Grade Level
Content &
Standard(s) Code
12
ELABLRL - 1.e,1.f,1.a/b,1.a/b/c,1.c,2.a/b/d,3.a/b,4a/b/f, ELA12W 1
poetry
fiction
writing
Name of Unit
Medieval
Page Numbers
Unit Decisions
Pages 1-9
Acquisitions Lessons, Pages 12-14
Extending Refining Lessons, Pages 20-22
Graphic Organizers, Pages 32
Submitted
By
Glenda Rowland
Professional/System
Email Address
growland@coffee.k12.ga.us
System
Coffee County
School
Please do not use initials. Type
full name of school.
Coffee High School
1
Created by: Glenda Rowland
Decision Two: The performance or product project
that will be the culminating activity of the unit
Note: Decision One is the
Content Map
Students’ Assignment Page for the Culminating Activity
Essential Question (EQ) of the Culminating Activity: (Once the EQ is stated, place the answer/idea to the EQ within parentheses.)
What was Medieval life or culture like? (Folk ballads were the popular music of the period and told stories as in the oral tradition. Chaucer uses a
pilgrimage to convey what it was like to live in Medieval England. The characters were from all walks of life, representing the various socio-economic
groups of the period. Chaucer uses universal themes, motifs and characterization to paint a rich picture of Medieval life. The Arthurian legends
demonstrate the characteristics of chivalry practiced by higher ranking social groups and express the ideals of the medieval period.)
Paragraph Description of the Culminating Activity:
Students will have completed their six day backpacking tour of Medieval England. They will have kept a log of the interesting people they met along
the way as well as the places of interest they visited. Each student will bring three items in their backpack that represent a character they met along the
trip to the farewell dinner at the Red Hound Inn. The three items must reveal something about the character's socio-economic standing, moral character,
and physical appearance. The tour members must guess which character is represented by the three items.
Steps/Task Analysis of Culminating Activity (Include an example Graphic Organizer (GO). See page 27 for GO index. Cite GO title and page # in text box
below.)
2
Each day as students travel through Medieval England, they will record in a travel log the people (characters) they meet and the places of interest
they visit. The characters and places will come from the Medieval folk ballads, Canterbury Tales and the Arthurian legends. Students will learn about
motif, characterization and physigonmy. Students will then choose a character by drawing the character from a pool of characters and decide on three
items that best represent that character using the rubric prepared by the teacher. Students will also draw on their travel log and notes for assistance in
selecting the three objects. The objects will be presented at the end of the unit when the travelers meet for one last meal at the Red Hound Inn. In
keeping with the oral tradition of conversation, students will present their three objects to the tour group and members of the group must guess which
character is represented by the objects. Those wishing to make a guess must raise their hands and wait for the presenter to call on them. Students will be
graded on the rubric for the culminating activity.
Culminating Activity courtesy of C. Snider, PhD
Decision 3: Culminating Activity/Project Rubric
Scale
Criteria
Socio-economic
18
None of the aspects of the
object indicate the social and
economic group to which the
character belongs.
None of the aspects of the
object indicate the morals,
Morals/Character/Values
values and character of the
character.
23
28
33.3
One of the aspects of the
object indicate the social and
economic group to which the
character belongs.
All aspects of the object
Two of the aspects of the
clearly indicate the social
object indicate the social and
and economic group to
economic group to which the
which the character
character belongs.
belongs.
One of the aspects of the
object indicate the morals,
values and character of the
character.
Two of the aspects of the
object indicate the morals,
values and character of the
character.
All of the aspects of the
object clearly indicate the
morals, values and
character of the character.
3
Physical Appearance
None of the aspects of the
object indicate the physical
appearance of the character
according to the physiognomy
of the Medieval period
One of the aspects of the
object indicate the physical
appearance of the character
according to the physiognomy
of the Medieval period.
Total ___________
Total ________
Total_______
Two of the aspects of the
object indicate the physical
appearance of the character
according to the
physiognomy of the
Medieval period.
Total_______
All of the aspects of the
object clearly indicate the
physical appearance of the
character according to the
physiognomy of the
Medieval period.
Total________
Decision 4: Student Assessments
Plan for how students will indicate learning and understanding of the
concepts in the unit. How will you assess learning?
Possibilities / Options:
• Short answer tests or quizzes
• Student logs or journals as informal writing
• Center / station / lab activities
• Formal writing assignments
• Design and/or construct model / museum / exhibit
• Informal or formal student observations or interviews
4
Types of Assessments for Medieval literature:
1.
2.
3.
4.
Students will keep a daily travel log of their trip through Medieval England.
Reading check quizzes will be given at appropriate intervals (5 - 10 questions) to check reading comprehension.
Students will write their own modern ballad after completing a compare and contrast chart on Medieval and modern ballads.
Students will take a unit test comprised of objective questions and discussion questions (a possible discussion question will be posed to
students each day of the unit).
5. Teacher observation of daily interaction during class discussion.
6. Evaluation of the culminating activity using the rubric included in this unit.
Decision 5: Launch Activities
Develops student interest and links prior knowledge. Provides the content map and key vocabulary to students.
5
Students will research background information on the Medieval period in England. The teacher will also introduce the concepts of the folk ballad, a
framework story and Medieval romance. Students will be asked to view a video on the Medieval period. The teacher will stop the video at intervals and
point out key events (especially those that affect the selections that will be read in this unit of study). Students will work in pairs to review the key
background points. Each student will then produce his/her annotated time line. The time line will be used for reference throughout the unit. Students
will discuss and compare daily life in Medieval England to the present. Students will use a Venn diagram to compare and contrast the jobs and
professions of the Medieval period with those commonly found in their region today. By linking the past to the present, students will see that literature
reflects the culture during the time it was written. (Any BL text can be used for the background information and reading selections.)
Decision 6: Acquisition Lessons
Plan the acquisition lessons you need for your Learning Unit. You must have at
least one lesson for each of your essential questions in your Content Map.
6
See the Acquisition Lessons Templates (pages 11-17) and the
Extending Thinking Lesson Planning Templates (pages 18-24) to complete Decision 6.
Decision 7: Extending Thinking Activities Summary
Briefly describe your extending thinking strategies specific to your unit. Please provide full explanation via the templates on pages 18-24.
Have extending activities or lessons for most important concepts/skills
Cause/Effect Compare/Contrast
Justification
Induction
Error Analysis
Abstracting
Classifying
Example to Idea
Evaluation
Writing Prompts
Constructing Support
Deduction
Analyzing Perspectives
Idea to Example
Students will link prior knowledge to newly acquired knowledge through comparing and contrasting a Medieval folk ballad with a
modern folk ballad and then writing a modern ballad. By comparing and contrasting the characters of Beowulf and Arthur, students
will see the archetypes that occur in literature over a period of time. Students will understand that the characteristics of Medieval
romance are still being used in story telling (Monty Python and the Holy Grail) today.
7
Decision 8: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students?
Accommodations have been built into the unit to aid students who may be having difficulty. By providing alternative responses to the literary selections
instead of just giving tests, the teacher is taking into account the different learning styles of students. When students are able to visualize the period
through the videos, they are better able to relate to the literature. Composing is often difficult for some students. By allowing them to compose a ballad
as a collaborative pair, the fear and pressure tend to diminish and a better product may be produced. The teacher has provided modeling when
appropriate and will do additional modeling of the analysis process when the need arises. By reading the prologue and a tale aloud during the modeling
process, the teacher will enable students to better understand the selections.
Decision 9: Lesson/Activity Sequence and Timeline
What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson
Essential Questions, activities, and experiences in order.
Unit Background Research and Annotated TimeLine (2 blocks)
Folk Ballads (1 block) Refining and Extension Lesson (1 block)
The Canterbury Tales (3 blocks)
The Arthurian Legend and Refining and Extending Lesson (2 blocks)
Culminating Activity (1 block)
8
Decision 10: Review and Revise
How will you review this unit in order to improve it prior to using it again or sharing it?
What criteria will you use to determine the need to make improvements?
List when you will conduct distributed reflection.
By keeping a daily log, the teacher will know whether this unit will need more or less time to be presented. Also activities that do not work well will
become apparent when checking for student comprehension. Activities that seem to inadequately meet the students needs can be changed and refined or
disregarded as the teacher sees fit. Only by teaching the unit will the teacher be able to decide the strengths and weakness of this unit and make
corrections. Test scores, reading comprehension check questions and the discussions that take place in class will allow the teacher to make the proper
adjustments.
9
Decision 11: Resources and Materials (Copyright/References )for Learning Unit
Left Column: Unit Writer to list copyright and references resources used for developing the unit.
Right Column: Provision to list comparable resources at a later time.
Copyright/References provided by Unit Writer
Comparable Copyright /References
www.region15.org/curriculum/Compare%20CONTRAST -Portrait.doc
Compare Contrast Chart
Venn Diagram
"Green Green Grass of Home" lyrics
www.azlyrics.com/lyrics/tomjones/greengreengrassofhome.html
"New York Mining Disaster 1941" lyrics
http://freelyrics.virtuale.org/BeeGees_new-york-mining-desaster.htm
"I've Gotta Get a Message to You"
http://freelyrics.virtuale.org/BeeGees_ive-gotta-get-a-message-to-you.htm
Elements of Literature (sixth course) by Holt Rhinehart Winston (C) 2005
Archetypes Chart page 201
Monty Python and the Holy Grail (video)
In Search of History: The Knights of Camelot (A&E)
10
The following pages contain the templates in direct reference to
Decision 6. Pages 11-15 contain 5 copies of the Acquisition
Lesson Template. Pages 16-20 contain 5 copies of the Extending
Thinking Lesson Planning Template. Due to the unique nature of
each of the units created, the number of Acquisition Lessons and
Extended Thinking Lessons will vary. You may or may not need
all five copies of either template.
11
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By: Glenda Rowland
Essential Question: How can a ballad be identified, and how does it reflect Medieval life?
Activating Strategies: As students enter the room have the song "New York Mining Disaster of 1941" playing. Ask students to
(Learners Mentally Active) look at the essential question on the board and tell how they feel this song is related to folk ballads.
Acceleration/Previewing: Have students write their definition of a ballad. Next the teacher will list the characteristics of a folk ballad
(Key Vocabulary) on the board . The teacher will lead discussion that links the student's definition of a ballad to the
characteristics listed on the board.
Vocabulary: refrain
Teaching Strategies: Teacher will model the analysis of a Medieval ballad (identifying all of the characteristics as she/he goes).
(Collaborative Pairs; Students will work in collaborative pairs to analyze a ballad from the text or on a handout.
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/ Students will work in collaborative pairs to compare and contrast a Medieval ballad with a modern ballad
Summarizing Prompts: such as "I've Gotta Get a Message to You" by the Bee Gees using the compare and contrast chart cited on
(Prompts Designed to Initiate the reference page of this unit.
Periodic Practice or
Summarizing)
Summarizing Strategies: Ticket Out the Door: Students must list the characteristics of a folk ballad.
(Learners Summarize &
Answer Essential Question)
12
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By: Glenda Rowland
Essential Question: What do we learn about Medieval culture through Chaucer's pilgrims?
Activating Strategies: Have students bring a back pack to class. Ask them to make a list of the items they would need to travel
(Learners Mentally Active) across Medieval England using the background notes they took and the annotated time line. Then tell
students they are going on a tour of Chaucer's England.
Acceleration/Previewing: Students will use the timeline they have already created to aid them in their understanding of the Prologue
(Key Vocabulary) to the Canterbury Tales. Vocabulary: frame, prologue, humors, dialect
Teaching Strategies: The teacher and students will read aloud and discuss the prologue to the Canterbury Tales. The teacher will
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
then choose one tale and trace the use of humors, motif, characterization and social class as they impact the
tale.
Students will then select a tale from a teacher provided list and complete a summary of the tale along with
identifying the four characteristics listed above.
Distributed Guided Practice/ Students will produce a written summary of their tale. They will also complete a graphic organizer (use a
Summarizing Prompts: modified version of the archetypes chart) that requires them to list the four characteristics modeled by the
(Prompts Designed to Initiate teacher and give an example of each from the tale.
Periodic Practice or
Summarizing)
Summarizing Strategies: Using think-pair-share, have students discuss the four characteristics that run throughout the Canterbury
(Learners Summarize & Tales.
Answer Essential Question)
13
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By: Glenda Rowland
Essential Question: How do heroic archetypes differ from the Anglo Saxon period to the Medieval period as revealed through
Activating Strategies:
(Learners Mentally Active)
Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
romance?
Students will use the KWL method to determine what they know about Medieval romance and the
Arthurian legend. After reviewing the KWL information, have students view the video In Search of
History: The Knights of Camelot.
romance
chivalry
courtly love
The teacher will list and define the characteristics of Medieval romance found in the Arthurian Legend.
Students will copy these into their notebooks.
Students will read in focus groups of four the selection designated by the teacher from the Arthurian legend.
Students will then divide into collaborative pairs and using the list of characteristics of romance, find
examples of each characteristic (if present) from the selection. Pairs will then be called on by the teacher to
share their findings with the class.
Distributed Guided Practice/
Summarizing Prompts: Think share pairs will review the list of characteristics of Medieval romance one's tell two's.
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
Summarizing Strategies: Ticket Out the Door: List four of the characteristics of Medieval romance.
(Learners Summarize &
Answer Essential Question)
14
15
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By:
Essential Question:
Activating Strategies:
(Learners Mentally Active)
Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
Summarizing Strategies:
(Learners Summarize &
Answer Essential Question)
16
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By:
Essential Question:
Activating Strategies:
(Learners Mentally Active)
Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
Summarizing Strategies:
(Learners Summarize &
Answer Essential Question)
17
18
19
Extending Thinking Lesson Planning Form
Name: Glenda Rowland
Essential Question: How can a ballad be identified, and how does it reflect Medieval life?
Mini-Lesson: The teacher will review the characteristics of the folk ballad. Students will see and hear the lyrics of "The
Green, Green Grass of Home" by Tom Jones.
Task: In collaborative pairs, students are to write a modern day ballad with any tune they choose.
Summarize/Sharing: Student will share their completed ballad with the class.
Assignment: A completed modern ballad
20
Extending Thinking Lesson Planning Form
Name: Glenda Rowland
Essential Question: How do heroic archetypes differ from the Anglo Saxon period through the Medieval period as revealed
through romance?
Mini-Lesson: The teacher will review the archetypal characteristics of the hero. Students will list the heroic traits of
Arthur.
Task: Students will use a Venn diagram to compare Arthur and Beowulf.
Summarize/Sharing: Students will share their results in collaborative pairs.
Assignment: Complete a Venn diagram comparing and contrasting the archetypal traits of Beowulf and King Arthur.
21
Extending Thinking Lesson Planning Form
Name: Glenda Rowland
Essential Question: How do heroic archetypes differ from the Anglo Saxon Period through the Medieval period as revealed
through romance?
Mini-Lesson: The teacher will explain what a modern day parody is. Students will watch the video Monty Python and the
Holy Grail.
Task: Identify the characteristics of Medieval romance that are being spoofed in the movie.
Summarize/Sharing: The teacher will call on the collaborative pairs to share the characteristics that were spoofed in Monty
Python and the Holy Grail.
Assignment: Working in collaborative pairs students will identify the characteristics of Medieval romance that are being
spoofed and give the example from the movie. The teacher will then call on each pair to share one of its
examples from the movie.
22
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Task:
Summarize/Sharing:
Assignment:
23
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Task:
Summarize/Sharing:
Assignment:
24
25
26
 The following pages (29-66) contain sample Graphic
Organizer (GOs) templates in direct reference to Decision 2.
 A Table of Contents can be viewed on page 27.
 You must include at least one in your unit.
 Please reference the graphic organizers chosen for your unit
by citing the title and page number in the Decision 2 form
field.
 You may also pre-fill your chosen graphic organizer by
navigating to that page and clicking in the appropriate textspaces.
27
®
Learning-Focused
Strategies Notebook
Teacher Materials
Dr. Max Thompson & Dr. Julia Thompson
Learning Concepts Inc.
PO Box 2112
Boone, NC 28607
(866) 95-LEARN
(866) 77-LEARN Fax
www.learningconcepts.org
28
Graphic Organizers Table of Contents
Graphic Organizer Titles
Page Numbers
* KWL ……………………………………………………………………. 29-32
* KWL Plus……………………………………………………………… 33
* Word Map Outline……………………………………………………….. 34
* Frayer Diagrams…………………………………………………………..35-36
* Folk Tales Story Map……………………………………………………. 37
* Fish Bone (cause/effect)…………………………………………………. 38
* Cause and Event………………………………………………………….. 39
* Cause and Effect…………………………………………………………. 40
* Flow Chart (Sequence)……………………………………………………41
* Cycle Graph (Sequence and Repeat)…………………………………….. 42
* Compare and Contrast…………………………………………………… 43
* Compare and Contrast with Summary…………………………………… 44
* Describing an Event (Abstracting)………………………………………. 45
* Descriptive Organizer (Literary Element)……………………………….. 46
* Details (Literary Element)……………………………………………….. 47
* Story Map (Literary Element)…………………………………………..... 48
* Story Pyramid (Characterization)………………………………………... 49
* Character Map (Literary Element)……………………………………….. 50
* Story Worm (Literary Elements)………………………………………… 51
* Story Map Showing Character Change…………………………………...52
* Matrix (compare and contrast several items)…………………………….. 53
* Web Diagram (classifying)………………………………………………. 54
* Newspaper Model – 5 W Model (abstracting)…………………………… 55
* 5W and How Model……………………………………………………… 56
* Word Problems Math (Problem Solving)…………………………………57
* Justify Your Answer (Justification)……………………………………… 58
* Organizational Graphic Organizer (classifying/categorizing)…………… 59
* Problem / Solution Organizer (Problem Solving)………………………... 60
* Skillful Decision Making………………………………………………… 61
* Prediction Tree Model (Deduction)……………………………………… 62
* Constructing Support…………………………………………………….. 63
* Inductive Reasoning………………………………………………………64
* Analyzing Perspectives…………………………………………………... 65
* The Important Thing About……………………………………………… 66
29
Graphic Organizers
1.
Graphic organizers help students comprehend information through visual
representation of concepts, ideas, and relationships. They provide the structure
for short and long term memory.
2.
Graphic organizers turn abstract concepts into concrete visual representations.
3.
Understanding text structure is critical to reading comprehension. If
students have a guide to the text structure, their comprehension
is considerably higher than when they only rely on reading and memorization.
Expository texts “explain” or tell about a subject. Their ideas are organized by:
*
Sequence or Time-Order
*
Listing or Description
*
Compare/Contrast
*
Cause/Effect
*
Problem/Solution
4.
The most important question a teacher can answer is:
“How do I want students to THINK about my content ?”
Then the teacher selects a graphic organizer that facilitates that type of thinking.
5.
The use of graphic organizers produces learning effects that are substantial and long
lasting.
30
KWL Outline 1
-KThink I Know…
-WThink I’ll Learn…
-LI Learned…
31
KWL Outline 2
-KI Know…
-WThink I Know
-LWant to Know
32
Boxes Are Details / Proof
2. Ovals Are Predictions
3. Framed Box is Conclusion
Directions: 1. Students Read and Note Details, Facts, Proof .
2.
Read,Outline
Gather Details,
KWL
3 Facts, Proof and Make Predictions
3. Make Conclusion or Final Prediction
-KWhat I Know…
-WThink I’ll Know
-LWhat I Learned
33
KWL Outline 4
-KWhat We Know
-WWhat We Want
To Find Out
-L
What We Learned and
Still Need to Learn…
34
KWL Plus Outline
Topic:
-KKnow
-WWant To Know
-LLearned
Final category designations for “L”:
35
Word Map Outline 1
What is it?
(write the definition)
What is it like?
Causes
The Word
What are some examples?
36
Frayer Diagram 1
Definition
Examples
Characteristics
Non-Examples
37
Frayer Diagram 2
Definition
I Think
Sentence
Draw
38
Folk Tales Story Map
Title:
Characters:
Setting:
Problem:
Events: 1.
2.
3.
4.
Solution:
39
Fish Bone (Cause / Effect)
Effect
Causes
40
Cause and Event
CAUSE
CAUSE
EVENT
CAUSE
41
CAUSE
Cause and Effect
Cause
Cause:
Cause:
Effect:
Cause:
Cause
42
Flow Chart
(Sequence)
Skill or Problem:
43
Cycle Graph
(Sequence and Repeat)
44
Compare / Contrast 1
Concept 1
Concept 2
How Alike?
How Different?
With Regard To
45
Compare / Contrast 2
Concept 1
Concept 2
How Alike?
How Different?
With Regard To
Summarize:
46
Describing An Event (Abstracting)
WHO?
WHEN?
WHERE?
WHY?
HOW?
SIGNIFICANCE?
47
Descriptive Organizer
(Literary Element)
TOPIC
DETAILS
MAIN IDEA SENTENCE
48
DETAILS
(Literary Element)
MAIN
IDEA
49
STORY MAP
(Literary Element)
Title:
Setting
Characters
Problem
Event 1:
Event 4:
Event 2:
Event 5:
Event 3:
Event 6:
Solution:
50
Story Pyramid (Characterization)
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Directions:
Insert 1 word that names a central character.
Insert 2 words that describe the setting.
Insert 3 words that describe a character.
Insert 4 words that describe one event.
Insert 5 words that describe another event.
51
Character Map (Literary Element)
Example
Example
Quality
Example
Example
Quality
Quality
Character’s Name
Example
Directions:
1.
2.
3.
Write character’s name in central square.
In the rectangles, list adjectives or qualities that describe
that character.
In the ovals, writs examples from the text that support the
adjectives or qualities.
Example
52
STORY WORM (Literary Elements)
Event
Event
Conclusion
Setting
Main
Character
53
Story Map Showing Character Change
Turning Point
Character at Beginning
of Story
Events That Caused Change
Character at End
of Story
54
Matrix
Top
Category
Side
Category
55
WEB DIAGRAM (Classifying)
56
Newspaper Model – 5W Model (Abstracting)
Topic:
WHO
WHAT
WHEN
WHERE
WHY
Using the information from this form write a paragraph
57
5W and How Model
TOPIC: ______________________________________
WHO:
WHAT:
WHEN:
WHERE:
WHY:
HOW:
SUMMARY STATEMENT:
58
Word Problems: Math (Problem Solving)
What is the question?
What is the essential information?
What information is not needed?
What operations will I use?
Does my answer make sense?
Can I draw a diagram of the problem?
59
Justify Your Answer (Justification)
To solve this problem, first I ___
To solve this problem, first I ___
Then I ___
Then I ___
This answer is ___
This answer is ___
..because ___
..because ___
60
Organizational Graphic Organizer (Classifying / Categorizing)
Central Topic
61
Problem / Solution Organizer (Problem Solving)
Topic
Problem
Solution
Main Idea Sentence
62
SKILLFULL DECISION MAKING
OPTIONS
What can I do?
OPTION
CONSIDERED
CONSEQUENCES
What will happen if
you take this option?
SUPPORT
Why do you think each
consequence will occur?
VALUE
How important is the consequence?
Why?
63
64
Constructing Support
Position Statement
Reasons
Facts
65
Inductive Reasoning
Details:
Patterns:
Generalization:
66
Analyzing Perspectives
Issues:
Personal Perspective or Main Character’s Perspective:
Reason/Logic:
Different Perspective:
Reason/Logic
Conclusion/Awareness
67
The Most Important Thing
The most important thing about
is __
But. The most important thing about
is __
68