These scripts are similar in that they begin by asking a question about prior knowledge, then they ask a question that is an extension of that prior knowledge, and they ask students to do something without telling them how. And, as such, they require students to think, not only in general, but also about particular curriculum. It turns out that almost any curriculum tasks can be turned from a mimicking task to a thinking task by following this same formulation—begin by asking a question that is review of prior knowledge; then ask a question that is an extension of that prior knowledge.
