Nice second draft. I think we're almost there. Notes below about some of the key moments. On polish, try to do a light pass for kid voices (some of the phrases still seem a little adult). Thanks! 1. INT. ELINOR’S ROOM -- DAY ELINOR is in her room, getting ready for school, humming to herself as she gathers her things for her backpack. This is such a preschool friendly way to talk about growth and change. Some specific notes below. Line Count - 122 (please cut 2 lines) Ari - 18 Elinor - 59 Olive - 21 Mr. Rabbit - 19 Ranger Rabbit - 5 DESIGN NOTE: Her room is decorated with home-made fish that she’s drawn, or cut out of construction paper, or made from paper plates, or whatever. Maybe she’s even made a “fish mobile” to hang over her bed. Elinor (sing-song) Fish, fish, fishy, fishy, fish, fish, fish… She takes one fish drawing off the wall, grabs her backpack and runs out of the room. 2. INT. Kitchen -- DAy Elinor is at the table, eating her breakfast and gazing at her fish picture as MR. RABBIT makes flapjacks (pancakes). Elinor Hey Dad! Did you know fish eat their breakfast underwater? Mr. Rabbit Really? That would make for some soggy carrot pancakes . ELINOR (giggling) F ish don’t eat pancakes, Dad, they eat underwater plants and things. MR. RABBIT Riiight. ELINOR Fish do EVERYTHING underwater - eat, swim, play - even sleep. They’re sooo interesting! MR. RABBIT Do tell. RANGER RABBIT enters. RANGER rABBIT Ohh, carrot pancakes ! Mr. RABBIT (formally, like a waiter) Your breakfast is served madame. He puts a stack in front of Ranger Rabbit but just as she’s about to dig in she notices her watch (or a clock on the wall). Ranger Rabbit Uh-oh. It’s later than I thought - we’d better hurry up Elinor, or you’ll be late for school. MR. RABBIT I’ll make those pancakes to go. ElINOR The analogy here isn’t totally clear. Maybe “Just like my group of friends at my school.” <GASP!> Mom! Did you know that a group of fish is called a school. Just like all my friends at my school. I can’t wait to tell Mz. Mole. She hops off. Mr. Rabbit hands Ranger Rabbit a paper bag and gives her a kiss on the cheek. MR. RABBIT I think Elinor is on a bit of a fish-kick. This line bumps me a little: she seems too sure here of this statement. Suggest you go back to D1's line for Ranger Rabbit: "You don't say" (or "I think you're right") to pay off the end better. ElINOR (O.S.) (calling) Dad! Fish can’t kick, they don’t have legs! 3. EXT. PAth on the way to SCHOOL – DAY Elinor is hopping along ahead of her Mom. ElINOR (sing-song) Fish, fish, fishy, fishy, fish, fish, fish… They comes to a small crossroad in the path - the other path is obviously a little less used (this is not far from her house, we see the house in view). We don't think it's a safe practice to let Elinor walk to school by herself at her age. Maybe we can see the school at the other end of the short cut? Or maybe she doesn’t call it a short cut at all? We aren't sure of the best way to handle this but we'd really like her not going it alone for an unspecified distance/amount of time. RaNGER RABBIT We don’t have much time. You’d better take the shortcut to school today, Elinor. See you tonight, hunny bunny. Have a great day. Ranger Rabbit gives her a kiss. ELINOR Okay. Bye Mom. Elinor waves to Ranger Rabbit who watches as she hops off onto a smaller path. 4. EXT. SHORTCUT PATH - day Elinor is hopping along. ELINOR Fish, fish, fishy, fishy... Suddenly <SFX: SPLASH> from the pool. Elinor is puzzled. ElINOR (CONT’D) Whu? She looks closely at the little pool of water (a shallow stream is fine as long as it’s shallow enough that she is safe beside it) . ELINOR (CONT’D) <GASP!> A fish! A REAL fish! ( ANGLE ON: Spotty is a bullfrog tadpole, nice and fat - and spotty! ) Wow! Look at the way you swim, and your nice long tail, and your spots. Would you like to be my fishy friend? (t he tadpole looks at Elinor in a friendly way ) You would? Awesome, I’m going to name you... (she thinks) SPOTTY! At this moment she hears <SFX: SCHOOL BELL RINGING> in the distance. ELINOR (CONT’D) <GASP!> Gotta get to school. (she hops off) See you later, Spotty! 5. EXT. SCHOOL YARD – DAY Elinor bounces into the schoolyard, very excited and joins her friends ARI and OLIVE as they all head into the school . ELINOR Olive! Ari! Guess what? Ari Let me guess, is it about a fish ? Olive (giggling) You have been talking about fish a lot lately, Elinor . Elinor has definitely seen fish before and we are certain knows that they live underwater, so this needs to be reworded. Maybe something like, “I have been excited to share everything I’ve been learning about fish lately. And guess what? I saw a fish today that I’ve never seen before!” ELINOR It’s true! I have been learning a lot about fish lately. But guess what? I saw a REAL fish today ! One that lives underwater. OlIVE Really? ELINOR Yup. I named her Spotty! Come on, I’ll draw a picture to show you what she looks like . They all run into the school. 6. EXT. CLASSROOM – DAY Elinor is busily drawing as Ari and Olive look on. ElINOR I was taking the shortcut to school, and there was this tiny pool of water, and I heard a SPLASH, and then I looked down and... ANGLE ON: Elinor’s drawing of Spotty. <SFX: WHOOOA WALLA> Ari (O.C.) Now that is a cool fish. WIDEN TO REVEAL: OLIVE and ARI are admiring the drawing. Line 30-34 – Since Elinor called the “fish” Spotty, it would make sense for her to first mention the color of the fish and its spots. She can share that’s why she gave it that name. Elinor Yep! She has a neat shape and a nice colour . And she swims in a really interesting way - she kind of wiggles, like this. Elinor wiggles, Olive and Ari <SFX: GIGGLES> OLIVE I love her eyes, she looks so friendly. ARI I like her spots. Spots are soo cool. I wish I had spots. OlIVE (helpfully) Well, you have wings, Ari. And wings are very cool too. Add a thought bubble of Ari fluttering up with (brightly colored?) dots on his wings, for visual humor? ARI Oh, yeah . (he lifts his arm to admire his wing) Hey. You know what would be the coolest - SPOTTED WINGS! Elinor <SFX: GIGGLES> Meanwhile Olive is admiring Elinor’s drawing. Lines 35-37: Can you think of a different way to end this scene? This exchange makes me wonder why she doesn't just take them after school. Maybe bring it back to the fish kick? Make it a giggle moment. OlIVE I’d sure like to meet Spotty one day. ArI Me too. ELINOR Sure! I’ll bring you to meet her as soon as I can . 7. EXT. SHORTCUT PATH – A FEW DAYS LATER Elinor is hopping through the forest. Feel we don't really need dialogue lines 38-39. Maybe show her saying bye to Mom then walking excitedly to the small pond and looking around. Let the audience piece together that she's looking for spotty. ElINOR I’m coming Spotty! She hops over and looks down. ElinOR (CONT’D) Spotty? Oh, Spooootty... A little <SPLASH>. ElINOR (CONT’D) <GASP!> There you are! Hi Spotty! She bends down to look. ELINOR (CONT’D) Sorry I haven’t visited in a few days. I walked to school the long way with my Mom. How are you doing? ( Another <SFX: SPLASH> ) (giggles) Oh, very splashy I see. (she notices) Wait a second. What are those? Elinor takes out her magnifying glass. MAGNIFIED ANGLE ON: Spotty - we can see she has two little bumps on her sides. Actually, this made me think: do tadpoles splash? Maybe check with expert? ELINOR (CONT’D) Spotty you have two bumps on you. What ARE they? Spotty <SFX: SPLASHES> again , getting a few drops on Elinor. She laughs . Feel like this scene should end on a brighter note or moment about her friendship with Spotty, so that it makes sense and feels natural to transition to a montage. Add a line or two (or tweak the last time) just to emphasize the relationship and her excitement. You want to shwo time going by and the sun rising and setting? ELINOR (CONT’D) (giggling) Scene 8 - It seemed odd to us that Elinor doesn’t share with anyone the bumps that she’s seen. Also, we were a little thrown about the fish mask. It made us keep thinking about COVID and we wondered if we wanted to get into that or not. Maybe just call it a costume? Spotty! OK, I gotta go to school. I’ll check on you later . You want to shwo time going by and the sun rising and setting? 8. TIME-PASSING MONTAGE Elinor shows more pictures of Spotty to Olive and Ari in the schoolyard. Elinor is telling her parents about Spotty over dinner with a drawing. Elinor is lying on her bed with her drawing pad in front of her, looking out the window. It’s raining. She turns back to her pad and starts drawing more pictures of Spotty. Elinor in her room, putting up a picture of Spotty overtop of her fish pictures. Elinor has made a “Fish mask” - a green balaclava with spots. She puts it on and compares herself to her picture of Spotty - twins! END MONTAGE 9. EXT. path to school - day Elinor is wearing her balaclava as she hops along on her way to school again. I'm not sure what you have envisioned for the balaclava, but I imagine we can't cover her face for the rest of the episode. Maybe call it a "fish hat" instead? ELINOR I can’t wait to show Spotty my fish mask. We look just the same! I’m gonna take the short-cut, okay Mom. RaNGER RABBIT Okay hunny bunny, see you tonight! Ext. shortcut to school - day She gets to the little pond, there’s a <SFX: SPLASH>. ElINOR Hey Spotty! Sorry I didn’t visit for a while. Look what I made! ( She models her mask. ) I’m a fish too, just like... (then she notices) Spotty? ANGLE ON: Spotty in the water now has legs! Lines 47-49: Feel like she accepts too readily that fish have legs, but at this point it should be puzzlement/confusion/curiosity. You have legs? But I thought fish didn't have legs? But look, you're using legs to swim. But how can you have legs? That is so interesting… etc. We're five minutes into the episode, let's draw the audience into the story with a mystery and a question to resolve. It's tricky, but try to make more of these lines and pose the mystery for the audience. ELINOR (CONT’D) OH MY GOODNESS! Spotty! You have LEGS!!! That is sooo interesting. She takes out her magnifying glass. ANGLE ON: Spotty, magnified. ELINOR (CONT’D) Wow, where did they come from? Hmmm, maybe from the bumps I saw before? (Elinor changes position and continues to observe) I wonder if you can walk on those legs. Will you walk under water? <GASP> Maybe you could walk OUT of the water - now THAT would be cool. Maybe we see Spotty walking out of the water in a THOUGHT BUBBLE . At this moment the <SCHOOL-BELL RINGS> in the distance. ELINOR (CONT’D) Uh-oh. Gotta go! See you later Spotty. Have fun with your new legs! 10. EXT. ScHoolyard - day Olive and Ari are gobsmacked about the news. Lines 50-58: Feel like these lines need a tweak here and there to engage Elinor's curiosity and puzzlement more. Elinor should be like the audience is feeling right now: "What's going on?" (not in those words, but her version of it). ARI Wow, that’s an awesome mask Elinor. so I could be the same- is a little vague..so she could pretend to be a fish? So she could look like a fish? ELINOR so I could be the same- is a little vague..so she could pretend to be a fish? So she could look like a fish? This line didn’t make sense to us. Why does she want to be the same as Spotty? Just for fun? Thanks, Ari. I made it so Spotty and I could be the same. But then when I went to show her, I noticed something really strange. OlIVE What? ELINOR Spotty has legs! OlIVE Legs? Really? I didn’t think fish HAD legs. ElINOR Me neither. But Spotty does. They started out as little bumps but I guess they grew. ArI Whoa! A fish with legs! I gotta see that. OLIVE Me too. ELINOR Okay! I’ll take you to meet Spotty, right after school. You’re gonna be amazed! 11. EXT. PUDDLE ON THE PATH - DAY The kids are running through the forest. (NOTE: Elinor doesn’t have her mask anymore). ElINOR Spotty’s pond is just over here. They arrive, Elinor points. <SFX: SPLASH> ELINOR (CONT’D) There she is. ANGLE ON: Spotty, with legs. OLIVE Wow, you’re right Elinor. Spotty does have legs. ArI How can that even be? OLIVE Dun, dun dunnn, it’s a mystery. A FISHY mystery. ELINOR We need MORE observations. Elinor and Olive start observing (with the magnifying glass). OLIVE Hmmm. Spotty has legs all right, but she doesn't quite look like other fish. Ari What do you mean? Olive pulls out her Nature Book and flips to a picture of a fish. (Or this can be a thought bubble) OLIVE See, she has eyes like a fish does, and a mouth and a tail. But she doesn’t have fins on her sides like the other fish. ANGLE ON: Olive compares the picture of the fish with Spotty. ELINOR You’re right, Olive. I never noticed that before. Meanwhile Ari is looking at another spot nearby, a little farther down the stream . Should probably decide if it is a pond or a stream. I vote pond, make it a nother part of the pond behind some plants? ArI Olive, Elinor - come and look at this! They run over. ArI (CONT’D) I found a whole bunch of Spotties. ANGLE ON: The pond with tadpoles at various stages. <SFX: KIDS WOOOOW WALLA> ElINOR There sure ARE a lot of Spotties. But...they don’t all look the same. ANGLE ON: Olive takes out her notebook. Make this "I'll draw them on my notebook" OlIVE I’d better take some notes. BACK ON: The tadpoles. Delete "like fish" ELINOR That little one looks like Spotty used to , like fish, with no legs at all. ANGLE ON: Olive draws a picture of a tadpole with no legs. BACK ON: The tadpoles. Ari And that bigger one looks like Spotty does now - with legs. ANGLE ON: Olive draws another picture. ElINOR This one has front legs too! ANGLE ON: A tadpole with front legs, back legs and a tail, in other words a “froglet”. Olive draws it. ANGLE ON: Elinor looks at Olive’s drawing. Replace "fish" with "one" ElinOR (CONT’D) Wait a minute - this fish with front legs and back legs doesn’t really look like a fish to me at all. Olive No? What does it look like? Elinor Kind of like.... Meanwhile Ari is distracted. Ari Look, a frog! Over there! ANGLE ON: A frog hopping nearby. "Lines 80-85: I think we need to be getting the kids towards a conclusion with these lines, instead of adding more confusion for them. Suggest having Olive draw the frog, and then the kids notice the progression. Maybe something like: OLIVE: I'll draw it too. ELINOR: That's SO interesting! They look and point at the drawing: https://www.dropbox.com/s/1mdcehdxwvnwka0/20200515_010118.jpg?dl=0 ELINOR: It looks like animals like spotty grow legs, and arms... and then they turn into frogs? ARI: Does that mean... Spotty is not a fish? Then the Dad comes in. (something like that)" yes->. not arms they just have legs. ElINOR (realizing) yes->. not arms they just have legs. We don’t think we should say “arms”. Let’s stick with the language used in line 76 where they talk about front legs and back legs. Ari! That’s it! A frog! The fish with arms and legs looks kind of like...a frog! COMPARE: The two animals, or the frog with Olive’s drawing. OlIVE Whoa! You’re right Elinor. It does look like a frog, but with a tail . Ari Wait a minute. First a fish with legs, now a frog with a tail? OLIVE Yep, and they all seem to be related somehow. ELINOR Wait a minute. If Spotty grows arms too, then that’s what she’ll look like. A frog with a tail! OlIVE So does that mean Spotty is a frog? Or a fish? At this moment Mr. Rabbit joins them (Elinor’s house is not far) , she’s holding a bag of groceries . maybe tge kast line "What are you making such careful observation of?" Mr. RaBBIT maybe tge kast line "What are you making such careful observation of?" This needs to be adjusted because we don’t want to imply that looking is the only way you make close observations. Hey, kids. I was just coming back from getting veggies at Farmer Bear’s when I saw you looking at something really closely . That’s how you make careful observations. What are you up to? ELINOR It’s Spotty, Daddy! MR. RABBIT What about Spotty? ELINOR She has...LEGS! Mr. RABBIT Legs? But I thought Spotty was a fish? "Lines 91-98: Try something like this to make it clearer: ELINOR: I thought so too, but this morning I saw she has legs! Elinor goes over to the edge of the pond. ELINOR: We saw other creatures over here too. Some have legs and are bigger, and some have legs AND arms and are even beigger. OLIVE: And some look almost like a frog. ARI: And some ARE frogs! (At this point, Mr. Rabbit catches on what's going on) ELINOR: So we're thinking Spotty might not be a fish after all. MR. RABBIT: What do you think she is? ELINOR: Well, if she's gonna look like a frog when she grows up, maybe she IS a frog? MR. RABBIT: You're right, Elinor! Spotty is not a fish, and she's not... etc. (something like that)" ELINOR I thought so too, but now that we’ve been looking at these other creatures... Ari First a fish with legs, then a fish with arms and legs, and then a frog with a tail... I think you could just take this line out....or she could point out they think it is the same animal but it keeps changing on them. This would be good to point out how animals change. OlIVE I think you could just take this line out....or she could point out they think it is the same animal but it keeps changing on them. This would be good to point out how animals change. This line doesn't seem to work. Maybe ask Sara for help with what Olive is trying to say – we think you mean that they seem related. But saying “they go together” might mean something different to a preschooler. Maybe something about them seeming similar to each other but a little different too? They seem to go together. ElINOR So w e’re thinking Spotty might not be a fish after all. Mr. RABBIT What do you think she is? ELINOR I’m not sure. Maybe some kind frog? MR. RABBIT A frog? Let me see. ANGLE ON: Spotty. Let’s say “changing into a frog” instead of “turning into” Mr. RABBIT (CONT’D) Ah, I see. Well, you're right, Spotty is NOT a fish, and she’s not a frog just yet, but she will be. Right now she’s a TADPOLE, turning into a frog. ArI Whoaah, my brain just exploded. OlIVE Tadpole! I like that word. ElINOR But what’s a tadpole, Dad? MR. RABBIT Hmm, maybe I’d better start at the beginning. F rogs start out as eggs. ANGLE ON: Maybe he points to some frog eggs. Ari I thought only birds lay eggs. Change last sentence to "Then, when the frog eggs hatch, the little baby frogs come out." MR. RABBIT Frogs do too, and so do some other animals, like turtles and lizards. Then, when the frog eggs hatch, they look like little fish but they’re called tadpoles. He points to a tadpole in the pond. Change to: "But they look like little fish." ELINOR That tadpole sure does look like Spotty, before she grew her legs. Changes to: "That's right, because they don't have arms or legs yet. Then the tadpoles grow legs and arms, and that's when they're called froglets." MR. RABBIT same note about using back legs and front legs Right. Then the tadpoles grow legs and arms too, and are called froglets. OLIVE I like that word too - Froglets! Do frogs lose the tail, or does the tail simply stop growing? Can you verify whether it's correct to say, "lose their tail"? MR. RABBIT Then the froglets lose their tails, which doesn’t hurt them at all, and then they turn into... ELINOR <GASP!> FROGS! They are all amazed at this, <SFX: WOOOW WALLA> Elinor points to the various stages of tadpoles in the pond as she explains: Same note about saying “changing into” ELINOR (CONT’D) (sure now) That means… Spotty is NOT a fish. She’s a tadpole turning into a frog. MR. RABBIT You got it, Elinor! ELINOR (in awe) Wow. That...is...AMAZING! SONG MONTAGE As we sing the song Elinor follows Spotty on her journey as she turns into a frog. the phrasing here of “soon they grow back legs” could be confusing and have two different meanings. Maybe say “Soon they grow legs in back” Elinor/Ari/ Olive ELINOR: Every little frog Starts with an egg And when it hatches It has no legs ARI: A tadpole’s not much more Than a tail and a head OLIVE: But it will grow and change And become a frog instead. ALL Grow and change Grow and change Baby frogs Grow and change. ELINOR: A tadpole swims around Happy in their pond But soon they grow back legs That they can jump on. OLIVE: When the front legs come A froglet becomes a frog ARI: And climbs out of the water To sit happy on a log. ALL: Grow and change Grow and change Baby frogs, Grow and change Grow and change Grow and change ELINOR: My friend Spotty Will grow and change. 12. INT. ELINOR’S ROOM -- DAY CU: Elinor is now putting up the pictures she drew of Spotty (or Olive’s drawings) in each different stage. ElINOR (sing-song) Frog, frog, froggy, froggy, frog, frog, frog. WIDEN TO REVEAL: Her parents are watching as she points to each drawing . "Can trim this line to: ""This is a frog egg, then tadpoles come out, then they grow arms and legs… And then they turn into a frog!"" She takes a step back. ""They all look different, but that's just how frogs grow.""" ElINOR (CONT’D) (she indicates) say “a tadpole with front and back legs” This is a frog e gg, then t adpole s come out , this is a tadpole with legs, a tadpole with arms AND legs is called a froglet . See, it still has its tail... and finally - a frog. And they are ALL Spotty! RaNGER RABBIT Very nice, Elinor. Can delete this line. Mr. RABBIT They ALL look just like Spotty to me! And so do you, by the way. Add an action after this line for Elinor get her modified hat. Then add another line for her: "And look, I changed my hat so it can change just like Spotty" (she puts it on). ELINOR Thanks. I thought I had a fish friend but it turns out Spotty wasn’t a fish after all. She’s a FROG. But that’s okay because frogs are AWESOME . The family walks out of the room as Elinor starts riffing about frogs. The camera stays on the frog drawings, and starts moving in... No more notes after this line. Thanks for the nice work! ElINOR (O.C.) (CONT’D) Did you know frogs can live on land AND in the water, and that they really do sit on lilypads, and they really love to hop, and they have long sticky tongue.... MR. RABBIT (O.C.) I think Elinor is on a bit of a frog-kick. CU on the drawing of Spotty as a frog. IRIS OUT THE END

EWW173 Elinor’s Fishy Friend -- D2 -- .

<SFX: CU Hmmm Ooops That...is...AMAZING WHOOOA Whoaah Yup froggy froglet gonna hunny like...a sooo tail...and

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ELINOR WONDERS WHY EWW 173: ELINOR'S FISHY FRIEND Written by Katherine Sandford Elinor’s Question: What happened to Elinor’s fish friend Spotty? Logline: Elinor makes friends with a fish she names Spotty, but then something amazing happens, Spotty grows LEGS. LS4 . Understand that all animals and plants have a life cycle, can reproduce, and change and grow over time: a. Observe the life cycle of familiar plants and animals b. Observe the growth in animals and plants c. Understand that living things grow and change over time (Elinor and her friends observe the different stages in the life cycle of a frog). LS7 . Understand that young animals and young plants are very much, but not exactly like their parents: a. Understand that the young of a species are the same kind of animal or plant as the parents b. Arrange and compare illustrations of humans and other animals in developmental sequence from infancy to adult (Elinor and her friends arrange drawings of Spotty into a developmental sequence as it matures from tadpole to froglet to frog). SEP1 . Asking questions (science) and defining problems (engineering) a. Demonstrate curiosity about the greater world outside of their local environment b. Ask more complex questions about observable phenomena c. Ask and/or identify cause and effect questions that can be answered by an investigation (Elinor and her friends ask questions about Spotty's changes, and decide to investigate) SEP2 . Developing and using models a. Represent observable, concrete objects, events, and findings in many different ways c. Use simple models to support explanations (Elinor and her friends make pictures of the various stages of the frog's development). SEP3 . Planning and carrying out investigations b. Compare and contrast objects and events by describing similarities and differences in detail (Elinor and her friends compare the different stages of the frog's development) SEP4 . Analyzing and interpreting data a. Collect, describe, and record observations in greater detail and in various ways (Elinor and her friends collect data on the various stages of a frog's life). SEP7 . Engaging in argument from evidence a. Engage in discussions before, during, and after investigations. b. Support thinking and argue ideas with evidence. (Elinor and her friends observe and discuss the changes they see in Spotty and the other tadpoles. SEP8 . Obtaining, evaluating and communicating information a. Obtain information through discussing prior knowledge and observations with experts including teachers or knowledgeable adults f. Share findings and explanations (correct or incorrect) through a variety of methods (Elinor and her friends share their findings with Mr. Rabbit by using drawings, and they discuss what they have discovered with him). FIRST DRAFT: April 28, 2020 SECOND DRAFT: May 13, 2020 THE END Elinor Mr. Rabbit Ranger Rabbit Olive Ari Art Arr Olive/ari (V.O.) (O.S.) (O.C.) (CONT'D) (SUBTITLE) INT EXT I/E ELINOR WONDERS WHY CHECK NOTES ELINOR'S HOUSE -- DAY PARK – DAY FISHPOND (BRIDGE) – DAY PATH ON THE WAY HOME – DAY SCHOOL YARD – DAY RAINFALL TRANSITION PARK – A FEW DAYS LATER FISHPOND -- DAY MORE RAIN TRANSITION PARK – A FEW MORE DAYS LATER PARK BANCH – DAY FISHPOND – DAY ELINOR'S ROOM -- DAY ? KITCHEN -- DAY PATH TO SCHOOL PATH ON THE WAY TO – DAY SCHOOLYARD CLASSROOM – DAY DAY NIGHT AFTERNOON MORNING EVENING LATER MOMENTS LATER CONTINUOUS THE NEXT DAY CUT TO: FADE IN: FADE OUT. FADE TO: DISSOLVE TO: BACK TO: MATCH CUT TO: JUMP CUT TO: FADE TO BLACK.