Critical Thinking & The Traits

1. Critical Thinking & The Traits “It is possible to have a brain and not have a mind. A brain is inherited; a mind is developed.” -Feuerstein

2. Teacher directed Teacher identifies for students items they are to compare and characteristics on which to compare Ex. Unit on First Ladies - students compare M. Washington, E. Roosevelt, and H. Clinton on background, major responsibilities at First Ladies, and things they were praised for Student directed Students select characteristics on which items are to be compared Ex. Unit on fairy tales – after identifying major elements, students can select elements to use to compare two fairy tales Comparing 

3. Characteristics Items to be compared #1 #2 #3 Similarities Differences Similarities Differences Similarities Venn Diagram Differences Similarities Differences Comparison Matrix  Graphic Organizers for Comparing -most useful when comparing only two items -more useful to provide a greater number of details

4. Example Lesson: Comparing song vs. poem  • Guiding question: Poem vs song lyrics…what’s the difference  • Discuss high quality comparisons • Introduce topics to be compared • http://www.wordle.net/ • Establish a purpose for comparison • Analyze for words and purpose

5. 5. Model use of graphic organizer  6. Pose a deep question to students "What are these two mentor texts about, and are their messages similar or different?" 7. Write About the Comparison • “Brainstorm a list of things someone shouldn't be able to ask for” • Go through writing process – focus on ideas, word choice

6. 

7.  Comparing topic to a known…

8.  Graphic Organizers for Classification Place Categories in column headings -most useful when all categories are equal in generality -more useful when all categories are not equal in generality

9.  Graphic Organizer for Metaphors Literal Pattern 1 Element 1 Literal Pattern 2 Element 2 Abstract It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

10. Teacher directed Teacher provides first element of metaphor Teach content area information that develops a pattern Have students use pattern to identify something that fits pattern Student directed Once have worked with metaphors can create own Ex:  Metaphor – two items are connected by abstract or nonliteral relationship

11.  Graphic Organizers for Analogies Is to Relationship Is to

12. Teacher directed Teacher identifies for students items they are to compare and characteristics on which to compare Ex. Unit on First Ladies - students compare M. Washington, E. Roosevelt, and H. Clinton on background, major responsibilities at First Ladies, and things they were praised for Student directed Students select characteristics on which items are to be compared Ex. Unit on fairy tales – after identifying major elements, students can select elements to use to compare two fairy tales Comparing 

13. Characteristics Items to be compared #1 #2 #3 Similarities Differences Similarities Differences Similarities Venn Diagram Differences Similarities Differences Comparison Matrix  Graphic Organizers for Comparing -most useful when comparing only two items -more useful to provide a greater number of details

14. Example Lesson: Comparing song vs. poem  • Guiding question: Poem vs song lyrics…what’s the difference  • Discuss high quality comparisons • Introduce topics to be compared • http://www.wordle.net/ • Establish a purpose for comparison • Analyze for words and purpose

15. 

16.  Comparing topic to a known…

17.  Graphic Organizers for Classification Place Categories in column headings -most useful when all categories are equal in generality -more useful when all categories are not equal in generality

18.  Graphic Organizer for Metaphors Literal Pattern 1 Element 1 Literal Pattern 2 Element 2 Abstract It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

19.  Graphic Organizers for Analogies Is to Relationship Is to

20.  Web sites for Analogies • http://www.teachersdesk.org/vocabanal.html card game • http://www.infoplease.com/spot/analogy.html explanation, examples, analogy of the day • http://www.factmonster.com/analogies?month=Nov&day=30analogy of the day • http://www.wordmasterschallenge.com/more_samples.htmsamples • http://www.quia.com/cb/7146.htmlgame, like Jeopardy

21.  Opposite Acrostic Poems • To compare/contrast need multiple words • Can be complete opposite or slightly different • Great for jigsaw activity • Have students teach their concepts to others • At end, list all words and have students write 2 sentence summaries • Differentiate: • Have it sound like a sentence • Have it sound like a poem

22.  Diamond Poem • The Diamond Poem: • Line1: one noun • Line2: two adjectives that describe the noun in • line 1 • Line3: three –ing verbs the writer associates • with the nouns in line 1 • Line4: four nouns - the first two nouns are • associated with the noun in line 1; the other two • are associated with the noun in line 7 • Line5: three –ing verbs the writer associates • with the nouns in line 7 • Line6: two adjectives that describe the noun in • line 7 • Line7: one noun that is the opposite of the noun in line 1

23. 

24. Di-Ku – pair of haikus – to compare 2 things Tri-Ku – compare 3 things Both show similarities and differences Haiku 17 syllables (5-7-5) 17 words (5-7-5) Amoeba Amoebas changing. - 5 Like horizon’s clouds at dawn.-7 Run, run on false feet.-5 Amoeba He suffers from it…pseudopodia. -5 His false feet move him, feed him,-7 But he wants real Nikes.-5  Di-Ku or Tri-Ku

25.  To create • Begin with Venn diagram (2 or 3 circles) • Key is to find interesting shared comparison • Can write independently or partners • Differentiate: genuine haiku connects to nature – the challenge

26.  Opposing Points of View • Students create comic strip to present both points of view • Revolutionary war… • Read aloud: I Am the Cat, I Am the Dog by Donald Hall – debrief • Model with graphic organizer, then use classroom topic & fill in organizer • Have them choose event & fill in graphic organizer

27.  Event/Topic to think about: _____

28.  To the comic strip • Analyze comic strip – determine attributes of comic strip • Strips should go back and forth with differing points of view – ending with both people in last strip saying same thing

29.  The Important Bookby Margaret Wise Brown • The important thing about The Important Book is that you use it to model a form of writing that will allow your students to tell you what is important about the sun and the moon, two seasons, living and non-living things, or two characters in a book. • Students will write two important book pages describing the essential elements of two contrasting subjects to demonstrate understanding. • Read aloud book, make T-chart and compare two concepts. Have students complete T-chart with content topics, then determine what is most important!

30. The important thing about living things is they need food, water, air and sunlight to live and grow. Some living things watch TV, drink, sleep, eat, and play. All living things die. But the important thing about living things is they need food, water, air and sunlight to live and grow. The important thing about non-living things is they don’t need food, water, air, sunlight, and they don’t live and grow. Non-living things don’t walk or see, and they don’t move by themselves. They don’t talk, watch TV or drink. But the important thing about non-living things is they don’t need food, water, air, sunlight, and they don’t live and grow  Dueling Important Book pages

31.  Text-to-Self Comparisons • Objective: Compare text student is reading to his/her own life in order to demonstrate comprehension. Respond in lit journal/writing log

32.  Process…Model using read aloud“Think aloud”

33.  Writing in Reading…

34.  Writing a Memoir, Then and Now • Read mentor text • Show student samples • Analyze

35.  Comparison/Contrast Graffiti Walls • Groups of 4-6 work together • One pen per group • Teacher posts “graffiti walls” – chart paper with comparison questions on them • Teacher says “go” • Groups decides on their answer and sends one person up to write – passes the pen • May have second round

36.  Comparison/contrast Word Splash Sentences • Use content words • Students analyze words related to more than one concept • Put in sentences to demonstrate understanding • Demonstrate understanding to write different explanations of how several of the words are connected

37.  Great for assessments • Choose two comparative concepts • Igneous rock and metamorphic rock • Create list of vocabulary that fit both categories • some could fit just one • Use graphic organizer • Require fact checking & editing • “publish” best sentence from each student • Have class pick 10 best from whole class

38.  Postcards to the Absent

39.  Trilogues, Pentalogues & Decalogues • Trilogues • List of 3 things believed by writer • Pentalogues • List of 5 • Decalogues • List of 10 things • “logues” are lists of beliefs in form of sentences • Prompts are key • “Five ways cumulus clouds are just like the other cloud types: • Five ways that representatives think differently than Senators: • How you phrase them is key – What are 10 facts about the civil war? = lower level • Differentiation: word choice revisions, prioritize list • Sentences begin with “I believe” to get started

40.  Comparison/Contrast Essay • Focus: Think deeply about two ideas with multiple similarities or differences • Four parts: • Intro to topic • Focus on similarities • Focus on differences • Conclusion • Draft then revise and edit

41. Need opportunities to see models, have conversations about drafts Look for interesting comparisons, not simple and obvious Differentiation Create # of paragraphs you need  Think about…

42.  Resources • Fountas & Pinnell. Guiding Readers and Writers. Heinemann, Portsmouth, NH • Lane, Barry. The Reviser’s Toolbox. Discover Writing Press, 2003 • Wormeli, Rick. Summarization in Any Subject: 50 Techniques to Improve Student Learning. ASCD, 2004. • Marzano, Robert. Classroom Instruction That Works. ASCD, 2001. • Payne, Ruby. UNDERSTANDING LEARNING the How, the Why, the What. Aha! Process, Inc.,2002

43.  Picture books • The Important Book by Margaret Wise Brown • I am the Dog, I am the Cat by Donald Hall & Barry Moser • The Other Side by Jacqueline Woodson • The Wise Woman and Her Secret by Eve Merriam • The Three Questions by Jon J Muth • Zen Shorts by Jon J Muth • The Discovery of the Americas by Betsy & Guilio Maestro • Encounter by Jane Yolen • Meet Christopher Columbus by James T. deKay • Two Bad Ants by Chris Van Allsburg

44.  Websites • Tagxedo: http://www.tagxedo.com/app.html • Wordle: http://www.wordle.net • Writingfix – www.writingfix.com • http://penfieldtraits.wikispaces.com/ • More on Bloom’s: http://www.eduscapes.com/tap/topic69.htm • Graphic organizers: http://www.nvo.com/ecnewletter/graphicorganizers/ • Metaphor cards: http://www.writingfix.com/PDFs/Comparison_Contrast/New_Metaphor_Cards.pdf http://www.tagxedo.com/app.html

45. Thank you for all you do for students in Penfield Please contact me if you have questions or if you’d like to work together on any of these strategies, or have me teach a lesson or.... Dawn @ x5719 Dawn_Pruszynski@penfield.monroe.edu