“b.e.a.r.s activities” - polk deductive reasoning “b.e.a.r.s activities ... lesson plan no 1:...

“B.E.A.R.S Activities”

n PROGRAM OVERVIEW My program begins with using the

books of Karma Wilson. These books are used as the activating strategies for each of the 8 lessons. The lessons are designed to target Extended Thinking Skills. Research has shown that these skills are the number 1 strategy to impact student achievement.

Students will learn how to use the strategies as laid out in the LFS program: Abstracting, Compare/Contrast, Classify/Categorize, Constructive Support, Analyzing Perspectives, Inductive Reasoning, Deductive Reasoning, Error Analysis. Students will learn skills that will help their higher level thinking and problem solving skills.

The program begins using lessons that follow a similar structure as laid out as follows.

Day 1 Each lesson will begin by previewing the book. Students will be led through a picture walk and collaborative pairs will answer purpose questions.

Day 2 After previewing, students will be led in a shared reading activity. They will read along with the teacher to improve fluency. The teacher will present the Extended Thinking Skill that

For further information contact…

Andrea BordenKathleen Elementary School

3515 Sherertz Road (Route A)

Lakeland, FL 33810

863-853-6030

[email protected]

2010 - 2011 IdEA CAtAlog of ExCEllEnCE

they will be learning. After going through the steps for that skill they will then be asked to discuss the story.

Day 3 Teacher directed lesson on the targeted skill. Teacher assigns individual or group work that reinforces the targeted skill. Students will re-read the story with a partner in centers and discuss their assignments.

Day 4 The teacher will use choosing sticks to ask individual students to share their findings.

Day 5 Students will summarize either in a small group, in pairs or individually the lesson by sharing work that has been completed. These lessons would be used throughout the week and would take only 10-15 minutes daily.

Teachers can also include activities related to the story in more center work, for example students can write a story using the same kind of pattern in the story in an innovation using a different animal or character.

The program is innovative because it will provide teachers and students the structure to integrate Extended Thinking Strategies into the daily routine. The stories are fun for students and readily

available in most schools. Writing skills are incorporated during centers when students are asked to recreate a similar pattern found in the trade book used. Whenever possible the books are chosen to correlate to a season/holiday and can be tied to Social Studies curriculum maps. The book Bear Stays Up for Christmas is a high interest book around the winter holidays. Students can also learn science skills using these activities such as hibernation, habitat and the lives and growth of animals.

This program is developed for a 2nd grade level with reading levels from Kg-4. The class size is 18-20 students and the material is presented in both whole group as well as small group. Extended Thinking Strategies are used in all learning and can be adapted to any grade level.

n OVERALL VALUE I believe strongly in taking the best

strategies and incorporating them into my daily routine. As busy teachers we are trying so hard to get “it” all done and not enough time to do it. These lessons will assist teachers in using these research based, accomplished strategies in a quick yet effective way.

~ A Returning Developer ~

(B=Best, E=Extended thinking, A=and, R=Research, S=Supported)

n LESSON PLAN TITLESExtended Thinking Skill:

1 Abstracting

2 Analyzing Perspectives

3 Comparing and Contrasting

4 Classify/Categorize

5 Constructing Support

6 Error Analysis

7 Inductive Reasoning

8 Deductive Reasoning

“B.E.A.R.S Activities”(B=Best, E=Extended thinking, A=and, R=Research, S=Supported)

n MATERIALS A regular size classroom that

accommodates 18-20 students is utilized. A document camera and smartboard are used in the presentation of the shared reading activity but could also be done with overhead transparencies. Classroom computers or lab computers are needed when conducting research on animals or other related information. Paper, trade books, arts and crafts materials are also used in these activities.

n ABOUT THE DEVELOPER Andrea Borden has a Bachelor of

Arts in Education from Florida Atlantic University in Boca Raton Florida. She is certified in Primary Education, Elementary Education and is ESOL endorsed. She has been teaching in Polk County schools for the past 14 years. She began her career in Kindergarten, then moved to first grade, second grade and will be beginning the 2010-2011 school year in third grade.

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“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 1: Abstracting

n SUBJECTS COVEREDLanguage Arts, Science

n GRADESSecond

n OBJECTIVES The student will…

… recognize patterns in a trade book

… explain the pattern found and identify other situations in the text that has the same pattern.

… learn about animal habitats and characteristics

n SUNSHINE STATE STANDARDS

LA.2.1.4.5: The student will recognize high frequency words.

LA.2.1.5.3: The student will adjust reading rate based on purpose, text difficulty, form, and style.

LA.2.1.6.1: The student will use new vocabulary that is introduced and taught directly.

LA.2.1.7.3: The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts.

LA.2.1.7.5: The student will identify the text structure an author uses and explain how it impacts meaning in text.

LA.2.1.7.6: The student will identify themes or topics across a variety of fiction and nonfiction selections.

SC.2.L.16.1 Observe and describe major life cycles of plants and animals.

SC.2.l.17.1: Compare and contrast the basic needs that all living things, including humans, have for survival.

SC.2.L.17.2: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

n MATERIALS• Trade Book - Bear Snores On

• Graphic Organizer

• Document Camera

• Xerox Paper

• Computer, Printer and Ink

• Rubric

• Extended Thinking Flipbook

n DIRECTIONS ‰ Teacher will begin the lesson by

asking the students The Lesson Essential Question “How do patterns help me understand the events in a story?”

‰ Teacher will introduce the Key Words and the definitions from the ABSTRACTING Extended Thinking Skills Flipbook.

‰ Using a Document Camera preview the book’s pictures.

‰ Teacher will block out the text with post it notes.

‰ Discuss and predict the events of the story. Teacher will ask the students to look for things that are similar either visually or an event.

‰ After previewing the pictures tell the class that the skill they will be focusing on for the week will be abstracting. For the first time teaching this skill, show the students the steps of ABSTRACTING using a Flow Map (See example found in this packet. Information also found in Extended Thinking Skills Flipbook)

‰ Explain the steps in the process of Abstracting (See attachment that I included in the packet).

‰ On the next day, review the steps discussed in # 5.

‰ Class will read along as the text is projected on the wall.

‰ Teacher will partner the children up and ask them to find the pattern in the story.

‰ On the third day, the students will complete a abstracting graphic organizer that tells the first example of the pattern found, the general pattern found in the story and then more examples of the pattern. (included in packet)

‰ On the remaining 2 days, students will be called with the use of random sticks to share their results under the document camera. Shoulder partners will discuss 1 positive and 1 thing to work on. Alternately you can choose to have students do a Kagan Structure and do Mix, Pair, Share.

‰ Students will take the information from their partner’s suggestions and revise and then summarize the pattern on the remaining section of the Graphic Organizer using 10-20 words.

‰ Teacher will use a rubric throughout the week to evaluate the mastery of the lesson.

Hints:• You can use the program “The

Hat” (Harmony Hallow-Free) to determine your shoulder partners to use for the week.

Useful Websites *www.animalsearch.net

*www.gogooligans.com


“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 1: Abstracting (cont.)


n EVALUATION/ASSESSMENT See attached Rubric

n ADDITIONAL INFORMATION

• As an extension for students who complete work early, have them list the animals found in the story and sequence when they appear in the story.

• In addition to this, they can list 2 characteristics of each animal.

• Centers to enhance the lesson can include a research center, using non-fiction books on forest animals or an approved web based search engine.

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“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 1: Additional Information


Abstracting Graphic Organizer



Name Date

Summary:

Title

Specific Events Pattern

“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 2: Analyzing Perspectives

n MATERIALS• Trade Book - Bear’s New Friend• Analyzing Perspectives Graphic

Organizer• Document Camera• Xerox Paper• Computer, Printer, and Ink• Rubric• Extended Thinking Flipbook


asking the students The Lesson Essential Question, “How do I analyze perspectives to get a better understanding of story characters and events?”

‰ Teacher will introduce the Key Words and discuss the definitions from the Analyzing Perspectives process page in Extended Thinking Skills Flip Book.

‰ Teacher will ask the students to think about how they would feel about hearing a strange sound in their house or neighborhood.

‰ Teacher will then begin the lesson using a Document Camera to preview the book’s pictures.


‰ Discuss and predict the events of the story. Purpose question is asked, “Look at the pictures carefully and think about how the illustrator draws the pictures. What emotions is he/she trying to convey?”

‰ After previewing the pictures tell the class that the skill they will be focusing on for the week will be analyzing perspectives. For the first time teaching this skill, display the steps used in analyzing (in a flow map or page found in Extended Thinking Flipbook)

‰ Explain the steps in the process of Analyzing Perspectives (See attachment that I included in the packet).

‰ On the next day, review the steps discussed in # 5.


‰ Teacher will partner the children up and have each of them choose a character from the story. They will write one sentence each collaboratively describing the way that character feels and a statement as to why they think they feel that way.

‰ On the third day, the students will use the 2 sentences that they came up with the previous day with a partner to complete the “Analyzing Perspectives Graphic Organizer” They will list the character from the story, their perspective, how they are feeling, and clues used to infer the character’s feelings.

‰ Day 4 Brainstorm animals that were not found in the story. Teacher and students will choose the best 3 and create a brace map (THINKING MAPS) to analyze their feelings if they had been the character that was discovered in the story at the end.

‰ Day 5 Using the Brace Map, students will write a paragraph from the perspective of the added character. They will revise the ending of the story using their made up character. They will follow the same format/pattern found in the story.

‰ Teacher will use rubric throughout the week to evaluate the mastery of the lesson.


n ADDITIONAL INFORMATION

• Center activity-interview a member of your class and ask them to share their viewpoint on their favorite season and why they feel that way. The students illustrate the page and contribute to a class book.

• Center activity-Non-Fiction books on forest animals. Research an animal of choice, habitat, diet, predators.

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n SUBJECTS COVEREDLanguage Arts, Science

n GRADESSecond


… identify characters and describe their viewpoints.

….compare and contrast the viewpoints of characters and how they relate to them to the real world

… use inferencing skills to provide support why they believe the story character is feeling the way they are feeling.

… differentiate the seasonal changes of various forest animals.




LA.2.1.7.7 The student will compare and contrast characters and settings in one text.

LA.2.2.1.7 The student will identify and explain an authors use of descriptive and figurative language and examine how it is used to describe people, feelings and objects.

SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.





Analyzing Perspectives Graphic Organizer

Name Date

Summary:

Name of Character

Their Point of View Voice How I know (Proof)

“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 3: Comparing and Contrasting


n SUBJECTS COVEREDLanguage Arts, Health

n GRADESSecond


… compare and contrast a story with a story with the same author and similar theme.

… identify the characters, setting, and mood of a story.

… learn how to stop the spread of infections such as a cold or flu.




LA.2.1.7.7: The student will compare and contrast characters and settings.

LA.2.2.2.1: The student will recognize and understand the purpose of text feathers (e.g., table of contents, glossary, charts, graphs, diagrams, illustrations).

LA.2.4.2.3: The student will write informational/expository paragraphs that contain a topic sentence, supporting details and relevant information.

SC.2.l.17.1: Compare and contrast the basic needs that all l iving things, including humans, have for survival.

HE.1.B.3.3: Explain the consequences of not following rules/practices when making healthy and safe decisions.

n MATERIALS• Trade Book - Bear Feels Sick • Graphic Organizer• Document Camera• Xerox Paper• Computer, Printer and Ink• Rubric• Extended Thinking Flipbook


asking the students The Lesson Essential Question, “How do I use comparing and contrasting to better understand stories?”

‰ Teacher will introduce the Key Words and the definitions from the COMPARING AND CONTRASTING Extended Thinking Skills Flipbook

‰ Teacher will begin by using a Document Camera preview the book’s pictures.


‰ Discuss and predict the events of the story. Students will be asked to recall the books that were presented in previous lessons that are from the same author that share the Bear theme.

‰ After previewing the pictures, tell the class that the skill they will be focusing on for the week will be comparing and contrasting. Display the steps used in Comparing and Contrasting (using a flow map or the page found in Extended Thinking Flipbook)

‰ Explain the steps in the process of Comparing and Contrasting (See attachment that I included in the packet).

‰ Teacher will review predictions from the previous day’s picture walk and read the story.

‰ Class will read along as the text is projected on the smartboard or wall.

‰ To ac t ivate the background knowledge of the bear’s feeling sick, students will be sent back to their seats and they will create a circle map that describes their feelings when they are sick. Students will each use a marker of a different color and the chart paper will rotate counter clockwise in 1 minute intervals.

‰ On the third day, will chose a bear story from the previous 2 lessons (Bear Snores On or Bear’s New Friend ) They will break up into pairs and discuss the book they chose with their partner to reactivate their memories of the events of that story.

‰ Staying with their partners they will complete the Graphic Organizer that will compare the book of the week and the book chosen by the class. The information needed for the group to include in the Graphic Organizer is the two titles, How they are alike, the differences between the characters, settings, and mood. (included in packet)

‰ On Day 4, students will play “Inside-Outside Circle” (KAGAN) to share their Graphic Organizers. Students will check partners for any errors in their organizers and provide feedback.

‰ Day 5 Students will summarize how the 2 books are similar and different.


Hints:• Lessons can be integrated from

the Harcourt Health and Fitness Chapter 8 STAYING WELL


n ADDL INFORMATIONAs an extension for students who

complete work early, read the health book and create a “Young Authors” book that gives tips on staying well. Each page should include a sentence that comes from each bold heading found in the chapter. Illustrations and diagrams will be used throughout to complete book.

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Comparing and Contrasting Graphic Organizer

“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 4: Classify / Categorize


n SUBJECTS COVEREDLanguage Arts, Science, Writing

n GRADESSecond


… learn to c lassi f y i tems by organizing thing into groups on the basis of their attributes.

… conduct research using various forms: such as search engines, text books, trade books and encyclopedias.

… write a research paper to explain the findings of research.

n MATERIALS• Trade Book - Bear Wants More


• Document Camera

• Xerox Paper

• Computer, Printer, and Ink

• Rubric


• 18 x 24 white construction paper

• Glue Sticks

• Crayons/markers

• Computer

• Encyclopedia

.






LA.2.6.4.2: The student will use digital resources (e.g., writing tools, digital cameras, drawing tools) to present and publish thoughts, ideas, and stories.

L A . 2 . 6 . 2 .1: T h e s t u d e n t w i l l generate research questions by brainstorming, identify key words, group related ideas, and select appropriate resources (e.g., atlases, nonfiction books, dictionaries, digital references).

LA.2.6.2.2: The student will select and use a variety of appropriate reference materials to gather information and locate information using alphabetical order.


SC.2.l.17.1: Compare and contrast the basic needs that all living things, including humans, have for survival.

SC.2.L.17.2: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.


asking the students The Lesson Essential Question “How do I use classification to group items into categories?”

‰ Teacher will introduce the Key Words and the definitions from the Classify/Categorize Extended Thinking Skills Flipbook.

‰ Using a Document Camera preview the book’s pictures.


‰ Discuss and predict the events of the story. Students will use a Circle Map Graphic Organizer to record names of animals seen in the picture walk.

‰ After previewing the pictures, tell the class that the skill they will be focusing on for the week will be classifying and categorizing. For the first time teaching this skill, show the students the steps of CLASSIFYING AND CATEGORIZING CHART (See example found in this packet. Information also found in Extended Thinking Skills Flipbook).

‰ Explain the steps in the process of classifying and categorizing.

‰ On the next day, review the steps discussed used in the focus skill


‰ Teacher will partner the children up and fold a piece of copy paper into 8 rectangles. (or use the template of an 8 square included in package)

‰ The students will write the names of each of the animals found in the story and cut each rectangle out. Teacher may allow students to illustrate their animals if time allows.

“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 4: Classify / Categorize (cont.)


‰ On the third day, the students will work with a small group (3-4) and the group will decide how they want to categorize or classify their animals. The group needs to agree on a minimum of 3 different categories. Once the categorized they will write the names of the categories on an index card. Then students will help put the rectangle cut out papers with the names of animals from previous day’s activity into the correct categories. (see example)

‰ Then students will be given a piece of large white paper (18x24) paper and they will arrange their information into the groups to show how they classified their animals.

‰ On the remaining 2 days, the student will come up and explain the categories they made. The teacher will pull names from the random stick cup and ask 2 students to give positive feedback and pull 1 stick to see if there are any questions about the group’s product.


Hints:• You can use the program “The Hat”

(Harmony Hallow-Free) to determine the members of pairs and small groups randomly.

• Useful Websites:

www.animalsearch.net

www.gogooligans.com

http://kids.nationalgeographic.com/kids/


n ADDL INFORMATIONStudents will be assigned during

writing and or centers a research project. They will write an introduction 3 facts learned about the animal and a conclusion. Students will use various forms of media to find their information such as internet search engines, encyclopedias, text books and trade books.

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Categorizing Graphic Organizer - Circle Map

Name

Names of Animals



Classifying - Categorizing Animal Cards

“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 5: Constructing Support


n SUBJECTS COVEREDLanguage Arts, Health, Writing

n GRADESSecond


… learn to identify a statement of an argument

… learn about habits to maintain a healthy lifestyle

… create a poster, brochure or PowerPoint to explain why you should keep your body clean.

n MATERIALS• Trade Book - Big Smelly Bear• Graphic Organizer• Document Camera• Xerox Paper• Computer, Printer, and Ink• Software: Publisher, PowerPoint• Rubric• Extended Thinking Flipbook• Poster Board• Crayons/markers






LA.2.6.4.2: The student will use digital resources (e.g., writing tools, digital cameras, drawing tools) to present and publish thoughts, ideas, and stories.

LA.2.4.3.1 Persuasive - The student deve lops and demonst rates persuasive writing that is used for the purpose of influencing the reader.

HE.2.C.1.1 Comprehend concepts related to health promotion and disease prevention to enhance health.


asking the students The Lesson Essential Question “How can I construct support for something I feel strongly about?”

‰ Teacher will introduce the Key Words and the definitions from the Constructing Support Extended Thinking Skills Flipbook.

‰ Students will view a video clip from Unitedstreaming.com “What is Good Hygiene? 4:36 Colman Communications 1999. Students will discuss with a shoulder partner after viewing the video about the benefits of soap, shampoo, brushing teeth, hand washing and how to stop the spread of germs.

‰ Teacher will then do a picture walk using a Document Camera preview the book’s pictures.


‰ Discuss and predict the events of the story.

‰ After previewing the pictures, tell the class that the skill they will be focusing on for the week will be constructing support. For the first time teaching this skill, show the students the steps of Constructing Support CHART (See pages following this plan. Information also found in Extended Thinking Skills Flipbook).

‰ Explain the steps in the process of constructing support



‰ Teacher will place students in small groups (3 or 4) and discuss the I.D.E.A. graphic organizer (See pages following this plan) The students will I=identify the issue (taking a bath) D=decide their position (for it or against it) E=examine the reasons, and then within the group of students A=Argue your position with facts.

‰ On the third day, the students will work with a partner and they will discuss their information on their IDEA graphic organizer. Both children will present their reasons for their opinion and explain/argue why they think they are valid.

‰ The students will be given the opportunity during reading block centers to go to 3 centers throughout the week. They will create a poster to tell why bathing and good hygiene is important. They will use a brochure template to do a similar activity and also create a 2-3 slide PowerPoint presentation telling why staying clean is important.

‰ On the last day the students will pick 1 of the 3 products of the center activities to present to the class.


Hints:• You can use the program “The

Hat” (Harmony Hallow-Free) to determine the members of pairs and small groups randomly.

• Useful Website:

Unitedstreaming.com


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Constructing Support Graphic Organizer

Name Title of Text

Identify the issue Decide your position Examine the reasons Argue your position with facts

I D E A

“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 6: Error Analysis


n SUBJECTS COVEREDLanguage Arts, Writing

n GRADESSecond


… learn find and describe errors in thinking and performance.

… learn make changes to errors found and support their fixes with correct reasoning.

… learn to present information to class to persuade the audience why their ideas are correct.

n MATERIALS• Trade Book - Bear Feels Scared


• Document Camera

• Xerox Paper


• Software: PowerPoint

• Rubric







LA.2.1.7.8: The student wil l use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and c lar i f y ing by checking other sources.

LA.2.1.7.8: The student wil l use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and c lar i f y ing by checking other sources.

LA.2.3.4.1: The student will edit for correct use of conventional spelling for high frequency words and common spelling patterns and generalizations to determine how to spell new words.

LA.2.3.4.2: The student will edit for correct use of capital izat ion, including initial word in a sentence, the pronoun I, and proper names.

LA.2.3.4.4: The student will edit for correct use of nouns, verbs, personal pronouns, adjectives and adverbs, singular possessive pronouns.

LA.2.3.4.6: The student will edit for the correct use of end punctuation for compound sentences, statements, questions, and exclamations.

n DIRECTIONS ‰ Prior to lesson, teacher will copy the

pictures from the book “Bear Feels Scared” and re-type the text. The new text will include errors such as punctuation, spacing, capitalization, page placement, etc. The teacher can either create a laminated book that will be put it back together for the lesson, or scan the pictures and text into a PowerPoint presentation for the purpose of shared reading of the activating lesson.

‰ Teacher will begin the lesson by asking the students The Lesson Essential Question “How is error analysis used to find and describe errors in text?”

‰ Teacher will introduce the Key Words and the definitions from the Error Analysis Extended Thinking Skills Flipbook.

‰ Teacher will then do a picture walk using a Document Camera preview the book’s pictures or show the PowerPoint slide show that teacher made with the scanned pictures and revised text.

‰ Teacher will block out the text with post it notes. (or remove from the PPT).

‰ Discuss and predict the events of the story.

‰ After previewing the pictures, tell the class that the skill they will be focusing on for the week will be error analysis. For the first time teaching this skill, show the students the steps of Error Analysis CHART (See pages following this plan. Information also found in Extended Thinking Skills Flipbook).

‰ Explain the steps in the process of error analysis.



“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 6: Error Analysis (cont.)


‰ The students will be given a graphic organizer to record the errors found in the book. Students will be asked to write the incorrect text, what seems wrong with it, where they go their information from that led them to the conclusion of the error, and then a section where the information will be revised. The students will be asked to locate 2 of total 6 errors found throughout the book.

‰ On the third day, the students will work with a partner and they will discuss their information on their graphic organizer. Students will check the agree box or disagree box in the Graphic Organizer after discussion of the errors found in the text. If a incorrect box is chosen then the student will need to recheck the information in the book and if no changes are made, then check with a different classmate and discuss if any errors are still present.

‰ During centers the students will choose one of their choices from their error analysis graphic organizer and create a page to add to a class book with their corrections on it. The page will include a picture and all corrections to the text.

‰ The last day, the students will take their pages from their center work and participate in inside/outside circle (KAGAN) and present their page to the class in pairs and then rotate until each page has been shared to each classmate.

‰ Teacher will use the page from the presentations and a rubric throughout the week to evaluate the mastery of the lesson.

‰ The teacher will put the pages into a binder and have the class book available in the classroom library for student check out.

Hints:• Color copiers are best to use for the

copies of the book. The students respond better to the book when it looks as close to the original.

• Read the real book after the activity is done and compare the changes from their class book to the real published book.


H H H



• Does something seem wrong?

• Are there errors in thinking or in the process? What effect do these errors have? How credible is the source? What is the purpose?

• Can the errors be corrected? Is there better information available?



Error Analysis Graphic Organizer

Name Date

“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 7: Inductive Reasoning


n SUBJECTS COVEREDLanguage Arts, Writing, Social Studies

n GRADESSecond


… learn to use logical reasoning to draw conclusion.

… learn to infer something about a topic using general knowledge.

… learn provide factual information about a topic when attempting to draw conclusions.

… learn about important historical dates and holidays from various cultures.

n MATERIALS• Trade Book - Bear Stays Up FOR

CHRISTMAS


• Document Camera

• Xerox Paper


• Rubric


• Poster Board and Arts and Craft materials






LA.2.2.1.7: The student will identify and explain an author’s use of descriptive and figurative and examine how it is used to describe people, feelings, and objects.

SS.2.A.1.2 Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic.

SS.2.A .2.8 Explain the cul tural influences and contributions of immigrants today.


asking the students The Lesson Essential Question “How can I use inductive reasoning to reach conclusions?”

‰ Teacher will introduce the Key Words and the definitions from the Inductive Reasoning Extended Thinking Skills Flipbook.

‰ Teacher will then do a picture walk using a Document Camera preview the book’s pictures.

‰ Teacher will write up words to describe the pictures. Focusing in on season and holiday cue words.


‰ Using the cue words, the students will pair up and write a word on a post it note to infer what holiday or season the book is about.

‰ In partners, the students will tell the holiday they wrote on the post it note. They will give explain why they came to the conclusion they came up with.

‰ After previewing the pictures, tell the class that the skill they will be focusing on for the week will be inductive reasoning. For the first time teaching this skill, show the students the steps of Inductive Reasoning CHART (See pages

following this plan. Information also found in Extended Thinking Skills Flipbook).

‰ Explain the steps in the process of Inductive Reasoning.

‰ On the next day, review the steps discussed used in the focus skill.


‰ The students will be will be asked to work in a small group. The students will think of a holiday that is not Christmas. Using poster board, the students will draw a picture to represent the holiday. On the chart, they will write words that will be used in the final activity for the other students to infer the name of the holiday. They will not use the name of the holiday, only clue words.

‰ During centers the students will add to the group poster and research the holiday on a search engine for children.

‰ The last day, the students will share the poster with the class reading the words to the class and have their classmates write their guesses on a post-it.

‰ Teacher will use rubric throughout the week to evaluate the completed poster and participation during the activity.

Hints:There are lots of good web pages

on Holiday’s around the world. Google search engine Keyword “Holiday’s Around the World.”


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“B.E.A.R.S. Activities” Andrea BordenLesson Plan No 8: Deductive Reasoning


n SUBJECTS COVEREDLanguage Arts, Writing

n GRADESSecond


… learn to find specific examples to support a general statement, rule or principle

… learn what a prediction is

… learn how to make a logical conclusion

n MATERIALS• Trade Book - Bear Hugs-Romantically

Ridiculous Animal Rhymes• Graphic Organizer• Document Camera• Xerox Paper• Computer, Printer and Ink• Rubric• Extended Thinking Flipbook






LA.2.2.1.7: The student will identify and explain an author’s use of descriptive and figurative and examine how it is used to describe people, feelings, and objects.

LA.2.1.6.1 The student will use new vocabulary that is introduced and taught directly.

LA.2.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text.

LA.2.1.7.4 The student will identify cause-and-effect relationships in text.


asking the students The Lesson Essent ia l Quest ion “How is deductive reasoning used to prove a conclusion is true or false.

‰ Teacher will introduce the Key Words and the definitions from the Extended Thinking Skills Flipbook.

‰ Teacher will copy the pictures of the animals from the book BEAR HUGS and place inside a bag. Model using an animal to play 20 questions with the students. Students may ask only yes or no questions and the teacher will post the questions on chart paper so the students will not repeat the questions. After 3 or 4 questions are asked, the students will partner up with a shoulder partner and discuss what they think the animal is. Continue until one pair guesses correctly or after 20 questions are up.

‰ Teacher will then do a picture walk using a Document Camera of the poem and animal used in the activating strategy listed above.

‰ After the poem is read tell the class that the skill they will be focusing on for the week will be error analysis. For the first time teaching this skill, show the students the steps of Deductive Reasoning CHART (See pages following this plan. Information also found in Extended Thinking Skills Flipbook).

‰ Explain the steps in the process of Deductive Reasoning.

‰ On the next day, review the steps discussed used in the focus skill and have the students choose a bag and in a small group have the students play 20 questions. One student will be chosen to answer the questions prior to the activity beginning. Each student will write down a summarized version of the questions being asked and circle yes or no on their Graphic Organizer.

‰ Students will continue until the correct answer is discovered.

‰ Class will summarize at the end of their graphic organizer the information that was most helpful to them.

‰ On the third day, the students will exchange bags with another group and do the activity again having someone else be the question answerer.

‰ During centers the students will continue to practice same activity with the bags, but they will choose another bag.

‰ The last day, the students will read along with the teacher the rest of the poems that are found in Bear Hugs, using the document camera to project the words large enough for all to see.

‰ Teacher will use and a rubric and graphic organizers throughout the week to evaluate the mastery of the lesson.

Hints:Number the bags that are used in

the activity so the students know which they have already completed throughout the week.


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Deductive Reasoning Activity Graphic Organizer

Name Date Bag #

Title of Book

Materials Budget SuPPLIER ITEm DESCRIPTION COST QTY TOTAL COST

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Teacher’s Name __________________________________

School: _________________________________________

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Subtotal

Tax if applicable

Shipping if applicable

TOTALBuDGETAmOuNT

“B.E.A.R.S. Activities” Andrea BordenLesson Plans Materials Budget

Amazon.com Bear Wants More by K. Wilson 12.20 1 12.20

Bear’s New Friend by K. Wilson 12.20 1 12.20

Bear Feels Sick by K. Wilson 12.23 1 12.23

Bear Feels Scared by K. Wilson 12.23 1 12.23

Bear Stays Up for Christmas by K. Wilson 11.53 1 11.53

Bear Snores On by K. Wilson 9.37 1 9.37

Bear Hugs: Romantically Ridiculous Animal Rhymes by K. Wilson 9.99 1 9.99

Big Smelly Bear by Britta Teckentrup 9.32 1 9.32

The Big Book of Reproducible Graphic Organizers by Jennifer Jacobson 10.36 1 10.36

Teaching Visual Literacy: Using Comic Books, Graphic Novels, Anime,

Cartoons, & More to Develop Comprehension & Thinking Skills by Nancy Frey 29.93 1 29.93

Forest Animals (Nature for Kids) by Kathy Feeney 13.22 1 13.22

Who Lives Here? Forest Animals by Deborah Hodge 5.95 1 5.95

Wake Me In Spring! (level 2) GuIDED READING SELECTION

by James Preller and Jeffrey Scherer 3.99 5 19.95

Board Dudes 2-in-1 Double-Sided Dry Erase Markers 8.24 2 8.24

learningfocused.com *Extending Thinking Flipchart $15.00 1 15.00

Andrea White BordenKathleen Elementary School

$191.72

0.00

10.00

$201.72


“B.E.A.R.S. Activities” Andrea BordenRubric


“b.e.a.r.s activities” - polk deductive reasoning “b.e.a.r.s activities ... lesson plan no 1:...

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