Date: February 22- March 8
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.)
How do the forms and structures, sound devices, and figurative language of poetry contribute to our understanding and/or interpretation of specific
poems?
Paragraph Description of the Culminating Activity:
The culminating activity will be a collection of nine poems chosen by the student plus one poem composed by the student. The students’ booklets will
demonstrate an understanding of classification of poems as fixed or free forms, rhymed or unrhymed, and narrative poems or lyric poems. The booklets
will also illustrate an understanding of alliteration, onomatopoeia, rhyme scheme, personification, metaphor, simile, and hyperbole.
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.)
Students will choose nine poems from the textbook, the internet, anthologies, etc., and they will compose one original poem. Two poems will be
narrative, two will be lyric poems, two will be free verse, one will be an original poem by the student, and three will be the choice of the student. Each
poem will be labeled as to type. Additionally, within the ten poems, the student should find and label an example of each of the following: alliteration,
onomatopoeia, rhyme scheme, personification, metaphor, simile, and hyperbole. One paragraph should be written for each example, explaining it and
telling how it adds to or enhances the meaning of the poem. The student will write a preface to the collection. The preface will be a personal essay telling
why these poems were selected, and the student's reactions and responses to the poems. The preface should be no less than one page typed and doublespaced and no more than two pages. During the culminating activity the students will complete the -L- column of the KWL Outline 3 p.31 that they began
during the launch activity.
1
Decision 3: Culminating Activity/Project Rubric
Scale
20-25
15-19
10-14
0-9
Completion of
requirements for
booklet
Booklet contains 10 poems.
Each poem is correctly labeled
as fixed or free form, rhymed
or unrhymed, and narrative or
lyric.
Booklet contains 10 poems. 1
or 2 errors in classification.
Booklet contains 10 poems.
3 or 4 errors in classification.
Fewer than 10 poems and/or
5 or more errors in
classification.
Correct identification
of sound devices and
figurative language.
Correctly identifies at least one
example of each of the sound
devices and examples of
figurative language (7).
Correctly identifies 6
examples.
Correctly identifies 5
examples.
Correctly identifies 4 or
fewer examples.
Interpretation of
aesthetic effects of
subject matter, sound
devices, figurative
language, and
structure.
Contains 7 paragraphs, one
paragraph for each of the 7
figures of speech and sound
devices. Paragraph includes
specific ways the figurative
language and/or sound devices
contribute to the overall effect
or meaning of the poem.
6 examples are correctly and
thoughtfully interpreted.
5 examples are correctly and
thoughtfully interpreted.
4 or fewer examples are
correctly and thoughtfully
interpreted.
Conventions preface/explanatory
paragraphs.
4 or fewer major errors in
usage, grammar, sentence
structure, punctuation,
capitalization, spelling, and
manuscript form. Contains
preface and seven explanatory
paragraphs.
5 or 6 errors.
7 or 8 errors.
9 or more errors.
Criteria
2
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
Short answer tests or quizzes applying the vocabulary and concepts to teacher – chosen poetry.
Posters of student work to exhibit in the classroom.
Paraphrases of poems.
Paragraphs analyzing sound devices and interpreting figures of speech and symbolism.
Illustrations of figures of speech.
Teacher observation of class/group discussions.
Successful completing of graphic organizers.
Culminating activity – A collection of ten poems chosen by the student. Two poems will be narrative, two will be lyric poems, two will be free verse,
one will be an original poem by the student, and three will be the choice of the student. Each poem will be labeled as to type. Additionally, within the
ten poems, the student should find and label an example of each of the following: alliteration, onomatopoeia, rhyme scheme, personification, metaphor,
simile, and hyperbole. One paragraph should be written for each example, explaining it and telling how it adds to or enhances the meaning of the poem.
The student will write a preface to the collection. The preface will be a personal essay telling why these poems were selected, and the student’s
reactions and response to the poems. The preface should be no less than one page typed and double-spaced and no more than two pages.
3
Decision 5: Launch Activities
Develops student interest and links prior knowledge. Provides the content map and key vocabulary to students.
Give the students KWL Outline 3 and have them fill out the -K- column about poetry. Then give them a list of vocabulary and concepts to be studied in
this unit, along with a copy of the concept map of the unit, and have them fill out the -W- column. Next play selected songs in order to relate poetry to
something with which they are familiar. Also, give students written copies of the lyrics for the songs. Some suggestions for this activity are as follows:
Don McLean “American Pie,” Bob Dylan “Like a Rolling Stone” or “Mr. Tamberine Man,” the Beatles “Helter Skelter,” “Eleanor Rigby,” “She’s
Leaving Home” or “Blackbird,” Neil Young “The Needle and the Damage Done” or “Keep on Rockin’ in the Free World,” Paul Simon “Richard Cory”
or “I Am a Rock.” Divide students into groups and let them try to identify examples of the vocabulary and concepts in the song lyrics. Let the students
volunteer examples and discuss their ideas.
4
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.
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 classify poems into types (free or fixed, rhymed or unrhymed, and lyric or narrative).
Students will participate in writing prompts related to poetry.
Students will evaluate poems for sound devices and figures of speech.
Students will transform ideas into examples by writing original examples of figures of speech.
5
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?
Various learning styles, interests, and ability levels will be accommodated by introducing and working with concepts using music, drawing, and
graphic organizers. Exposing students to poems from textbooks, anthologies, the internet, and music should facilitate understanding by students of
differing ability levels and learning styles.
A variety of formal and informal assessments should help in evaluating understanding of the concepts by students of differing ability levels and
learning styles.
Students will be able to work individually, in pairs, in small groups, and in whole-class activities.
Students will be able to draw, paraphrase, and write creatively as well as answer objective, interpretive, and evaluative questions.
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.
Launch Activity (1 block)
Acquisition Lesson One: Introduction to vocabulary and concepts/Teacher instruction and modeling/Frayer Diagrams/Posters (2 blocks)
Acquisition Lesson Two: Teacher instruction/Guided and independent practice in small groups/Dramatic readings/Student presentations and posting
of work (2 blocks)
Acquisition Lesson Three: Graphic organizers/Presentations/Writing paragraphs (1 block)
Acquisition Lesson Four: Graphic organizers/Presentations/Writing paragraphs (1 block)
Extending Thinking Lesson: Writing an original poem
Project: Poetry booklet – Research/Creative writing/Organization (3 blocks)
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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.
Class discussions, results of quizzes and tests, and written assignments will provide feedback about the effectiveness of the unit and can be used to
make modifications as needed.
Student evaluations and suggestions will also be used to make changes and additions.
7
Decision 11: Resources and Materials (Copyright/References )for Learning Unit
Right Left Column: Unit Writer to list copyright and references resources used for developing the unit. Column: Provision to list comparable
resources at a later time.
8
Copyright/References provided by Unit Writer
Comparable Copyright /References
http://www.home-school.com/Articles/CmPoetry.html
http://edtech.Kennesaw.edu/web/poetry.html
http://entrypoints.com/RockLyrics.html
http://www.georgiaencyclopedia.org
Dr. Cynde Snider’s Sample Unit: Poetry and Nonfiction
9
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.
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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By:
Essential Question: How does one recognize and distinguish between different types of poems?
Activating Strategies: Agree/Disagree – Show examples of different kinds of poetry and prose and have students agree or disagree
(Learners Mentally Active) that the example is a poem.
Acceleration/Previewing: 1. Fixed form poetry 2. Free form poetry 3. Narrative poetry 4. Lyric poetry 5. Rhyme scheme 6. Prose
(Key Vocabulary)
Teaching Strategies: Go over each of the key vocabulary concepts. Illustrate using poems and paragraphs on poster board or
(Collaborative Pairs; transparencies. Have students fill out Frayer Diagram 1 sheets on each key vocabulary term as the teacher
Distributed Guided Practice; discusses them using the examples.
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/ Divide students into groups of three to five. Give each group a prepared packet of ten to fifteen poems and
Summarizing Prompts: one or two prose paragraphs. Make certain each packet has at least two examples that illustrate each of the
(Prompts Designed to Initiate key vocabulary words. Get the students to fold a sheet of paper into thirds and write a key vocabulary word
Periodic Practice or at the top of each column on the front and back of the paper. Have the groups categorize the poems in the
Summarizing) packet using their Frayer Diagram 1 graphic organizers. Students should write the names of the selections
(poems and prose) under the appropriate category.
Summarizing Strategies: Each group presents one of the key vocabulary concepts using the Frayer Diagram 1. This can be done on
(Learners Summarize & the board or an overhead, etc. Each group checks its diagrams. At this point information can be added or
Answer Essential Question) deleted or changed. Then each group is responsible for doing a poster on one of the terms for display in the
classroom.
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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By:
Essential Question: How do sound devices enhance the enjoyment and understanding of poems?
Activating Strategies: Read several nursery rhymes to the class and have volunteers recite nursery rhymes they remember. Lead
(Learners Mentally Active) the class in a discussion of what makes the nursery rhymes so memorable. Point out examples of
alliteration, rhythm, onomatopoeia, and rhyme scheme in the nursery rhymes while writing them on the
board or transparency.
Acceleration/Previewing: Alliteration, rhythm, onomatopoeia, and rhyme scheme
(Key Vocabulary)
Teaching Strategies: Read a poem with the class. “The Highwayman” or “The Wreck of the Hesperus” are good poems to use.
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Model how to read a poem using the punctuation marks to help the students understand how it should be
read. Paraphrase each stanza, making certain students understand the action. Then point out examples of
alliteration, onomatopoeia, rhythm, and rhyme scheme for each stanza. Next go back and do a dramatic
reading of the poem. Let students volunteer to read stanzas.
Distributed Guided Practice/ Have students work in groups to analyze a different poem for sound effects. Let each group show the class
Summarizing Prompts: examples they found, and then let individuals or the group do a dramatic reading of their poem.
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
Summarizing Strategies: On brightly colored construction paper or sentence strips, students write excerpts from poems that illustrate
(Learners Summarize & alliteration, onomatopoeia, rhythm, and rhyme scheme. Students label their excerpts with the name of the
Answer Essential Question) poem, the poet, and the concept being illustrated. Students present their work to the class and post their
work around the room.
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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By:
Essential Question: How do poets use figurative language to convey meaning?
Activating Strategies: Have several examples of idiomatic language written on the board. Have students explain in literal
(Learners Mentally Active) language what these idioms mean.
Acceleration/Previewing: Figurative language, personification, metaphor, simile, hyperbole, connotation, denotation
(Key Vocabulary)
Teaching Strategies: Go back over some of the poems already studied such as “The Highwayman” and find and explain some
(Collaborative Pairs; examples of personification, metaphor, simile, and hyperbole. Read a poem such as Langston Hughes’ “In
Distributed Guided Practice; Time of Silver Rain” and discuss the ramifications of connotation (e.g. why the rain is silver and not gray,
Distributed Summarizing; etc.).
Graphic Organizers)
Distributed Guided Practice/ Have students work in groups with their poetry packets, textbooks, anthologies, etc. to find examples of
Summarizing Prompts: personification, metaphor, simile, hyperbole, and connotation. These should be written down citing poem
(Prompts Designed to Initiate and poet. Have students make up their own examples of personification, metaphor, simile, and hyperbole.
Periodic Practice or Students should draw pictures illustrating their examples. It might be a good idea to give students some
Summarizing) direction by giving them a list of poems or poets to check. For example, for simile, metaphor and
personification, they could read “Fog,” “Fire and Ice,” “The Seven Ages of Man,” “I Wandered Lonely as a
Cloud,” “The Courage That My Mother Had,” “Once by the Pacific,” and “Hope is the thing with
Feathers.” For hyperbole they could read “The People, Yes,” “Speed Adjustments” or “The Concord
Hymn.”
Summarizing Strategies: Groups share their examples and post them around the classroom.
(Learners Summarize &
Answer Essential Question)
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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By:
Essential Question: Why do poets use imagery and symbolism? How do imagery and symbolism add levels of meaning to
poetry?
Activating Strategies: Pass out copies of the school’s coat of arms. Have students tell or guess what the items on the coat of arms
(Learners Mentally Active) symbolize. Discuss each item and its significance.
Acceleration/Previewing: Imagery and Symbolism
(Key Vocabulary)
Teaching Strategies: Give students the Graphic Organizer #45 Describing An Event. Read a poem such as “Those Winter
(Collaborative Pairs; Sundays.” In groups have students fill out the graphic organizer using the poem. Then have the students
Distributed Guided Practice; make 5 columns on the back of the GO and list the images that appeal to the senses such as “blueblack
Distributed Summarizing; cold.” Be sure to tell students that some images will go on more than one column.
Graphic Organizers)
Groups present their work to the class. Then each student should write a paragraph telling how the sensory
images affect the meaning of the poem. Repeat the GO activity with “After Apple Picking.” This time,
however, put symbols and possible interpretations of the symbols on the back of the GO.
Distributed Guided Practice/ Divide the class into groups. Each group should find a poem with vivid imagery and a poem with symbols.
Summarizing Prompts: They should fill out Graphic Organizer #45 using the poems and list the images in 5 columns on the back of
(Prompts Designed to Initiate the organizer. In addition, they should list any symbols and interpretations of the symbols.
Periodic Practice or
Summarizing)
Summarizing Strategies: Each group reads its poems aloud to the class and points out images and symbols.
(Learners Summarize &
Answer Essential Question)
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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)
15
16
17
Extending Thinking Lesson Planning Form
Name: Brenda Jowers
Essential Question: How do I write an original poem?
Mini-Lesson: Show the students some easy forms for writing poems such, as autobiographical poems, acrostics, or haiku.
Lead students in how to get an idea for a poem and how to draft a poem. Have students begin writing an
original poem. After students have finished writing their poems, show them how to polish and revise their
poems, as well as check for figurative language, connotations, sound devices, and mood.
Task: Students will write original poems.
Summarize/Sharing: Students will share their poems either by reading them aloud or writing them on construction paper to post
around the room.
Assignment: In the original poems of the class, students will find examples of figurative language and sound devices that
we have studied. They will also decide what type of poems they have written.
18
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Task:
Summarize/Sharing:
Assignment:
19
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Task:
Summarize/Sharing:
Assignment:
20
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Task:
Summarize/Sharing:
Assignment:
21
Extending Thinking Lesson Planning Form
Name:
Essential Question:
Mini-Lesson:
Task:
Summarize/Sharing:
Assignment:
22
23
24
 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.
25
®
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
26
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
27
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.
28
KWL Outline 1
-KThink I Know…
-WThink I’ll Learn…
-LI Learned…
29
KWL Outline 2
-KI Know…
-WThink I Know
-LWant to Know
30
KWL Outline 3
-KWhat I Know…
-WThink I’ll Know
-LWhat I Learned
31
KWL Outline 4
-KWhat We Know
-WWhat We Want
To Find Out
-L
What We Learned and
Still Need to Learn…
32
KWL Plus Outline
Topic:
-KKnow
-WWant To Know
-LLearned
Final category designations for “L”:
33
Word Map Outline 1
What is it?
(write the definition)
What is it like?
Causes
The Word
What are some examples?
34
Frayer Diagram 1
Definition
Examples
Characteristics
Non-Examples
35
Frayer Diagram 2
Definition
I Think
Sentence
Draw
36
Folk Tales Story Map
Title:
Characters:
Setting:
Problem:
Events: 1.
2.
3.
4.
Solution:
37
Fish Bone (Cause / Effect)
Effect
Causes
38
Cause and Event
CAUSE
CAUSE
EVENT
CAUSE
39
CAUSE
Cause and Effect
Cause
Cause:
Cause:
Effect:
Cause:
Cause
40
Flow Chart
(Sequence)
Skill or Problem:
41
Cycle Graph
(Sequence and Repeat)
42
Compare / Contrast 1
Concept 1
Concept 2
How Alike?
How Different?
With Regard To
43
Compare / Contrast 2
Concept 1
Concept 2
How Alike?
How Different?
With Regard To
Summarize:
44
Describing An Event (Abstracting)
WHO?
WHEN?
WHERE?
WHY?
HOW?
SIGNIFICANCE?
45
Descriptive Organizer
(Literary Element)
TOPIC
DETAILS
MAIN IDEA SENTENCE
46
DETAILS
(Literary Element)
MAIN
IDEA
47
STORY MAP
(Literary Element)
Title:
Setting
Characters
Problem
Event 1:
Event 4:
Event 2:
Event 5:
Event 3:
Event 6:
Solution:
48
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.
49
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
50
STORY WORM (Literary Elements)
Event
Event
Conclusion
Setting
Main
Character
51
Story Map Showing Character Change
Turning Point
Character at Beginning
of Story
Events That Caused Change
Character at End
of Story
52
Matrix
Top
Category
Side
Category
53
WEB DIAGRAM (Classifying)
54
Newspaper Model – 5W Model (Abstracting)
Topic:
WHO
WHAT
WHEN
WHERE
WHY
Using the information from this form write a paragraph
55
5W and How Model
TOPIC: ______________________________________
WHO:
WHAT:
WHEN:
WHERE:
WHY:
HOW:
SUMMARY STATEMENT:
56
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?
57
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 ___
58
Organizational Graphic Organizer (Classifying / Categorizing)
Central Topic
59
Problem / Solution Organizer (Problem Solving)
Topic
Problem
Solution
Main Idea Sentence
60
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?
61
Prediction Tree Model (Deduction)
Details / Proof
Details / Proof
Prediction
Prediction
Details / Proof
Prediction
Conclusion or Final Prediction
1. Solid Lines & Boxes Are Details / Proof
2. Ovals Are Predictions
3. Framed Box is Conclusion
Directions: 1. Students Read and Note Details, Facts, Proof .
2. Read, Gather Details, Facts, Proof and Make Predictions
3. Make Conclusion or Final Prediction
62
Constructing Support
Position Statement
Reasons
Facts
63
Inductive Reasoning
Details:
Patterns:
Generalization:
64
Analyzing Perspectives
Issues:
Personal Perspective or Main Character’s Perspective:
Reason/Logic:
Different Perspective:
Reason/Logic
Conclusion/Awareness
65
The Most Important Thing
The most important thing about
is __
But. The most important thing about
is __
66