birds chirp brightly
3.One bird stretches its wings on the swing
4. The other bird flies to a perch with a box of SEEDS
5. It pecks at and gobbles up the seeds
Sunday, June 23, 13
290. : Time:
Pet store owner (not in frame):
“What is one example of a fruit we eat?”
1. Cut to pet shop owner’s face
2. After she asks the question, wait for 5 seconds
Sunday, June 23, 13
305. : Time:
Pet store owner (not in frame):
“Yes! Here are a lot of examples of fruits that we eat.
We eat watermelons, apples, oranges and grapes.They
all have seeds in them, which we do not eat.”
1. Pet store owner looks out the window, where there
are an assortment of fruits in the garden
Sunday, June 23, 13
320. : Time:
Boy (in frame, talking to CAMERA):
“What SOUND do birds make?”
1.Cut to boy’s face (close up)
2.He looks thoughtful and questioning
3.He has one hand cupping his chin
Sunday, June 23, 13
350. : Time:
1. Cut to pet owner’s face (close up)
2. Wait 3 seconds after the pet store owner says,“So
what sounds to birds make?”
Pet store owner (in frame, talking to camera):
“So what sound do birds make?
That’s right! Birds CHIRP!”
Sunday, June 23, 13
365. : Time:
Pet store owner (not in frame):
“Look here.These are the BABY birds. Birds lay EGGS
which turn into NEWBORN birds.”
Small chirps
1.Cut to an artificial nest in the other corner of the
cage
2.There are two small birds with their mouths open,
waiting to be fed
Sunday, June 23, 13
380. : Time:
1.Zoom out to where the scene shows the dog looking
through the bars of the cage at all the birds
2.The dog is careful not to frighten them
3.He wags his tail
4.His tongue is hanging out and he looks happy and
curious
Sunday, June 23, 13
395. : Time:
Pet store owner (not in frame):
“Cats also have babies.They are called KITTENS. Look
at this litter of kittens.”
1.The shot rotates 180 degrees to show the opposite
side of the pet store
2.The frame is back to the scratching post with the two
cats, however slightly to the right of it
3.There is cushioned bed of extremely tiny, fluffy kittens
4.The kittens are all asleep
5.They’re curled up next to each other
Sunday, June 23, 13
412. :
Xylophone or other whimsical sounding instrument playing a
light tune for the duration of the dog and puppies playing
1. Shot is still the same as last frame
2. Once father’s voice is heard, cut to another area in
the pet store
3. The father and mother and kneeling down in a half-
open pen filled with puppies
4. The puppies are jumping, playing with each other, and
seeking the attention of the mother and father
Sunday, June 23, 13
427. : Time:
Dog’s bark
Puppies’ barks
Pet store owner (not in frame):
“These are PUPPIES.Your pet is a puppy.When he is
older, he will look like this ADULT DOG.”
1. The boy and his dog run into the frame
2. The dog plays around with the puppies, who are his
size
3. He looks up at the towering adult dog, he is much
smaller than him
4. The boy picks up a puppy and rocks it in his arms
Sunday, June 23, 13
442. : Time:
Pet store owner (in frame, talking to CAMERA):
“Do you know where dogs and puppies sleep?”
1. Cut to pet store owner’s face
2. She looks at audience, asks questions
3. Five seconds wait
4. She smiles
5. Blinks a few times during the wait
Sunday, June 23, 13
457. : Time:
Pet store owner (in frame, talking to camera):
“You’re right! They sleep in BEDS and DOG HOUSES.”
1. While she speaks, she gestures to the right and the
frame spans over
2. New frame shows a mountain of cushions, wicker
baskets with bedding and large, colorful cages
Sunday, June 23, 13
472. : Time:
Pet store owner: (in frame, talking to camera)
“Cats also sleep in similar baskets.”
1. Same frame
2. Zoom in on smaller baskets with rounded edges
3. Pet store owner gestures towards the smaller
baskets
Sunday, June 23, 13
487. : Time:
Mother: (in frame, talking to CAMERA)
“Wow! We all know so much about pet animals now.”
1.Cut to mother’s face (close up)
2.She is grinning from ear to ear
Sunday, June 23, 13
502. : Time:
Boy (in frame, talking to camera):
“I’ve learned that birds eat seeds.
Birds have babies which they keep in nests.
Pet birds stay in these tall cages where they can swing and fly, and they can be let out.
I’ve learned that cats eat milk and fish.
Cats have babies that are called kittens.
Cats sleep on beds and in comfy baskets.
I’ve learned that dogs eat meat, vegetables and grains
Their babies are called puppies, and they all sleep on beds and in dog houses”
The boy and his dog are in the frame
As he mentions things, floating items pop up around him
with a “poof”!
“Seeds” - bag of birds’ seeds pop up
“Nests” - image of baby birds in nest pops up
“Fish” - food bowls pop up
“Baskets” - basket pops up
“Dog houses” - dog house pops up
Sunday, June 23, 13
517. : Time:
Pet store owner: (not in frame)
“I think this young man is ready to successfully keep a
healthy pet!”
Parent’s laughter
1. Cut to boy and dog standing side by side
2. The boy laughs and raises his hand to pet the dog
3. The dog barks and wags his tail
4. He licks the boy’s cheek
5. Laughter from parents is heard
Sunday, June 23, 13
532. : Time:
Father (not in frame):
“Come son, let’s go home.”
1. The back of the pet store owner is seen as she waves
goodbye
2. The mother, father, boy and dog walk toward the house
3. They look back and wave
4. The father is holding a bag of dog food, supplies and toys
5. The frame cross fades to the entrance of the house
6. The boy looks at the dog and gives him a hug
Sunday, June 23, 13