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85 Fun Critical Thinking Questions for Kids & Teens

Have you ever thought about using fun questions to practice critical thinking?

Students may need a little guidance to think their way through questions that lack straightforward answers.

But it is that process that is important!

How the Right Questions Encourage Critical Thinking

Every parent knows how natural it is for children to ask questions. 

It should be encouraged. After all, asking questions helps with critical thinking.

As they grow older, however, training them to answer questions can be equally beneficial.

Posing questions that encourage kids to analyze, compare, and evaluate information can help them develop their ability to think critically about tough topics in the future. 

Of course, critical thinking questions for kids need to be age-appropriate—even better if you can mix a little fun into it!

That’s what I hope to help you with today. I’ve organized the questions below into three different ages groups:

• Upper elementary
• Middle school
• High school 

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Upper Elementary

Students in upper elementary grades can be reluctant to put themselves out there, especially with answers that seem weird. 

In some cases, such hesitancy is actually fear of differing from their peers (and a barrier to critical thinking ). 

But that’s exactly why it’s important to practice answering ambiguous questions. 

We want our children to stand firm for their beliefs—not cave to peer pressure. 

Additionally, students may feel uneasy about answering serious questions, uncertain of tackling “big” problems. 

However, with careful use of creative questions for kids, it’s possible to engage even the most reluctant children in this age group. 

The idea is to simply get them interested in the conversation and questions asked.

If you have an especially reserved student, try starting with the funny critical thinking questions. 

Humor is a natural icebreaker that can make critical thinking questions more lighthearted and enjoyable. 

Of course, most younger kids just like to be silly, so playing upon that can keep them active and engaged.

With that said, here are some great questions to get you started:

1. Someone gives you a penguin. You can’t sell it or give it away. What do you do with it?

2. What would it be like if people could fly?

3. If animals could talk, what question would you ask? 

4. If you were ice cream, what kind would you be and why?

5. Do you want to travel back in time? If yes, how far back would you go? If no, why not?

6. What could you invent that would help your family? 

7. If you could stay up all night, what would you do?

8. What does the man on the moon do during the day?

9. What makes something weird or normal? 

10. Can you describe the tastes “salty” and “sweet” without using those words?

11. What does it feel like to ride a rollercoaster?

12. What makes a joke funny?

13. What two items would you take if you knew you would be stranded on an island and why?

14. Do you have a favorite way of laughing?

15. What noise makes you cringe and cover your ears? Why?

16. If you could be the parent for the day, what would you do?

17. If you could jump into your favorite movie and change the outcome, which one would you pick and why?

18. If you could be invisible for a day, what would you do?

19. What makes a day “perfect”?

20. If you owned a store, what kind of products would you sell?

21. If your parents were your age, would you be friends with them?

22. Would you still like your favorite food if it tasted the same as always, but now had an awful smell?

23. What would you do if you forgot to put your shoes on before leaving home?

24. Who would you be if you were a cartoon character?

25. How many hot dogs do you think you could eat in one sitting?

26. If you could breathe under water, what would you explore?

27. At what age do you think you stop being a kid?

28. If you had springs in your legs, what would you be able to do?

29. Can you describe the color blue to someone if they’re blind?

Middle School

At this point, students start to acquire more complex skills and are able to form their own conclusions based on the information they’re given. 

However, we can’t expect deep philosophical debates with 12 and 13 year olds. 

That said, as parent-teachers, we can certainly begin using more challenging questions to help them examine and rationalize their thought processes. 

Browse the fun critical thinking questions below for students in this age range. 

You might be surprised to see how receptive middle school kids can be to such thought-provoking (yet still fun) questions .

30. What would happen if it really did rain cats and dogs?

31. What does it mean to be lucky?

32. If you woke up in the middle of a dream, where would you be?

33. Is it ever okay to lie? Why or why not?

34. If you were solely responsible for creating laws, what one law would you make?

35. What makes a person a good friend?

36. What do you think is the most important skill you can take into adulthood?

37. If you had to give up lunch or dinner, which would you choose? Why?

38. How much money would you need to be considered rich?

39. If you knew you wouldn’t get caught, would you cheat on a test?

40. If you could live anywhere in the world, where would that be?

41. What is your greatest strength? How is that an asset?

42. If you had an opportunity to visit the International Space Station, would you do it?

43. Is it better to keep the peace or speak your mind?

44. Imagine yourself as your favorite animal. How would you spend your day?

45. Would you be friends with someone who didn’t have the same values as you?

46. How much screen time do you think is too much?

47. Can you describe your favorite color without naming it?

48. If you suddenly became blind, would you see things differently?

49. Would you ever go skydiving?

50. Describe the time you were the happiest in your life. Why did this make you happy?

51. If you had a million dollars, what would you do?

52. If you had to move to a new city, would you change how you present yourself to others?

53. What do you need to do in order to be famous?

54. If you could rewrite the ending of your favorite book or movie, what changes would you make?

55. How would you tackle a huge goal?

56. How would you sell ice to an eskimo in Alaska successfully?

57. What makes you unique?

High School

Critical thinking takes on an entirely different role once students reach high school. 

At this age, they have a greater sense of right and wrong (and what makes things so) as well as a better understanding of the world’s challenges.

Guiding teens to delve deeper and contemplate such things is an important part of developing their reasoning and critical thinking skills. 

Whether it’s fun questions about hypothetical superpowers or tough critical thinking questions about life, older teens typically have what it takes to think their way to a logical conclusion . 

Of course, use your discernment as you choose discussion topics, but here are some questions to help get you started:

58. How can you avoid [common problem] in the future?

59. Do you think it’s okay to take a life in order to save 5, 10, 20 or more people?

60. If you could go back and give your younger self advice, what would it be?

61. Is it better to give or receive a gift?

62. How important is it to be financially secure? Why?

63. If it was up to you, what one rule would you change in your family?

64. What would you do if a group of friends wanted to do something that you thought was a bad idea?

65. How do you know that something is a fact rather than an opinion?

66. What would it take to get you to change your mind?

67. What’s the most important thing in your life?

68. If money were of no concern, what job would you choose and why?

69. How do you know if you’re happy?

70. Do you think euthanasia is moral?

71. What is something you can do today that you weren’t able to do a year ago?

72. Is social media a good thing or not?

73. Is it right to keep animals in a zoo?

74. How does your attitude affect your abilities?

75. What would you do if you found out a friend was doing something dangerous?

76. If you could have any superpower, what would it be? Why?

77. What will life on Earth look like in 50 years?

78. Which is more important, ending world hunger or global warming?

79. Is it a good idea to lower the voting age to 16? Why or why not?

80. If the electrical power went out today, how would you cook if using wood wasn’t an option?

81. If you could magically transport yourself to any other place, where would that be and why?

82. When should teenagers be able to stay out all night?

83. Does the number zero actually exist?

84. What defines a generous person?

85. Does an influential person influence everyone?

Feel free to print out these fun critical thinking questions and incorporate them into your homeschool week!

will your children recognize truth?

About the author.

Jordan Mitchell

50 Super-Fun Critical Thinking Strategies to Use in Your Classroom

by AuthorAmy

Teaching students to be critical thinkers is perhaps the most important goal in education. All teachers, regardless of subject area, contribute to the process of teaching students to think for themselves. However, it’s not always an easy skill to teach. Students need guidance and practice with critical thinking strategies at every level.

One problem with teaching critical thinking is that many different definitions of this skill exist. The Foundation for Critical Thinking offers four different definitions of the concept. Essentially, critical thinking is the ability to evaluate information and decide what we think about that information, a cumulative portfolio of skills our students need to be successful problem solvers in an ever-changing world.

Here is a list of 50 classroom strategies for teachers to use to foster critical thinking among students of all ages.

1. Don’t give them the answers  

Learning is supposed to be hard, and while it may be tempting to jump in and direct students to the right answer, it’s better to let them work through a problem on their own. A good teacher is a guide, not an answer key. The goal is to help students work at their “challenge” level, as opposed to their “frustration” level.

2. Controversial issue barometer

In this activity, a line is drawn down the center of the classroom. The middle represents the neutral ground, and the ends of the line represent extremes of an issue. The teacher selects an issue and students space themselves along the line according to their opinions. Being able to articulate opinions and participate in civil discourse are important aspects of critical thinking.

3. Play devil’s advocate

During a robust classroom discussion, an effective teacher challenges students by acting as devil’s advocate, no matter their personal opinion. “I don’t care WHAT you think, I just care THAT you think” is my classroom mantra. Critical thinking strategies that ask students to analyze both sides of an issue help create understanding and empathy.

4. Gallery walk

In a gallery walk, the teacher hangs images around the classroom related to the unit at hand (photographs, political cartoons, paintings). Students peruse the artwork much like they are in a museum, writing down their thoughts about each piece.

5. Review something

A movie, TV show , a book, a restaurant, a pep assembly, today’s lesson – anything can be reviewed. Writing a review involves the complex skill of summary without spoilers and asks students to share their opinion and back it up with evidence.

6. Draw analogies

Pick two unrelated things and ask students how those things are alike (for example, how is a museum like a snowstorm). The goal here is to encourage creativity and look for similarities.

7. Think of 25 uses for an everyday thing

Pick an everyday object (I use my camera tripod) and set a timer for five minutes. Challenge students to come up with 25 things they can use the object for within that time frame. The obvious answers will be exhausted quickly, so ridiculous answers such as “coatrack” and “stool” are encouraged.

8. Incorporate riddles

Students love riddles. You could pose a question at the beginning of the week and allow students to ask questions about it all week.

9. Crosswords and sudoku puzzles

The games section of the newspaper provides great brainteasers for students who finish their work early and need some extra brain stimulation.

10. Fine tune questioning techniques

A vibrant classroom discussion is made even better by a teacher who asks excellent, provocative questions. Questions should move beyond those with concrete answers to a place where students must examine why they think the way they do.

11. Socratic seminar

The Socratic seminar is perhaps the ultimate critical thinking activity. Students are given a universal question, such as “Do you believe it is acceptable to break the law if you believe the law is wrong?” They are given time to prepare and answer, and then, seated in a circle, students are directed to discuss the topic. Whereas the goal of a debate is to win, the goal of a Socratic discussion is for the group to reach greater understanding.

12. Inquiry based learning

In inquiry-based learning, students develop questions they want answers to, which drives the curriculum toward issues they care about. An engaged learner is an essential step in critical thinking.

13. Problem-based learning

In problem-based learning, students are given a problem and asked to develop research-based solutions. The problem can be a school problem (the lunchroom is overcrowded) or a global problem (sea levels are rising).

14. Challenge all assumptions

The teacher must model this before students learn to apply this skill on their own. In this strategy, a teacher helps a student understand where his or her ingrained beliefs come from. Perhaps a student tells you they believe that stereotypes exist because they are true. An effective teacher can ask “Why do you think that?” and keep exploring the issue as students delve into the root of their beliefs. Question everything.

15. Emphasize data over beliefs

Data does not always support our beliefs, so our first priority must be to seek out data before drawing conclusions.

16. Teach confirmation bias

Confirmation bias is the human tendency to seek out information that confirms what we already believe, rather than letting the data inform our conclusions. Understanding that this phenomenon exists can help students avoid it.

17. Visualization

Help students make a plan before tackling a task.

18. Mind mapping

Mind mapping is a visual way to organize information. Students start with a central concept and create a web with subtopics that radiate outward.

19. Develop empathy

Empathy is often cited as an aspect of critical thinking. To do so, encourage students to think from a different point of view. They might write a “con” essay when they believe the “pro,” or write a letter from someone else’s perspective.

20. Summarization

Summarizing means taking all the information given and presenting it in a shortened fashion.

21. Encapsulation

Encapsulation is a skill different from summarization. To encapsulate a topic, students must learn about it and then distill it down to its most relevant points, which means students are forming judgements about what is most and least important.

22. Weigh cause and effect

The process of examining cause and effect helps students develop critical thinking skills by thinking through the natural consequences of a given choice.

23. Problems in a jar

Perfect for a bell-ringer, a teacher can stuff a mason jar with dilemmas that their students might face, such as, “Your best friend is refusing to talk to you today. What do you do?” Then, discuss possible answers. This works well for ethical dilemmas, too.

24. Transform one thing into another

Give students an object, like a pencil or a mug. Define its everyday use (to write or to drink from). Then, tell the students to transform the object into something with an entirely separate use. Now what is it used for?

25. Which one doesn’t belong?

Group items together and ask students to find the one that doesn’t belong. In first grade, this might be a grouping of vowels and a consonant; in high school, it might be heavy metals and a noble gas.

26. Compare/contrast

Compare and contrast are important critical thinking strategies. Students can create a Venn diagram to show similarities or differences, or they could write a good old-fashioned compare/contrast essay about the characters of Romeo and Juliet .

27. Pick a word, find a related word

This is another fun bell-ringer activity. The teacher starts with any word, and students go around the room and say another word related to that one. The obvious words go quickly, meaning the longer the game goes on, the more out-of-the-box the thinking gets.

28. Ranking of sources

Give students a research topic and tell them to find three sources (books, YouTube videos, websites). Then ask them, what resource is best – and why.

29. Hypothesize

The very act of hypothesizing is critical thinking in action. Students are using what they know to find an answer to something they don’t know.

30. Guess what will happen next

This works for scientific reactions, novels, current events, and more. Simply spell out what we know so far and ask students “and then what?”

31. Practice inference

Inference is the art of making an educated guess based on evidence presented and is an important component of critical thinking.

32. Connect text to self

Ask students to draw connections between what they are reading about to something happening in their world. For example, if their class is studying global warming, researching how global warming might impact their hometown will help make their studies relevant.

33. Levels of questioning

There are several levels of questions (as few as three and as many as six, depending on who you ask). These include factual questions, which have a right or wrong answer (most math problems are factual questions). There are also inferential questions, which ask students to make inferences based on both opinion and textual evidence. Additionally, there are universal questions, which are “big picture” questions where there are no right or wrong answers.

Students should practice answering all levels of questions and writing their own questions, too.

34. Demand precise language

An expansive vocabulary allows a student to express themselves more exactly, and precision is a major tool in the critical thinking toolkit.

35. Identify bias and hidden agendas

Helping students to critically examine biases in sources will help them evaluate the trustworthiness of their sources.

36. Identify unanswered questions

After a unit of study is conducted, lead students through a discussion of what questions remain unanswered. In this way, students can work to develop a lifelong learner mentality.

37. Relate a topic in one subject area to other disciplines

Have students take something they are studying in your class and relate it to other disciplines. For example, if you are studying the Civil War in social studies, perhaps they could look up historical fiction novels set during the Civil War era or research medical advancements from the time period for science.

38. Have a question conversation

Start with a general question and students must answer your question with a question of their own. Keep the conversation going.

39. Display a picture for 30 seconds, then take it down

Have students list everything they can remember. This helps students train their memories and increases their ability to notice details.

40. Brainstorm, free-write

Brainstorming and freewriting are critical thinking strategies to get ideas on paper. In brainstorming, anything goes, no matter how off-the-wall. These are great tools to get ideas flowing that can then be used to inform research.

41. Step outside your comfort zone

Direct students to learn about a topic they have no interest in or find particularly challenging. In this case, their perseverance is being developed as they do something that is difficult for them.

42. The answer is, the question might be

This is another bell-ringer game that’s great for engaging those brains. You give students the answer and they come up with what the question might be.

43. Cooperative learning

Group work is a critical thinking staple because it teaches students that there is no one right way to approach a problem and that other opinions are equally valid.

44. What? So what? Now what?

After concluding a unit of study, these three question frames can be used to help students contextualize their learning.

45. Reflection

Ask students to reflect on their work – specifically, how they can improve moving forward.

46. Classify and categorize

These are higher level Bloom’s tasks for a reason. Categorizing requires students to think about like traits and rank them in order of importance.

47. Role play

Roleplay allows students to practice creative thinking strategies. Here, students assume a role and act accordingly.

48. Set goals

Have students set concrete, measurable goals in your class so they understand why what they do matters.

No matter your subject area, encourage students to read voraciously. Through reading they will be exposed to new ideas, new perspectives, and their worlds will grow.

50. Cultivate curiosity

A curious mind is an engaged mind. Students should be encouraged to perform inquiry simply for the sake that it is a joy to learn about something we care about.

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35 Funny Philosophical Questions to Laugh and Think

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Thought-provoking questions can be interesting to think about. However, when you add some humor to those questions, they compel you not only to think about them but to laugh as well.

Whether you pose a philosophical question or you're asked the question, the discussion that ensues can bring you and your friends closer together as you find the humor and sometimes the absurdity of it. 

Table of Contents

What are Funny Philosophical Questions?

Presenting a question that inquires about the fundamental elements of existence, reality, or knowledge, then twisting that question with humor is the epitome of a funny philosophical question. Questions like this often go deep into abstract concepts and can challenge your conventional beliefs. 

The best part about adding in humor to philosophical questions, is you add in fun: fun for you and fun for others.

When a question is humorous, it creates engagement by capturing people's attention and drawing them into a discussion about a topic.

Sometimes, putting a funny spin on a serious topic can break down barriers and make a topic more approachable and playful. Plus, laughter is therapeutic. 

Philosophical questions that are lighthearted encourage people to think outside the box without fear of judgment.

When two or more people engage in a fun activity, like asking and responding to funny philosophical questions, it can not only elicit shared laughter but a sense of camaraderie among the participants. 

35 Funny Philosophical Questions to Laugh and Think About

Now that you know the value of crafting playful questions, here are 35 examples you can use to incorporate laughter coupled with deep thinking.

1. Money doesn't grow on trees, so why do banks have branches?

 Of course, we all know that a tree cannot produce money, but we've often heard the phrase that money doesn't grow on trees.

The irony is in how bank locations are named branches, which is a word used in describing tree limbs. 

2. Something to think about: why is abbreviated such a long word? 

When we think of the word abbreviated, knowing it's an adjective that means shortened or condensed, it's a bit perplexing why the word is so long.

Why don't we just call it ‘shortened,' or would that seem too long also? 

3. If a Smurf holds his breath, what color does he turn? 

Knowing that Smurfs are already blue, this question makes us think. Although Smurfs are fictional characters, we can assume their color would not change or maybe their blue hue would just be a little darker. 

4. If a store is open 365 days a year, 24 hours a day, why would it have a lock on the door? 

This question humorously demonstrates whether there is a need for locking the store. If, indeed, the store stays open all the time, would it truly need to be locked at all? 

5. If you and your cat are riding in a car, and you throw your cat out the window, does that make it kitty litter? 

While this is a bit of dark humor, it plays on the words ‘kitty' which is synonymous with ‘cat', and ‘litter', which means ‘trash.' Often, we call trash by the highway litter. This play on words makes this question all the funnier. 

6. If all the world's a stage, who's out there in the audience? 

This hails back to the days of the playwright William Shakespeare and a line in his play, “As You Like It.” The question pokes fun at the idea of, if we're all actors, who is watching us perform.

7. When a bald man gets a driver's license, what's listed on it as his hair color? 

If you've ever applied for a driver's license, you know that one of the identifying factors listed is hair color. But if you're bald, is that section left blank? Does it simply say ‘none'?

8. If a ghost can walk through a wall, wouldn't it fall through the floor?

This may make us think of how a ghost defies the Pauli Exclusion Principle, which basically means that atoms block other atoms from taking up their space. (Just try walking through a wall yourself. It can't happen!) Which leads us to another question: do ghosts have atoms?

9. They say that “love is blind,” so how do they explain the popularity of lingerie? 

The visual image of lingerie emphasizes the beauty of a person contrasted with the idea of love being blind makes us smile. Is it one or the other? Ot are both true? 

10. If a vegetarian eats vegetables, what does a humanitarian eat? 

This lighthearted question draws our minds to humanitarians eating humans, which is not at all true.

The idea is even more humorous when we consider the very definition of humanitarian promotes human welfare. 

11. If a structure has already been constructed, why do we call it a building and not a built? 

This seems to defy the rules of grammar. Built would appear to be more accurate than building, which implies the structure is not finished yet and is still in progress.

12. Why use a sterile needle for a lethal injection? 

Obviously, using a dirty needle shouldn't matter when someone is sentenced to death by lethal injection.

However, we could make the argument that, while this is true, society compels us to treat, even death row inmates, with the appropriate measure of dignity. The paradox is obvious, even if a bit macabre.

13.  Some say that “ignorance is bliss,” so why aren't more people happy?

This question indicates that a great number of people are ignorant and, if that equals bliss, then there should be a great number of happy people.

This comparison makes us smile and also think about why we aren't seeing more happy people in our day to day. 

14. If “practice makes perfect,” but “nobody's perfect,” why should we practice? 

A question like this might make a good argument for a piano student who does not like to practice.

Of course, in certain situations, each statement has some truth, which makes it funny when we apply both statements to the same situation, in which it's impossible for both to be true.  

15. Why do you have to stop in a “drive-thru”?

The very name “drive-thru” or “drive-through” indicates you can keep on driving, and yet you have to stop to place your order at fast food drive-thrus.

The idea brings forth the logical question of why would a line be called drive-thru when stopping is required. 

16. If nothing can stick to Teflon, then how does Teflon stick to the pan? 

Not only does this question raise more questions about the properties of adhesion, but it also points out the contradiction of Teflon's non-stick ability versus the Teflon itself applied to cookware. 

17. When a tree falls in a forest, and no one is around to hear it, does it make a sound? 

This age-old question may pop up in conversations from time to time and compels us, philosophically, to compare perception to the nature of reality. 

18. When a synchronized swimmer drowns, do the rest of the swimmers drown, too? 

When we see the coordinated movements of swimmers in performance, we notice how each movement follows the other swimmers perfectly.

Therefore, this question contrasts the concept of synchronization with how far the swimmers should go to make sure their performance is perfectly synchronized and the absurdity of the idea of purposely drowning. 

19. If it's true that “actions speak louder than words,” is a mime deafening? 

This question refers to how a mime communicates only in actions and whether the concept of actions speaking louder than words could be applied, thus making a mime's communication louder than someone shouting. 

20. Why is the third hand on a clock called the second hand? 

Obviously, this question shows the inconsistency of the naming conventions on the face of a clock when a second is an interval of time as well as the next place after the first. 

21. Why do people drive on parkways and park on driveways?

This brings into question the linguistics of why streets, roads, and parking places are named the way they are. 

22. If you try to fail and are successful, what have you done? 

This philosophical question makes you think about whether your success in failing should be called a success or a failure. Either way, it's confusing and definitely food for thought and conversation. 

23. Why do we call the most popular pencil #2?

Usually, we think of a number 2 designation as something that is subordinate to or not quite as good as number 1. However, the #2 pencil is preferred by most, and is there even a #1? 

24. If there is a word in the dictionary that is misspelled, how would we know? 

We rely on the accuracy of information in the dictionary as the final authority in spellings and definitions.

Therefore, it's interesting to contemplate what if there was a misspelled word. Would we assume it was spelled correctly only because the dictionary says so? 

25. If you have multiple personalities and threaten to take your own life, would that be a hostage situation? 

This brings a bit of humor into whether having a multiple personality disorder would be a game-changer in determining how to define a grave situation. Hmmm….makes you think.

26. At a restaurant, if you're waiting for a waiter to arrive at your table, doesn't that make you the waiter?

The dynamics of restaurant lingo is contrasted with the fact that you are the one waiting. It brings humor into a thought-provoking situation that may spark a fun conversation. 

27. If a pilot flies at the speed of sound, can he still hear his iPod? 

Assuming a pilot is listening to some tunes on an iPod, this question makes us think of how traveling at the speed of sound may affect the sound. Or will it? 

28. In the Cinderella story, why would her shoe fall off if it fit perfectly? 

As the story goes, the prince goes looking for the lady who left her show behind at the ball. When he finds it fits Cinderella, he knows he's found his princess.

Thinking that if her shoe fit, it would not have fallen off in the first place brings into question the validity of the storyline. 

29. If the phrase “time is money” is true, does that make ATMs time machines? 

Drawing on the humor of a hypothetical time-traveling machine related to money, we can see the parallel between the concepts of money and time. 

30. If the universe has no end, what goes beyond the “edge of the universe”?

This pokes fun at the idea of infinity and how or if there could be something beyond infinity. 

31. When you're open-minded, can your brain fall out? 

This provides a funny way of thinking of open-mindedness, in that, if something is open there's a risk of whatever's in there falling out contrasted with open-mindedness meaning acceptance of ideas or information without immediate rejection. 

32. Can you be both careful and carefree?

Thinking about the differences of taking excessive caution and comparing how that might impede carefree behavior, this question suggests a deep think on the subject may be in order. 

33. If a crime fighter fights crime, and a firefighter fights fire, what does a freedom fighter fight? 

This play on words helps us see that not all words mean the same in every circumstance.

Of course, while it would seem the correct answer would be a freedom fighter fights freedom, based on the other two examples, we know that would be the exact opposite of what a freedom fighter does.  

34. If you find a turtle without its shell, would you say it's homeless or naked? 

While we know a turtle's shell is its home, this question makes us think about the concepts of shelter and clothing in relation to the shell. 

35. If we are here on Earth in order to help others, what are the others here for? 

This question challenges the ideas of interpersonal relationships and how we mutually aid each other.

It playfully makes us think of the underlying assumptions we may have about our human existence and purpose while ironically looking at the purpose others have in relation to us. 

Final Thoughts on Funny Philosophical Questions to Laugh and Think About

Exploring philosophical questions can be both fun and thought-provoking. They offer amusement as well as critical thinking. Best of all, they can provide a fresh perspective on some of life's most perplexing questions.

Pondering these questions with your friends can lead to a deeper understanding of the world around you, including your relationships. 

And with the additional lens of humor, philosophical questions invite people of diverse backgrounds to engage in complex concepts in a lighthearted manner.

Whether the questions touch on the deep meanings of life or provide a look at the more whimsical side of philosophy, they remind us that coupling laughter and curiosity can lead to interesting and intellectual explorations.

If you want to incorporate more humor into your life, be sure to check out our article on funny affirmations. They're sure to give you a chuckle and may provide good subject matter for you to form your own funny philosophical questions. 

And if you want more interesting questions to ask, be sure to check out these blog posts:

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Best fun critical thinking questions with answers

Home » Questions » Best fun critical thinking questions with answers

Critical thinking is an essential skill that allows individuals to analyze, evaluate, and interpret information in a logical and objective manner. It enables us to think outside the box, make informed decisions, and solve problems creatively. Engaging in critical thinking exercises helps stimulate our brains, expand our knowledge, and improve our problem-solving abilities. One way to enhance critical thinking skills is through fun and thought-provoking questions.

In this article, we have compiled a list of fun critical thinking questions with answers that will challenge your reasoning and ignite your imagination. Whether you are looking for icebreaker activities, conversation starters, or brain teasers to entertain friends and family, these questions are perfect for all occasions.

So, get ready to put your thinking cap on and enjoy these exciting critical thinking questions!

See these fun critical thinking questions with answers

• What can you break, even if you never pick it up or touch it?
• What has keys but can’t open locks?
• What has a heart that doesn’t beat?
• If you have me, you want to share me. If you share me, you no longer have me. What am I?
• What goes up but never comes down?
• What is always in front of you but can’t be seen?
• What comes once in a minute, twice in a moment, but never in a thousand years?
• What has a thumb and four fingers but is not alive?
• What can you hold in your right hand but never in your left hand?
• What has a face that doesn’t frown, a heart that doesn’t beat, and a back that doesn’t hurt?
• What has a ring but no finger?
• What can you catch but not throw?
• What gets bigger the more you take away?
• What can you hear but not touch or see?
• What belongs to you but is used more by others?
• What has a neck but no head?
• What has a bottom at the top?
• What gets wetter the more it dries?
• What has an eye but can’t see?
• What has a mouth but can’t eat?

These fun critical thinking questions are just the tip of the iceberg. By engaging in activities that challenge our thinking, we can improve our problem-solving skills and cultivate a more analytical mindset. So, the next time you want to stimulate your brain or spark an interesting conversation, give these questions a try!

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Fun Critical Thinking Activities

Learning to evaluate information, find credible sources, and prepare for counterarguments is an important skill for people to learn, especially in the modern age of information. Here are 10 great critical thinking activities designed to develop your critical thinking skills.

  With so much information on the internet, parsing through what’s true and what isn’t can be a difficult challenge that relies heavily on your ability to think critically . The rest of this article will discuss 10 fun activities to improve your critical thinking skills.

Worst Case Scenario

In this first scenario, you’ll want a group of friends to bounce ideas around. The premise works by assuming that you and a group of friends are in a worst-case scenario. This might be the classic stranded on a desert island trope, but you can also change it up with something like being trapped in a spaceship with hostile aliens aboard.

In this exercise, you’ll be required to think both creatively and critically to evaluate what your best course of action is, how to allocate resources, and who should take on what roles and responsibilities.

Creative Construction

This exercise works your critical thinking muscles by forcing you to evaluate the resources you have on hand, what you can build out of them, and how you’re going to go about constructing it with the tools you have.

Story Telling

A very popular game that’s still worth its salt for adults, this activity starts with a series of random images. You can pull these straight from pictures on a browser and put them into a slideshow. Get a group together for your favorite storytime.

Not only does this create some hilarious stories, but it allows you to develop your critical thinking skills by evaluating how the image you’re given and the story might pair up.

Pragmatic Problem Solving

Where applicable, you can convert this idea into action by sharing your plan with public officials or starting a petition to inspire the change you want to see. Considering how different perspectives and resources play into this quandary is a powerful thought exercise that can help you develop your critical thinking skills.

Critical Analysis

Another great and dead simple exercise to develop your critical thinking skills is analyzing a popular piece of literature. Read it carefully and evaluate the author’s opinion, the biases behind them, and how you would either agree or contradict their viewpoints.

Controversy Conundrum

Not only do you have to present and uphold your viewpoint, but you’ll be obligated to address and respond to opposing viewpoints. To make this a twist, consider which side you’d take in the question and force yourself (and all participants) to defend their opponents’ points of view.

Alien Vacation

An entertaining premise puts you in the role of a tour guide for an alien on vacation. Evaluate something you take for granted, like a baseball game, and try to explain every aspect about it in a way that an alien would be able to comprehend. To add some humor, take turns on this exercise and have a friend play the alien to ask those probing questions.

Prison Promises

Competitor compromises.

Not only is this exercise good for developing critical thinking , but it’s a good way to think about your business. Consider your greatest business rival and assess how you could help them succeed further in their business without detrimentally affecting your own.

Final Thoughts on Fun Critical Thinking Activities

There are lots of great critical thinking exercises you can partake in, whether you want to get a group of friends together or just sit down with a pen and a pencil. Developing these skills is a dynamic and valuable way of improving your ability to solve problems.

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19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

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5 Funny Teamwork Videos to Get Your Team Talking. You Have to See #3 to Believe it.

by Will Ratliff | Apr 11, 2014 | Corporate Team Building , Leadership Development , Team Building | 3 comments

1.  The first clip is from Igniter Media and features two of their staple characters, Johnny and Chachi, explaining the meaning of teamwork through song.  These guys are pretty funny and very clean, so they’re safe to use in just about any circumstance.  Igniter Media does high quality work, and I’ve used their products before when I worked as a pastor.

Issues and topics that you can partner with this video:

– Building on each other’s strengths

– Effective Team communication

– How to “harmonize” with your teammates

2.  This animated video shows two different examples of teamwork, both good and bad.  This is from a Pixar short (one of those before the main movie comes on).  Even though this is a short video, there are numerous ways you can apply this with your team (listed below).

– Team planning

– Backbiting and gossip

– Team communication

– Planning and foresight of potential issues

– Making snap judgments of new team members

– Capitalizing on other’s strengths

3.  Here is a live demonstration of teamwork from Jon Petz , a motivational speaker.  I find this demonstration pretty fascinating, and I would love to try this out during some of my training sessions.  I wonder if he’s ever had a group fall doing this?

– The importance of  every  team member (what would happen if you removed just one person from that demo?)

– Together we can do what seems impossible

– The importance of team support

4.  This next clip is an animated short (very short) on the importance of working together in a life-or-death situation.  I’ve never heard of the company that is advertised in these videos, but they have my vote for creativity.  

– Sticking together despite the odds

– Team vision (the effectiveness of everyone being on board)

– Timing is critical in teamwork

5.  This next clip features those lovable minions from the Despicable Me franchise.  There are plenty of examples out there that represent poor teamwork.  This is one of them.  They show us how NOT to change a light bulb.

– Thinking outside of the box

– Brainstorming solutions

– The importance of team encouragement

What videos do you use for your trainings?  What other applications could you use these videos for?  Let me know in the comments below!

WOW 10/10 GONNA ACE THIS PRESENTATION!

I absolutely love these videos! Thank you, Will. If you or your readers want to watch more funny videos about office life, we’ve recently collected the best ones: https://www.timecamp.com/blog/index.php/2018/02/6-best-videos-office-humor/ . Enjoy!

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Use Humor to Improve Student Learning

Generate excitement in your classroom, spark creativity and help your students improve their critical thinking skills. How? Use memes! Memes — funny images or videos containing text that are often copied and altered while spreading rapidly through social media — can be a beneficial tool in the classroom.

Memes are very popular with students, making them a very relatable and engaging medium. And since memes are fun, students may not even realize they are learning. Students use both creative and critical-thinking skills while creating memes. Memes can also spark complex conversations since they often deal with current events or social issues. Plus, students gain technology skills in the process.

So how can you use memes in your classroom? Here are some ideas!

Communicate class rules and expectations

Source: Teacher Memes

Use memes as a fun and different way to inform students of your rules and expectations. You can even have them create their own meme to demonstrate their understanding of those rules and expectations or to show what they think the rules and expectations should be.

Reinforce what you are teaching

Post memes around the classroom or within your online unit that reflect current lessons. This will not only reinforce your curriculum but generate excitement about what is being taught. You can also have students create memes related to what they are learning. For example, have students create a meme related to a reading assignment. This can help them demonstrate their understanding of the material.

Increase vocabulary

Students can create memes to define or use new vocabulary. Have them put the word at the top of the image and then a sentence using the word below.

Introduce new topics

Create excitement about new topics by using memes to introduce them. The memes will also help you grab the attention of your students.

Break the ice

Get to know your students by having them create a meme about themselves. This is also a great way for them to get to know you. Why not create a meme as a way of introducing yourself to the class?

There are many tools QM members use to help their students create memes. Here’s a look at some of the most recommended ones:

Meme Generator : This popular and easy-to-use site allows users to create and share memes. They can select an existing image or upload their own. Then, add text and share.

Imgur : This is one of the largest free image platforms on the internet and includes its own meme generator tool. Users can upload a new background or select an existing, popular meme to alter. The text can then be edited and the meme instantly shared.

Quickmeme : On this site, users can “Upload a Funny” to create their own meme from scratch or “Caption a Meme” to select a popular image to personalize.

Make a Meme : Make a Meme makes it super easy for users to create their own memes. Browse through the thumbnails for the meme background image that you want. Then click on the thumbnail to display a pop-up builder where you can customize your text. Then, preview the image before finalizing it.

iMeme : Looking for something a little different? Then iMeme might be right for you. iMeme is actually an app for Mac OS X and Windows. It comes with over 100 templates, an image uploader, share options and several options that allow users to customize their memes.

Please be aware, though, that most meme generators allow users to browse existing memes. Not all content may be appropriate for students.

Have you used memes in your class? If so, we’d love to hear more including what tool you use to create memes. Share it on Twitter , Facebook or LinkedIn . Be sure to tag us at @QMProgram so we can pass your resource along!

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Critical Thinking 911

HOW CAN I CREATE A FUNNY CRITICAL THINKING VIDEO?

Creating a funny critical thinking video can be a challenging task, but with the right approach and some creative thinking, it can also be a very rewarding one. In this article, we will discuss some tips and strategies that you can use to create a funny critical thinking video that engages your audience, entertains them, and helps them develop their critical thinking skills.

Know your audience

The first step in creating a funny critical thinking video is to know your audience. Who are you creating this video for? What are their interests, concerns, and needs? Understanding your audience will help you tailor your video to their interests and make it more engaging and relevant to them.

Choose a relevant and interesting topic

The next step is to choose a relevant and interesting topic for your video. Ideally, you want to choose a topic that is timely, relevant, and of interest to your audience. You may also want to choose a topic that is controversial or that challenges conventional wisdom, as this can be a great way to engage your viewers' critical thinking skills.

Use humor to engage and entertain your audience

Humor is one of the most effective ways to engage and entertain your audience. When used correctly, humor can help you capture your viewers' attention, make them laugh, and keep them engaged throughout your video. However, it's important to use humor appropriately and avoid offensive or inappropriate material.

Use storytelling to illustrate your points

Storytelling is a powerful tool for engaging your audience and helping them understand complex concepts. By using stories, anecdotes, and examples, you can illustrate your points in a way that is both entertaining and informative. This can also help your viewers remember your key points and apply them to real-world situations.

Encourage critical thinking

The ultimate goal of your video is to encourage critical thinking, so it's important to include elements that help your viewers develop their critical thinking skills. This can include asking thought-provoking questions, presenting multiple perspectives on an issue, and encouraging your viewers to think critically about the information presented in your video.

Keep it short and sweet

Finally, it's important to keep your video short and sweet. Attention spans are short, and viewers are more likely to watch and engage with a video that is concise and to the point. Aim for a video length of no more than 5-7 minutes, and be sure to edit your video carefully to ensure that it is engaging, informative, and entertaining.

Creating a funny critical thinking video requires careful planning, creativity, and attention to detail. By understanding your audience, choosing a relevant and interesting topic, using humor and storytelling, encouraging critical thinking, and keeping your video short and sweet, you can create a video that engages your viewers, entertains them, and helps them develop their critical thinking skills. With these tips and strategies in mind, you can create a video that is both fun and informative, and that leaves your viewers with a lasting impression.

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