Inferencing
Why do you think Dorothy helps the Scarecrow down from the pole, even though she just met him?
empathy, kindness, and social cues
Was it polite for Dorothy to ask the Scarecrow if he has a brain? Why or why not?
Examines social appropriateness and awareness of sensitive topics
If you were Dorothy, what would you do next after meeting the Scarecrow? Why?
Encourages logical thinking and planning
What can you infer about the Scarecrow’s personality based on how he talks to Dorothy?
tone, curiosity, politeness, and humility
What is a better way Dorothy could have asked the Scarecrow about his thinking or knowledge?
Teaches respectful, thoughtful phrasing
The Scarecrow wants a brain. What are some ways he could try to learn or become smarter even without a brain?
[Teaches growth mindset and creative problem solving
How do you think the Scarecrow feels when he says he doesn’t have a brain? What makes you think that?
interpreting emotions from tone and body language
When the Scarecrow says, “Some people without brains do an awful lot of talking, don’t they?”, what do you think he means?
Explores sarcasm, humor, and implied meaning
If the Yellow Brick Road splits in two directions, how should Dorothy and the Scarecrow decide which way to go?
Promotes decision-making and collaboration.
Why might Dorothy be surprised when the Scarecrow starts talking
Draws on expected norms about scarecrows and what’s surprising
How does Dorothy show she's a good listener during her conversation with the Scarecrow?
Looks at nonverbal and verbal listening behaviors
If you were the Scarecrow and felt left out because you don't have a brain, what could you do to feel more confident or included?
Encourages emotional regulation and resilience