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Name of Lesson: Convergent Thinking; Dudley’s Silhouette Puzzles
Topic: Convergent Thinking Lesson 2
Gifted Standard and element(s):
G1 - Critical Thinking
Students will utilize higher order reasoning and reflect upon their thinking.
a. Apply the core critical thinking skills to various situations: metacognition, observation,
questioning, prediction, analysis, interpretation, inference, summarize, evaluation, synthesis,
explanation, transferring.
G2 – Convergent Thinking:
Students will reason logically using induction and deduction.
a. Solve problems using logical reasoning.
b. Support opinions, theories, conjectures, and conclusions with logical reasoning.
c. Analyze logic to determine if it sufficiently supports opinions, theories, conjectures, and
conclusions.
G7 – Communication
Students will interact and exchange ideas, feelings, information, thoughts, and knowledge with others.
a. Effectively communicate both verbally and nonverbally using a variety of modalities.
G11 - Self-Directed Learner
Students will be self-directed learners.
b. Persevere in the face of obstacles.
Essential Question(s):
What is Convergent Thinking?
Lesson Questions: How can we solve problems using logical reasoning?
How can the critical thinking skills of analysis and observation help me find one correct answer?
How can I use critical thinking skills to show deductive reasoning?
Lesson Summary:
Students will use observation, analysis, evaluation, and synthesis to correctly place each member of
Crystal Lake Pond in the correct place on the grid. Students must follow the rules provided and clues from
each silhouette board to find the correct placement. The purpose of this lesson is to reinforce deductive
thinking skills by using clues to arrive at the one correct answer.
Assessment Description/Performance Task:
Constructed response Informal assessment
Performance task Selected response
Brief Description of Assessment:
Students will demonstrate their knowledge of deductive thinking when finding the one correct
place for each silhouette. Use all nine clues on each puzzle card to find the correct places for the
silhouettes. There is only one right solution for each puzzle card. Puzzles increase in difficulty.
Teachers may note how many puzzles students were able to solve and whether they needed
additional clues or hints.
“Ticket out the Door” – Students will complete the Tweet and Instagram. Teacher may assess for
clarity of explanation and understanding of convergent thinking.
Instructional Methods
Hook/Activator: Sing the convergent thinking song. The song is located on the “Dudley’s Silhouette’s”
powerpoint. There are also various instrumental pieces of Old Macdonald on the powerpoint. Then Say,
“Dudley and Sybil go to Crystal Pond with their friends. Today, they are going to help clean up Crystal
Pond and play in the annual volleyball game. Listen to the story of the convergent thinking the Crystal
Pond friends must do to find their places on the volleyball court.” Read paragraph one of “Dudley’s
Silhouettes” to the students. Show students the silhouette pieces you have already cut out for them to
use during independent practice or use the active board to show the students the Crystal Pond Silhouettes
Dudley has made. The teacher and students will look at the silhouettes, and define attributes about each
of their “puzzle pieces.” Students need to pay attention to the shape and character of each silhouette.
These silhouettes are also located on the PowerPoint, “Dudley’s Silhouette Rules.” Review the Core Critical
Thinking Skills Chart with the students, paying careful attention to analysis, observation, and explanation.
Discuss with students what each of these critical thinking skills means and how we can use them to solve
“Dudley’s Silhouettes.”
Teaching Strategy:
1. The teacher will read the second paragraph of “Dudley’s Silhouettes” to the students. As the teacher
reads the second paragraph, model Dudley’s actions. Model Dudley drawing the large square and
two vertical and two horizontal lines. This should be done somewhere other than the active board.
Draw the 3x3 grid on chart paper or the whiteboard, so students can use it as a reference and
during guided practice.
2. The teacher will read the third and fourth paragraphs of “Dudley’s Silhouettes” to the students.
Before reading the paragraphs, make sure to have “Dudley’s Silhouettes Rules” PowerPoint ready to
view. This will be viewed as you read the fourth paragraph of the story. While reading the fourth
paragraph, stop at each of the rules to go over what information is being explained. Show the
picture examples and talk about the rule. The rules are as follows: 1. If the box is shaded, it
indicates the silhouette designated DOES go in that spot. 2. If the designated silhouette has a line
through it, similar to the “no” symbol then that silhouette does NOT go in the shaded space. 3. If
only a shape is shown, then one of the silhouettes of that shape goes in the shaded square, but you
may have to wait to determine which one. 4. If more than one square is shaded for a particular
clue, then the students have to choose (by using some of the other clues) which shaded square is
the correct spot for the silhouette in question. 5. If there is a selection of boxes and the designated
silhouette has a line through it, then that silhouette will not go in ANY of the shaded squares. 6. If
there is already a silhouette shown in place on one of the clues, that silhouette’s location must be
determined before the designated silhouette can be established. Knowing the placement of the first
silhouette is part of the clue to where the other silhouette goes.
The rules will need to be displayed throughout the independent work time for the students to use as
a reference, or make a copy of the rules for students to use while completing the puzzles. The rule
slides have been provided on one sheet of paper for students. (This is the multiple slides per page
print option in Powerpoint. The attached version can be used, but sometimes prints blurry.)
3. Display “Dudley’s Silhouettes Volleyball Puzzle” on the active board. Read the last paragraph of the
story. As you read the paragraph model Sybil’s convergent thinking by placing the silhouettes in
the appropriate place on the 3x3 grid that you modeled in the second paragraph.
4. The teacher will guide the students in completing the rest of “Dudley’s Silhouette Volleyball Puzzle.”
As the students are guided in finishing the puzzle, refer back to the PowerPoint to clear up
misconceptions or misunderstandings of rules.
5. The teacher will pass out the “PETS Silhouettes” grid and “Pets Silhouette Puzzle Pieces” to the
students. The teacher will also pass out the “Pets Silhouettes Puzzles” and “Pets Silhouettes
Recording Sheet” to the students. Students will need to cut the puzzle pieces apart if the teacher
has not completed this step before the lesson.
6. Students will work independently or with a partner to complete the six “Pets Silhouette Puzzles.”
The puzzles will need to be completed in sequential order. The puzzles are numbered in order of
difficulty. Puzzle number 1 is very easy and gives students an opportunity to learn the silhouettes
characters and how to place them on the grid. As students complete a puzzle, they will record
answers on the “Pets Silhouettes Recording Sheet.”
7. Students may use the key to record the answers instead of writing the entire name.
8. As students work independently or with a partner, the teacher will circulate around the room to
observe and check for understanding. As students complete a puzzle the teacher will check for
understanding and question students’ reasoning for placing pieces in certain places. The teacher will
look at the student recording sheet to check that correct convergent thinking has taken place. If
students have misconceptions or mistakes, the teacher and students can conference about the
misunderstandings to find the correct answer.
Summary by the Learner:
Students will be able to answer the following questions:
How did I use my clues to find the one correct answer?
How did I use the critical thinking skill of observation to complete the “Silhouette Puzzles”?
What strategies did you use to analyze each puzzle?
“Ticket Out The Door”: Students will “tweet/text” the teacher a response to the following: Describe how
you used deductive reasoning to find the one correct place for each silhouette. If a student has time
he/she may add an “instagram” to the tweet/text illustrating deductive reasoning and convergent
thinking. Place this in the iPETS interactive notebook. Students may also add vocabulary words to the
Alphaboxes as necessary (or the class may add to the one on display or to the word wall).
Differentiation:
More Capable:
Students will create their own Silhouette puzzles with nine clues for a puzzle and the grid showing
all the boxes.(Template provided –“Silhouette Stumper Puzzle Extension”)
Students will create a silhouette puzzle that does not show all of the boxes.
If students have a difficult time with this, have students think about “the end in mind” and what
they want the answer to be at the end. After knowing the answer, have students work backwards
to form the clues.
Less Capable:
Students will need extra clues to place silhouettes in the correct place. Give these students “hints”
about where certain silhouettes” should be placed. Also, instruct the students on which column or
row a certain puzzle segment might be showing.
Materials for this Lesson:
Set of Silhouettes for each student or student pairs (Pre-cut if you want to save time) (Green PETS
book, pg. 48)
“Dudley’s Silhouettes” Story
“PETS Silhouettes Grid” for each student or student pairs (Green PETS book, pg. 48)
“PETS Silhouettes Puzzles 1-6” for each student or student pairs (Green PETS book, pg. 49-51)
“Silhouette Puzzle Recording Sheet”
“Dudley’s Silhouette Volleyball Puzzle”
“Silhouette Stumper Puzzle Extension”
Ticket out the Door: “Tweet and Instagram” for each student
“PETS Behavioral Checklist” (Green PETS book, pg. 12)
Alpha Box in the iPETS interactive notebook
iPETS interactive notebook
Document camera
Interactive Whiteboard
PETS “Ways to Convergent Thinking” signpost
Powerpoint “Dudley’s Puzzle Rules”
“Convergent Thinking Song”
Vocabulary for this Lesson: Organizing Analysis Attributes Observation Deductive thinking Data
Evaluate
Convergent Thinking Song (Sing to the tune of Old MacDonald)
Lyrics: Movements
“Gather facts to find one answer” Moving arms as if you’re “gathering” things.
“Like two plus two is four” Hold up 2 fingers then 4 fingers for 2+2=4.
“Convergent Thinking is so fun,” Point to your head for “thinking.”
“We use it more and more!” Make the width of your arms wider for “more
and more.”
“With an observation here,” Point to your eyes.
“And an explanation there,” Point to your mouth.
“Collaborate, communicate,” Make talking gestures with your hands
facing each other.
“We’re on our way to thinking great.” Point to your head.
“Convergent Thinking is so fun,” Point to your head.
“All clues will lead to ONE...right answer!” Hold up your pointer finger.
Dudley’s Silhouettes
The Crystal Pond Community members all went to “Keep Crystal Pond
Beautiful Day” located along the banks of Crystal Pond. While cleaning up
around the pond, Dudley noticed each of his friends made a different shadow on
the ground from the sun. Dudley traced each person’s shadow and then had Sybil
trace his shadow. Dudley realized after tracing the shadows in the dirt that each
shadow only showed the outline of each of his friends. He knew from art class that
an outline or image drawing of someone was called a silhouette. It was now time for the annual Crystal Pond volleyball game and Dudley had an
idea. To play in the game, Dudley needed his friends to be in three rows and three
columns. So, he drew a large square in the dirt and drew two horizontal lines and
two vertical lines inside the square, evenly spaced. This made a grid with nine small
squares. Dudley needed his friends to come stand in the squares, so they would
know their places during the volleyball game, but he could not find them anywhere.
Dudley thought, “I have an idea! I can use the silhouettes I made of
each person and place them in the square they should stand in during
the game! Then everyone will know their position and we can win the volleyball
game!” Dudley got so excited that he came up with seven different ideas for his
friends.
Sybil walked over. “Dudley” she said, “Why are you drawing all these lines and
boxes? It’s time for the annual volleyball game.” Dudley informed Sybil that he was
making “game plans” so each person would know where to stand during the volleyball
match. Sybil looked at Dudley, “I don’t understand why you have some squares
colored in differently and you do not have anything in the squares, just pictures on
the outside of your grids. Dudley replied, “I knew you would ask that question, so I
made a list of rules and clues for you to follow to where to stand. This way the
other team will not be able to decipher our “game plan!” I also thought it would be
fun for all the Crystal Pond members to use their deductive reasoning and work
together to solve my silhouette puzzles.” “Oh, I see,“ said Sybil. “Each person will
be in one of the squares, but I must figure out which square using your rules.”
“Yes,” exclaimed Dudley. “You are right, but you must also use the clues I have
drawn by each puzzle.”
“The clues are explained in my rules. My rules are: 1. If the box is
shaded, it indicates the silhouette designated DOES go in that spot.2. If the
designated silhouette has a line through it, similar to the “no” symbol then that
silhouette does NOT go in the shaded space. 3. If only a shape is shown, then one
of the silhouettes of that shape goes in the shaded square, but you may have to
wait to determine which one. 4. If more than one square is shaded for a particular
clue, then the students have to choose (by using some of the other clues) which
shaded square is the correct spot for the silhouette in question. 5. If there is a
selection of boxes and the designated silhouette has a line through it, then that
silhouette will not go in ANY of the shaded squares. 6. If there is already a
silhouette shown in place on one of the clues, that silhouette’s location must be
determined before the designated silhouette can be established. Knowing the
placement of the first silhouette is part of the clue to where the other silhouette
goes.”
“I think I understand,” replied Sybil after Dudley read her the rules. “In this
puzzle, Jordan is located on the outside of the grid and the top left corner is
shaded in, so Jordan must be placed there. Right?” asked Sybil. “You are correct,”
said Dudley, “Let’s try one more before we let other friends try.”
“Ok, I must go in the very middle of the puzzle. My picture is outside the grid
and the square in the very middle of the puzzle is shaded. I like this game!” yelled
Sybil.
Dudley’s Rules to the Silhouette Puzzles
1. If the box is shaded, it indicates the silhouette designated DOES go in
that spot.
2. If the designated silhouette has a line through it, similar to the “no”
symbol then that silhouette does NOT go in the shaded space.
3. If only a shape is shown, then one of the silhouettes of that shape goes in
the shaded square, but you may have to wait to determine which one.
4. If more than one square is shaded for a particular clue, then the students
have to choose (by using some of the other clues) which shaded square is the
correct spot for the silhouette in question.
5. If there is a selection of boxes and the designated silhouette has a line
through it, then that silhouette will not go in ANY of the shaded squares.
6. If there is already a silhouette shown in place on one of the clues, that
silhouette’s location must be determined before the designated silhouette
can be established. Knowing the placement of the first silhouette is part of
the clue to where the other silhouette goes.
Silhouette Puzzle Solutions
Puzzle 1
M S F
I D RO
J RA Y
Puzzle 3
RO S M
I D Y
J RA F
Puzzle 5
M Y I
S D J
F RO RA
Puzzle 2
S I RA
J M RO
D F Y
Puzzle 4
Y S RA
J F M
RO D I
Puzzle 6
I F D
M J Y
RA RO S
PETS Silhouette Puzzle Recording Sheet
Silhouette Puzzle 1:
Silhouette Puzzle 4:
Silhouette Puzzle 2:
Silhouette Puzzle 5:
Silhouette Puzzle 3:
Silhouette Puzzle 6:
Your Extension Puzzle:
Key:
D~Dudley S~Sybil
I~ Isabel Y~Yolanda
J~ Jordan F~Felix
M~Max Ra~Rascal
Ro~Rosalyn
Silhouette Stumper Puzzle Extension Design a silhouette puzzle. Each community member should be used.
Instead of drawing pictures of each, you may use the abbreviations for
their names as listed on the PETS Silhouette Puzzle Recording Sheet.
Use your pencil to shade in spaces you would NOT like for the
community members to be placed. As examples, look at puzzles 1-6 you
completed. Put the answer to your Silhouette Puzzle on your PETS
Silhouette Puzzle Recording Sheet. Be creative and try to create a
puzzle that will be original.
CCSD Version Date: May 2011
Name: ____________________
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