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L E S S O N S A M P L E RL E S S O N S A M P L E R

Using Picture Books to Teach the Habits of Mind

LESSON TITLE PICTURE BOOK HABIT OF MIND GRADE LEVEL

Introducing Empathy The Rainbow Fish Empathy K – 2

Teaching Decreasing Impulsivity

Ina Sleeps Over Decreasing Impulsivity K – 3

Taking Responsible Risks The Scaredy Squirrel Taking Responsible Risks 2 – 5

Questioning and Problem Posing

Curious George Questioning and Problem Posing

2 – 4

John Muir, Naturalist John Muir, America’s Naturalist

Taking Responsible Risks


3 – 5

Thinking Flexibly: The Old Man and His Door

The Old Man and His Door Thinking Flexibly 5 – 8

Applying Post Knowledge to New Situations

The Wreck of the Zephyr Applying Past Knowledge to New Situations

6 – 8

Striving for Accuracy: Fanny in the Kitchen Striving for Accuracy 5 – 8

Thinking Interdependently: Head, Body, Legs

Head, Body, Legs Thinking Interdependently

4 – 8

Creating, Imagining, Innovating: Can a Coal Scuttle Fly?

Can a Coal Scuttle Fly? Creating, Imagining, Innovating

5 – 8

Responding with Wonderment and Awe: Nothing But Miracles

Nothing But Miracles Responding with Wonderment and Awe

6 -‐ 8

Habits of Mind Curriculum: K-2

Lesson Focus

T Content Knowledge: Empathy

T Content Skill(s): Inferring Finding Evidence

T Thinking Skill(s): Finding Evidence

T Habit(s) of Mind: Empathy

Lesson Title: Introducing Empathy: The Rainbow Fish

Implementation Time: 30 minutes

Resource(s): The Rainbow Fish

Materials Needed: Large drawing of the Rainbow Fish, brightly colored scales

Learner Outcome(s): What will happen for learners as a result of this lesson?

Students will reflect on what it means to perform acts of kindness just like the Rainbow Fish when he decides to share his beautiful scales.

Procedure:

Teacher Note: In preparation for this lesson, create a large drawing of the Rainbow Fish on a bulletin board in the classroom. Outline the scales without filling them in. Also, cut out brightly colored scales for the children when they record and share acts of kindness.

1. Ask students to think about friendship. What thoughts come to mind? Then discuss with students: How should we treat our friends so that we keep our friendships for a very long time? (Kindness, helpful behaviors, sharing, etc.)

2. Share with students that when we are kind and helpful to our friends we are showing Empathy, an important Habit of Mind. Today, students will listen to the story of the Rainbow Fish to learn how he makes friends through acts of kindness.

3. Read the first part of the story. How is the Rainbow Fish mean to other fish? Why do the other fish swim away from the Rainbow Fish?

4. Continue reading: What lesson does the Rainbow Fish learn? (By not sharing his colors he is losing his friends.) How does the Rainbow Fish show kindness to the other fish? (He gives them his colored scales.) Reinforce that the Rainbow Fish is showing empathy for the other fish by sharing his colored scales.

5. Tell the class that they will create their own classroom Rainbow Fish by rewarding acts of kindness or empathy. Give each child a colored scale and tell the children that they must give their scale away when they see another child do something kind for someone else. The receiver of the scale should show the teacher who will add scales to the class Rainbow Fish.

6. Keep scales available for students to reward others for their kindness and empathy. Keep a list of these acts or write each on the scales that make up the class Rainbow Fish.

Closure/Assessment:

Assign classroom scouts to be on the alert for acts of kindness (empathy) and reinforce these acts by reminding students that friendship is built on a foundation of sharing, helping, and giving.

P:\Teaching & Learning\Judy G\Nancy\Seattle University Class\June 2012\Lesson Sampler\01. Introducing Empathy. The Rainbow Fish.docx

G u i d i n g Q u e s t i o n O n e

Our Maple Valley Community 02. Teaching Decreasing Impulsivity.docx 9 Copyright © Tahoma School District No. 409

Our Maple Valley Community Systems, Cycles, Relationships

Self-Directed Learner & Community Contributor

Lesson Focus x Content Knowledge:

Decreasing Impulsivity

x Content Skill(s): Finding Evidence

x Thinking Skill(s): Finding Evidence

x Habit(s) of Mind: Decreasing Impulsivity

Lesson Title: Teaching Decreasing Impulsivity

Implementation Time: One 45–60 minute lesson

Resource(s): Ira Sleeps Over, by Bernard Waber

Materials Needed: Deliberativeness indicator chart and book list

Learner Outcome(s): What will happen for learners as a result of this lesson? The students will recognize the characteristics of Decreasing Impulsivity in order to develop and practice this Habit of Mind in their own lives.

Procedure: 1. Ask the students if they know what it means to be impulsive. Share that when we

are impulsive, we can create problems for ourselves. Self-Directed Learners work to manage their impulsivity by taking time to think before they act. They are deliberative. Brainstorm and make a list of their ideas.

2. Put the Decreasing Impulsivity indicator chart up. Tell students what it looks like and what it sounds like.

3. Tell students that you are going to read a story where the characters had to be very deliberate. They will be looking for examples of setting goals, outlining a plan, gathering information, thinking before acting, exploring alternatives. Keep the chart in view while you read. Label that students are finding evidence of the characteristics of Decreasing Impulsivity.

For example: Thinking before acting: Ira thought all day about the bear Gathering information: Ira asks everyone’s opinion, “Should I take my teddy bear?” Outlining a plan: Reggie’s plans for the evening (page 16)

4. Read the story. Stop at appropriate times to check for examples of Decreasing Impulsivity.

Closure/Assessment: Have students share their own deliberate actions, from a time in their life.

0 Our Maple Valley Community 02. Teaching Decreasing Impulsivity.docx Copyright © Tahoma School District No. 409


Shows less impulsiveness; thinks before acting

Looks Like Sounds Like

Our Maple Valley Community 02. Teaching Decreasing Impulsivity.docx Page 41 Copyright © Tahoma School District No. 409


Shows less impulsiveness; thinks before acting

Looks Like Sounds Like ¡ Listens to instructions ¡ Sets goals ¡ Outlines a plan ¡ Gathers necessary

materials and information before beginning projects

¡ Reflects on an answer

prior to giving it. Takes time to think.

¡ Asks for clarification ¡ Brainstorms possibilities ¡ Explores alternatives:

“The pros are…, and the cons are…,”

“The strategies I've considered are…,”

“The strategy I will use is…”

¡ Paraphrases directions

O u r M a p l e V a l l e y C o m m u n i t y

Page 42 Our Maple Valley Community 02. Teaching Decreasing Impulsivity.docx Copyright © Tahoma School District No. 409

Decreasing Impulsivity Shows less impulsiveness; thinks before acting; is deliberative

Book List

Ira Sleeps Over by Bernard Waber

Elbert’s Bad Word

by Audrey Woods

Foolish Rabbit’s Big Mistake by Rafe Martin and Ed Young

You Decide! Sustaining Washington's Resources 03. Taking Responsible Risks.docx 04-IU-SWF-04 1 Copyright © Tahoma School District No. 409

You Decide! Sustaining Washington’s Resources

Lesson Focus

x Content Knowledge: Taking Responsible Risks



x Habit(s) of Mind: Taking Responsible Risks

Lesson Title: Taking Responsible Risks

Implementation Time: 30–45 minutes

Resource(s): The Scaredy Squirrel, by Melanie Watt, PowerPoint of illustrations for the story

Materials Needed: T-chart for Taking Responsible Risks


Students will construct an understanding of what it means to practice the Habit of Mind of Taking Responsible Risks by reflecting on the character of the Scaredy Squirrel.

Procedure:

1. Ask the students to recall a time when they felt afraid of trying something new. Prompt their thinking by referencing a sport that seemed difficult, a school activity such as speaking in front of others, or a food that was strange to eat. Share that when we feel afraid to try something new, we sometimes miss out on activities that can be fun and exciting!

2. Introduce the story of the Scaredy Squirrel. Tell the students prior to reading the story that the main character is anything but a risk taker! Ask the students to find evidence that the squirrel is afraid of taking any type of risk.

3. Read the story, stopping on each page to ask the students for evidence that the squirrel is not a risk taker. Record the evidence to make it visible to the students. Examples include: � He never leaves his tree � He is afraid of the unknown � He is afraid of scary plants and animals � Every day is predictable � He is in control � He has an emergency kit to protect him against the unknown � He has an exit plan

4. Ask the students to reflect on what happens to the squirrel when he falls out of the tree. (He discovers something very special about himself— he can glide!) How does the squirrel’s point of view change? (He is overjoyed, adventurous, carefree, and alive!) What does this tell us about the benefit of being a risk taker?

Continued on next page…

You Decide! Sustaining Washington's Resources 03. Taking Responsible Risks.docx 04-IU-SWF-04 Copyright © Tahoma School District No. 409

You Decide! Sustaining Washington’s Resources Taking Responsible Risks, page 2

Procedure:

5. Ask the students to explain what happens to the squirrel when he lands in a bush. What is his realization? (He realizes that nothing horrible is happening.) How does his routine change? (He becomes a responsible risk taker by venturing into the unknown.)

6. Share the P.S. with the students: How is the squirrel a responsible risk taker by not picking up his emergency kit? (It is in the middle of poison ivy.)

7. Create a T-chart with the students, developing descriptions of what it might look like and sound like to demonstrate the Habit of Mind of Taking Responsible Risks. Refer to the character of the squirrel to help the students to come up with descriptors. What good things does the squirrel do to be responsible? (Has a plan, has resources to help him such as the emergency kit, has confidence by preparing) A blank template is provided along with a completed T-chart to provide ideas.

8. Post the T-chart in the classroom and refer to it as you continue to develop an understanding of this important Habit of Mind. Add language to the chart as students come up with more descriptors.

9. Share that as students learn about Washington State and experience outdoor learning activities, you will want them to be responsible risk takers.

Closure/Assessment:

Ask students to reflect on one activity in their life where they could set a goal to be a responsible risk taker. Maybe they would want to try a sport, an activity, or a food that they have not yet tried. What lesson did they learn from the story of the Scaredy Squirrel? (Risk Taking brings excitement, adventure, and happiness.) How might they apply this lesson in their own lives?

You Decide! Sustaining Washington's Resources 03. Taking Responsible Risks.docx 04-IU-SWF-04 Page 73 Copyright © Tahoma School District No. 409


Willing to take on new challenges, not afraid of making mistakes

Looks Like (See) Sounds Like (Hear)



Willing to take on new challenges, not afraid of making mistakes

Looks Like (See) Sounds Like (Hear) � Readily volunteers

� Prepares for the new

activity

� Tries new activities

� Attempts tasks beyond level of comfort and/or ability

� Uses resources to be

successful � Performs in front of a

group

� Has a plan

� Confidently volunteers opinions or suggestions

� Uses verbal expressions like: “I’ll try” “I accept the challenge” “I’ll give it a chance”

� Remains positive in times of failure: “I learned…” “Maybe next time” “I’ll try again”

You Decide! Sustaining Washington's Resources 04. Questioning and Problem Posing.docx 04-IU-SWF-01 Copyright © Tahoma School District No. 409


Lesson Focus

x Content Knowledge: Questioning and Problem Posing



x Habit(s) of Mind: Questioning and Problem Posing

Lesson Title: Questioning and Problem Posing


Resource(s): Picture books such as Curious George, or other teacher choice with a character who demonstrates the Habit of Mind of Questioning and Problem Posing

Materials Needed: Pictures to create observation charts that preview the key content in the unit, Learning Logs


Students will construct an understanding of what it means to demonstrate the Habit of Mind of Questioning and Problem Posing by creating a “Looks Like/Sounds Like” T-chart.

Procedure:

1. Read students a picture book such as Curious George that focuses on curiosity and questioning. Ask students to describe the main character. How does the main character demonstrate curiosity about the world?

2. Share that asking questions is an important habit to develop because questions help us to learn more about our world. Students will practice this habit as they generate questions about the information and experiences in the unit they are about to begin.

3. Create a T-chart with the students, developing descriptions of what it might look like or sounds like to demonstrate the Habit of Mind of Questioning and Problem Posing. (See blank template provided and example completed template.) Students should imagine: If I were blind and could not see, what might I hear that would tell me that the students in this class were practicing questioning? If I were deaf and could not hear, what might I see that would tell me that the students were practicing questioning?

4. Share observation charts with the students that reflect pictures important to the new unit of study (Shadow Lake Bog, Washington Forest Industries, regions of Washington, National Parks, etc.). Ask the students to generate questions about the charts. Discuss what it means to be curious or inquisitive. How does questioning help us to better understand our world?

Teacher Note: To create observation charts, cut out the attached pictures and glue them to a large piece of construction paper. Laminate and post around the room with a blank sheet of paper to write questions or observations about the pictures.



You Decide! Sustaining Washington’s Resources Questioning and Problem Posing, page 2

Procedure:

5. Post the T Chart in the classroom and refer to it as you continue to develop an understanding throughout the unit of this important Habit of Mind. Add language to the chart as students come up with more descriptors.

6. Create a Question Wall in the classroom for students to post questions on sentence strips and to record answers on index cards that they discover. Share that throughout the unit, students will be encouraged to generate new questions and to look for answers, adding these new learnings to the Question Wall.

Closure/Assessment:

Ask students to think of other characters that ask questions and demonstrate curiosity and inquisitiveness. Create a “Wall of Fame” for examples of characters, real and fictitious, who demonstrate the Habit of Mind of Questioning and Problem Posing.

Provide students with a blank booklet or Learning Log in which to add their questions about the material in the new unit. Share that students will have the opportunity to add to their Learning Log, recording answers to their questions and adding new questions as they study Washington State. They will continue to practice this important Habit of Mind throughout the unit to support their learning!


Observation Charts: Shadow Lake Bog


Observation Charts: Washington Forests


Observation Charts: Regions of Washington


Observation Charts: Industry


Observation Charts: National Parks

Arches National Park

Glacier National Park


Volcanoes National Park


Mammoth Cave National Park


Mesa Verde National Park

Mt. Rainier National Park

My Learning Log You Decide! Sustaining

Washington’s Resources

Student Name: Teacher Name:



Is inquisitive, enjoys problem solving, is curious

Looks Like (See) Sounds Like (Hear)



Is inquisitive, enjoys problem solving, is curious

Looks Like (See) Sounds Like (Hear) � Looks closely at things,

explores

� Observes using a variety of senses (touch, smell…)

� Listens to others’ ideas � Shows enthusiasm in

facial expressions � Seeks out new learnings

and creates own problems to solve

� Asks a variety of questions: “Why?” “How come?” “What if?”

� Seeks additional information: “Tell me more” “Where else can I get information?”

� Makes analogies: “This reminds me of…” “It’s like…”

� Statements reflect “I enjoy” attitude: “This is fun!” “I’d like more time” “How exciting!”

You Decide! Sustaining Washington's Resources 05. John Muir, Naturalist.docx 04-IU-SWF-05 Page 81 Copyright © Tahoma School District No. 409


Lesson Focus

x Content Knowledge: Reading Comprehension


x Thinking Skill(s): Point of View Comparing/Contrasting

x Habit(s) of Mind: Questioning and Problem Posing Taking Responsible Risks

Lesson Title: John Muir, Naturalist

Implementation Time: One or two reading periods

Resource(s): John Muir, America’s Naturalist by Thomas Locker

Materials Needed: Venn diagram, Looks Like/Sounds Like strategy charts for Questioning and Problem Posing and for Taking Responsible Risks, Cognitive Content Dictionaries


Students will gain an understanding of who John Muir was, two Habits of Mind that characterized him, and his importance in the preservation of our nation’s natural resources.

Procedure:

1. Share with students that they are about to begin a new integrated unit where they will learn more about our local environment including taking a field trip to our Shadow Lake Bog. Today they will learn about a famous naturalist who practiced two important Habits of Mind as we explore the natural world. These are Taking Responsible Risks and Questioning and Problem Posing. Instruct students to add Naturalist to their Cognitive Content Dictionaries and to predict what they think the meaning is. The students will complete the definitions at the end of the lesson.

2. Ask the class, “Does anyone know who John Muir was? Who knows how our national parks came to be?” “To answer these questions, I’ll read the opening pages of this book, John Muir, America’s Naturalist.” (Teacher reads Dr. Edgar Wayburn’s words before the story starts.) Teacher says, “After listening to Dr. Wayburn’s words how would you answer my two questions now?”

3. Read through the book once. Then say, “I am going to read it to you again, but this time we are going to look for ways John Muir was a responsible risk taker (pages 8, 16, 20, 22) and how he showed questioning and problem posing (pages 12, 18). First, let’s review our T Charts for each of these Habits of Mind. Remind students of the looks and sounds like columns. These are important Habits of Mind when we learn about our environment.

4. Read the text again stopping at each designated page to discuss with students how John Muir showed the two Habits of Mind. Seek examples from the students.


You Decide! Sustaining Washington's Resources 05. John Muir, Naturalist.docx 04-IU-SWF-05 Copyright © Tahoma School District No. 409

You Decide! Sustaining Washington’s Resources John Muir, Naturalist, page 2

Procedure:

Teacher Note: You may want to break this lesson into two days, focusing on the Habit of Mind of Taking Responsible Risks on the first day and then on Questioning and Problem Posing the second day. If you choose to do the lesson in one day, you may want to model Comparing/Contrasting by completing one Venn diagram comparing John Muir to yourself. Then students pick one of the two Venn Diagrams for the compare/contrast activity.

5. Say to the class: “You know as I read it through again I also noticed here (show page 10) that John Muir and his father had a different point of view about nature. What was his father’s and what was John’s? Was there any other place in the text that showed different points of view? Yes, on page 24.” (Read page 24 again.) Discuss the value and balance of having two different viewpoints.

6. Then say: “The last sentence of the book reads, “Because of John Muir’s gifts, people today can see nature with new eyes. What does that mean?” Discuss as a class.

7. Share: “Now it’s your turn to compare and contrast yourself with John Muir.” Provide students with double sided Venn diagram. Model as needed to demonstrate what the students are expected to do.

8. Give students about 15–20 minutes to complete their Venn diagrams. Then bring the class back together for sharing as a whole group or with partners.

9. Add Naturalist to the Cognitive Content Dictionaries.

Naturalist: A person who studies or is an expert in natural history.

Closure/Assessment:

On an exit slip, ask students to record one way they are Inquisitive (Questioning and Problem Posing) and one way they are Risk Takers (Taking Responsible Risks).

Naturalist


John Muir America’s Naturalist

Many books have been written about John Muir, but his life is still a fresh source of interest and inspiration to each generation. He sparked the preservationist movement in the United States – indeed throughout the whole world. He had a marvelous ability to connect the scenic with the spiritual world. His unique skill with words made the scenes of nature come alive before the eyes of the reader. This book brings John Muir to all readers, both the young and the young at heart. As a lifetime follower of his, I know that John would have liked that. John Muir was a farseeing prophet who pointed out that in nature “everything in the world was connected to everything else.” He meant the boulders, as well as the flowers, the animals, and all humankind. The lands and rivers and mountains are all included. One hundred ten years ago, Muir was the leader in the founding of the Sierra Club, an organization that to this day carries on the work he began long ago of encouraging citizen action to protect the natural world. Equally at home in the wildernesses of California and of Alaska, Muir wrote charming lyrical descriptions of flowers, trees, and mountains for the benefit of future generations. I commend the beautiful and inspirational writings of John Muir to the readers of this book.

~Dr. Edgar Wayburn Honorary President of the Sierra Club


John Muir America’s Naturalist By Thomas Locker

Slide 2 (pages 4 & 5) High up in the Sierra Mountains of California is a valley called Yosemite. Every year millions of people come to see “this special temple of Nature, an immense hall flanked by granite cliffs and thundering waterfalls.” Slide 3 (pages 6 & 7) It was in Yosemite that a lean and grizzly bearded man named John Muir learned to see Nature in a new way. By sharing his love of the wild with others, he changed the way many people think about the natural world. Slide 4 (pages 8 & 9) John Muir was born in Scotland in 1838. When John was eleven years old, his family sailed across the Atlantic Ocean to the United States. His father, a devout and strict man, decided to start a farm in Wisconsin. Slide 5 (pages 10 & 11) While carving a homestead out of the wilderness, John listened to his father preach from the Bible. His father tried to convince John that Nature was God’s gift to man to use as a resource. John worked very hard and grew up lean and strong willed, but he soon began to form his own ideas about Nature. Slide 6 (pages 12 & 13) As a young man, John Muir worked as an inventor, until he temporarily lost his eyesight in a factory accident. While recovering, he made a huge decision – to leave the factory and devote his life to the study of Nature. When his eyesight returned, he set off and walked one thousand miles, from Indiana to the Gulf of Mexico, making careful notes in his journal about the plants and animals he saw. Slide 7 (pages 14 & 15) John’s travels led him to California. He found a job herding sheep in the high meadows near the Yosemite Valley. When the sheep entered Yosemite, John saw “the unforgettable skyline of sculptured domes and spires.” The beauty took his breath away. Slide 8 (pages 16 & 17) Yosemite had a powerful effect on John Muir. He moved to the valley and for years took odd jobs, which left him plenty of time to hike and explore. He went up into the mountains in search of glaciers and into the groves of gigantic and ancient trees. Yosemite became his home.


Slide 9 (pages 18 & 19) In the groves of ancient trees, John studied the ways of the animals: the bears, deer, squirrels, and even the tiny ants. He called the soaring trees the “tree people.” He identified the different kinds of pines and fir trees and made drawings of the noble redwoods and the ancient Sequoia. Some of the Sequoia were thousands of years old. Slide 10 (pages 20 & 21) When furious storms swept through Yosemite, John Muir was delighted. He loved the wildness of Nature. To get even closer to the howling winds of the storm, he climbed on the top of a bucking Douglas fir and hung on, swaying and listening. Slide 11 (pages 22 & 23) John Muir stayed in Yosemite year-round. He loved winter and was known to disappear into the mountains for days. He treaded lightly, without a blanket, carrying only some bread and tea. One day, after climbing up a long snow-covered slope, he heard an avalanche beginning. John sat down, lifted his feet, and slid on the crest safely to the floor of the valley. Slide 12 (pages 24 & 25) When it came time for John to settle down, he married and became the father of two girls. John ran a farm in the valley, but continually returned to his beloved Yosemite. He became upset when lumber interests and cattleman began closing in. At the urging of his friends, John started writing to encourage the preservation of the wilderness. Slide 13 (pages 26 & 27) John Muir became well known. People loved his writing. Powerful, rich, and important people-philosophers, scientists, industrialists, even the president of the United States came to meet the rugged mountain man. John helped start the Sierra Club, one of the first organizations devoted to preserving wilderness. Slide 14 (pages 28 & 29) A tireless political crusader in the fight to create National Parks, John Muir talked with the legislators in California and Washington, D.C. He wrote books and articles. John won many battles and lost some. Still, he found time to explore the glaciers of Alaska and other wilderness areas all over the world. Slide 15 (pages 30 & 31) John Muir’s years of wandering in the wilderness led him to a deeper way of seeing Nature. Everything from the smallest snowflake to the farthest star were part of Nature, and man was not its master. Because of John Muir’s gifts, people today can see Nature with new eyes.


Name:


John Muir Me


Name:

Questioning and Problem Posing John Muir Me

Copyright © Tahoma School District No. 409 Page 17 Habits of Mind - Grade 6 06-HOM-05

Middle School Advisory Curriculum Lesson Focus

q Content Knowledge:

r Content Skill(s):

x Thinking Skill(s): Inferring

x Habits of Mind: Thinking Flexibly

Lesson Title: Thinking Flexibly: The Old Man and His Door


Resource(s): Picture Book: The Old Man and His Door by Gary Soto

Materials Needed: Paper and Pencil


Students will deepen their understanding of the Habit of Mind of Thinking Flexibly by listening to and reflecting on the story The Old Man and His Door.

Procedure:

1. Review � What have we learned about Thinking Flexibly? � Think back over the past couple of weeks. Share with a neighbor: How did you have

to think flexibly in Taboo and Freeze-In? � Share out with class.

2. Preview � Show cover of book The Old Man and His Door. � From looking at the picture/title, how do you think this book will illustrate the Habit

of Mind of Thinking Flexibly? [Record ideas on board] (longer period can pair-share first)

3. Read � As the book is read aloud, students record the different ways the door is used.

4. Debrief � Discuss: How did the old man think flexibly? Share all the ways the door was used. � In what ways did the man benefit from thinking flexibly? (Possible responses: ended

up with even more food/variety of food; positive interactions/connections with others, etc.)

5. Extend � In pairs: Imagine that the old man were to encounter more situations on his way to

the party. What other possible uses can you think of for the door? Share with class.

Closure/Assessment:

Teacher Note: Select one or more of the following for discussion and closure to the lesson: � What situations can you think of from books, movies, real life, etc., where a person solved

a problem or benefited by thinking flexibly? Explain. [Examples: Survivor (strategizing), MacGyver (using objects in new ways), Harry Potter (solving riddles), etc.]

� Or: Think about __________ that we’re working on in class. How will thinking flexibly help you be successful?

� Or: How does the ability to think flexibly make a person different from a computer? � Or: How was the old man’s use of the door different or similar to what you did in Taboo

and Freeze-In?



r Content Knowledge:

r Content Skill(s):

r Thinking Skill(s):

x Habits of Mind: Striving for Accuracy

Lesson Title: Striving for Accuracy: Fannie in the Kitchen


Resource(s): Fannie in the Kitchen, by Deborah Hopkinson

Materials Needed: Measuring cup, drinking glass


Students will develop an understanding of the Habit of Mind of Striving for Accuracy.

Procedure:

1. Ask students to think of a time when they (or someone they know) made or cooked something that didn’t turn out well. Have students share their memories with a partner.

2. Ask students for possible reasons why food wouldn’t turn out well. Have students or groups share ideas with the class. Explain that we will be exploring one factor in cooking success: ACCURACY.

3. Ask for a volunteer to come to the front of the room. Give the student a drinking glass, and ask the student to fill the glass from the drinking fountain (or other pitcher/container) with one cup of water. Ask the class whether they think the glass has been filled to one cup. To check for accuracy, pour the water from the drinking glass into the measuring cup and assess how close the student’s estimate was. As they think about their food that hadn’t turned out well ask students to consider what baking might have been like before recipes were developed for accuracy.

4. Tell students that you’ll be reading about Fannie Farmer, who developed recipes as we know them and published one of the very first cookbooks. Ask students, as they listen, to record any tips from Fannie that aim to improve accuracy. After reading, call on students to share tips that they recorded, discussing how they relate to striving for accuracy.

Closure/Assessment:

� Ask students to brainstorm, individually or in pairs/groups, instances other than cooking where striving for accuracy is especially important. Call on students to share ideas and record on the board.

� Which subjects in school rely particularly on striving for accuracy for success? � How might striving for accuracy be important to your parent or another adult you know in

their job?

Habits of Mind - Grade 7 Macintosh HD:Users:atwaterm:Dropbox:Peggy and Nancy:Resources:03. Lesson Sampler:08. The Wreck of the Zephyr.doc Page 10 Copyright © Tahoma School District No. 409


x Content Knowledge: Theme/Main Idea

r Content Skill(s):

x Thinking Skill(s): Predicting Inferring

x Habits of Mind: Applying Past Knowledge to

New Situations

Lesson Title: Appling Past Knowledge to New Situations: The Wreck of the Zephyr

Implementation Time:

Resource(s): The Wreck of the Zephyr, by Chris Van Allsburg

Materials Needed: Symbols Chart


Students will develop an understanding of the Habit of Mind of Applying Past Knowledge in New Situations by exploring the story, The Wreck of the Zephyr.

Procedure:

1. Distribute the attached list of common symbolic images. Instruct students to fill in the meaning of the symbols. Students can complete the chart individually or in pairs/groups.

(Variation: Project the images on the board and call on students to contribute the meanings.)

2. Ask the class: How do you know what these objects symbolize? Why do they have more meaning for you than simply the object itself? Explain to students that they are activating their background knowledge and past experiences to connect meaning to the objects. Explain that their background knowledge comes from many sources: their experiences, stories, music, etc.

3. Show students the cover of the book, The Wreck of the Zephyr. Tell the students that the cover contains important images that we can connect meaning to, like they did with the symbols. Ask the class: "What are some things you see in the picture?" (Possible responses: sailboat, waves, clouds, etc.) Ask the class: "What does the story seem to be about, from looking at the picture and title?" (Expected response: shipwreck.) Ask the class: "What is a zephyr?" Explain, if necessary, that it is a breeze or wind, and that Zephyr was the Greek god of the west wind.

4. Remind students that sometimes an author communicates a message or lesson through a story by using symbols. Ask students to think about the title and story again. Think aloud for the students: "The story seems to be about the shipwreck of a boat called the Zephyr. Ask students to consider: "What might be some lessons or messages that the author could be trying to show through the wreck of the zephyr?" Allow students time to think on their own, then allow them to share their ideas with a partner. Have students write down their ideas, and/or call on selected students to share with the class as you record their ideas on the board.

Continued on next page...


Middle School Advisory Curriculum

Procedure:

5. Tell students to look/listen for the author's message or lesson as you read the story aloud.

6. Read the picture book aloud.

7. After reading, ask students to revisit their ideas about what lesson or message the author might have been trying to communicate in the story. Point out to students that when they made their predictions, they applied their own past knowledge and experience to interpreting this new story. Did any of their ideas seem to be accurate? Which one(s)? Ask students to consider the boy sailor in the story: Did he apply past knowledge to a new situation? How so, or how did he fail to do so? Discuss how the boy's pride led him to make a poor decision twice. How would the story have been different if he had applied his past knowledge in the new situation?

Extension: Ask students what they think happened to the boy whose pride got the best of him again. (Students will likely suggest that the old man is the boy, grown up.) Ask the class for a show of hands: Is the sailor's story true? Or was it all made up or a dream? Ask students to explain their reasoning. Chart evidence for each side on a T-chart on the board. Explain that the author has left the story ambiguous: we don't know for sure what the situation is. When faced with ambiguity (when no one tells us for sure what's going on), we have to make inferences by applying our past knowledge and using clues in the text.

Closure/Assessment:

Ask students to think about their 7th grade year. Consider the following ideas for a class discussion, pair/small group sharing, and/or individual journaling: • What lessons did you learn as a 6th grader that you'll apply as a 7th grader? • What do you think the main differences will be about 7th grade vs. 6th grade? • What new situations do you think you might encounter this year? • Based on your experience last year, what is the best piece of advice you have for incoming 6th

graders?


What do these images symbolize?

Symbol Meaning



x Content Knowledge: Thinking Interdependently

x Content Skill(s): Inferring Finding Evidence

x Think ing Sk i l l ( s ) : Inferring Finding Evidence

x Habits of Mind: Thinking Interdependently

Lesson Title: Thinking Interdependently: Head, Body, Legs


Resource(s): Head, Body, Legs: A Story from Liberia

Materials Needed:


Students will develop an understanding of the Habit of Mind of Thinking Interdependently.

Procedure:

1. Ask students what it means to be independent. Call on students to share (possible responses: rely on self, don’t need others, etc.). With that in mind, ask students to describe to a neighbor what they think it would mean to be interdependent. Call on students to share with the class. Guide students to an understanding of relying on others for their own success.

2. Preview: Show students the book, Head, Body, Legs: A Story from Liberia. Ask them to describe what they see on the cover. Call on different students to contribute observations. Tell students that the “characters” in the book have a goal. Ask them what they think that goal might be. Encourage students to use metacognition in explaining their ideas. Ask students to share with their neighbor how they think the goal will be accomplished in the book.

3. Read the book aloud. Ask students to pay close attention to how the different characters think interdependently. Ensure that students see the illustrations as the body parts put themselves together initially. Each time a body part is added, Head says it’s “perfect.” Ask the students: Is it perfect? Why or why not? Have they accomplished their goal?

4. After finishing the book, call on different students to explain how the “characters,” in this case the body parts, thought interdependently. Guide students to an explanation of how the unique skills/characteristic of each contributed to the success of the group. For example, Could they have succeeded independently? What benefits did each body part bring? (head was stuck on the ground but had ideas, arms could pick fruit, legs could stand tall, etc.). Note that the body parts were not successful simply because they combined as a group—they had to think about how to best use their talents to reach their common goal.




Closure/Assessment:

Options � The author uses the body as a metaphor for parts of a group that must think and work

interdependently. What other metaphors can students think of that illustrate thinking interdependently? Have students brainstorm in small groups and create a picture showing how the parts work together to achieve a goal (for example: the wheels, steering wheel, gas/brake pedals, and body of the car work together to transport a passenger to a destination).

� Can students think of a time they’ve been part of a group where people did not think interdependently? What was that like? (One person doing all the work, some people not contributing, etc.) What was the final product like? What would it have felt like to be part of that group if everyone was thinking and working interdependently? What would the product have been like?

� Ask students to think of other situations where they are dependent upon thinking with others for the success of a larger group (sports teams, school groups, etc.). What skills and abilities do they bring to those groups that contribute to its success?

� How do the following people think interdependently? President scientist forester Parents doctor chef Coach/players on a team businessperson barista

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r Content Skill(s):


x Habits of Mind: Creating, Imagining, Innovating

Lesson Title: Creating, Imagining, Innovating: Can a Coal Scuttle Fly?

Implementation Time: 1 Advisory period

Resource(s): Can a Coal Scuttle Fly? By Tom Miller, 3-Story Intellect Questioning Strategies (“Concept Question Chain,” Strategies to Engage the Mind of the Learner by Rachel Billmeyer)

Materials Needed: “Can a Coal Scuttle Fly” PowerPoint slideshow, computer and projector, Finding Evidence graphic organizer (optional)


Students will develop an understanding of the Habit of Mind of Creating, Imagining, and Innovating through the picture book, Can a Coal Scuttle Fly?

Procedure:

1. Display the first slide of the PowerPoint. Refrain from identifying the object for students. Ask students: “What might this object be?” “What could a person do with it?” “What other things does it look like?” Allow students to brainstorm in pairs or groups. Encourage students to brainstorm as many possibilities as they can. Call on selected students or groups to share their ideas in response to each question.

2. Explain to students that they are going to begin exploring the Habit of Mind called “Creating, Imagining, Innovating.” Tell students: “You have probably heard of creating and imagining. Raise your hand if you have heard of INNOVATING.” Tell students that, after reading the picture book, you’ll see if they have some ideas about what that word means. Explain that you will be reading about a real artist, Tom Miller, who creates, imagines, and innovates.

3. Direct students to record evidence, as they listen to the story and view Tom Miller’s own illustrations, of the artist’s creativity and imagination. If desired, use the Finding Evidence graphic organizer.

4. Present the PowerPoint slideshow of the picture book, reading the text aloud. As you read, direct students to observe closely the ways the artist uses his creativity and imagination.


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Closure/Assessment:

After reading/viewing the picture book, use questioning strategies to reflect on the connections to the Habit of Mind. Examples using the 3-story intellect model:

Input level: • How did Tom Miller use his imagination in his art? • What kinds of things inspired Tom Miller’s creativity?

Process level: • What are some ways Tom Miller made art in new or different ways from other artists? • What events or people in Tom Miller’s life seem most influential to his becoming an

artist? How? • How is Tom Miller’s art different from what some people might typically think of as

art? • How do the creativity and imagination in Tom Miller’s work compare to the creativity

and imagination in The Wreck of the Zephyr?

Output level: • Tom Miller was a creator, imaginer, and innovator in art. Based on what you know

about him, what do you think it might mean to be an innovator? [example: make creative changes, implement ideas that change something: Tom Miller made innovations, such as using found objects, that changed the field of art.]

• What might be some other innovations you can think of that have taken place in the field of art? What innovations can you think of in other fields? – Computers? – Music? – Automobiles? – Soda? – Soccer?

• What innovations could you suggest for improving middle school? • What are ways you can use creativity and imagination in:

– Math? – Science? – Language arts? – PE? – Social Studies?

• Think of Tom Miller or another creative and imaginative person you know. Think of a time when you were exceptionally creative and imaginative. What do you think people might need in order to make the most of their creativity and imagination?

Closure/Assessment:

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r Content Skill(s):

x Thinking Skill(s): Classifying

x Habits of Mind: Responding with Wonderment and Awe

Lesson Title: Responding With Wonderment & Awe: Nothing But Miracles

Implementation Time: 1 Advisory Period

Resource(s): Nothing But Miracles by Walt Whitman

Materials Needed: “Miracles” list, scissors (optional: colored paper/tissue, glue)


Students will develop an understanding of the Habit of Mind of Responding with Wonderment and Awe be relating the picture book Nothing But Miracles to their lives.

Procedure:

1. Ask students to think of a time when they were struck by the beauty around them. Share a personal example (for instance, driving to the middle school after a snow with the sun glistening on snow-dusted branches over the river). Ask students to write down their memory on a piece of paper.

2. Explain that you are going to read a picture book that is excerpted from a poem by Walt Whitman, a famous American poet who wrote about distinctly American things. Explain that this poem expresses the miracles he saw around himself every day. Explain that Walt Whitman does not use the word “miracles” in a religious sense. Explain that he is using the word “miracles” to express his own wonderment and awe at the world around him and his everyday experiences in it. Ask students what kinds of things they think Walt Whitman might describe in this poem? Record ideas on the board.

3. Read aloud the picture book, Nothing But Miracles.

4. Refer back to the students’ list of ideas that might be described in the book to check for similarities.

5. Arrange students in pairs, and distribute a copy of the list of “miracles” drawn from the book to each pair of students.

6. Instruct students to cut out the segments from the list.




Procedure:

7. Instruct students to classify the “miracles.” Explain that when they classify, the students sort the miracles into groups and label the groups they create. Explain that with their partner, they will examine the “miracles” and sort them into groups based on common characteristics. Explain that it is okay if their classification differs from other pairs’. Instruct students that they will have 7 minutes to accomplish this task. Monitor and adjust time as necessary.

8. Ask students to share the classification groups they created. (Examples: nature, people, activity)

9. Instruct students to brainstorm their own list of “miracles” for each category they created: what can they think of from their daily lives that cause them to respond with wonderment and awe? Allow students to work alone or with their partner.

Closure/Assessment:

Option 1: Students create their own poems from the lists they brainstormed. Discuss the descriptive language used by Whitman (for example: the exquisite delicate thin curve of the new moon in spring). Challenge the students to use the Habit of Mind of Communicating with Clarity and Precision in crafting their poems.

(Option 1a: students create a poetic description of just one of their brainstormed items.)

Option 2: Read aloud the illustrator’s note at the end of the book (on the page preceding the poem’s full text). Students choose one of the “miracles” they brainstormed from their own lives to represent in a collage. Students may work alone or in pairs.

Extension: Share William Blake’s poem Auguries of Innocence (To see a world in a grain of sand…)

For reflection journaling/discussion: • Which categories were easiest for you to brainstorm everyday “miracles?” Which was

hardest? Why do you think so? • Why is the Habit of Mind of Responding with Wonderment and Awe important for

success?


Walk the streets of Manhattan

Dart my sight over the roofs of houses toward

the sky

Wade with naked feet along the beach just in the edge of the water

Stand under trees in the woods

Talk by day with any one I love

Sleeping under the moon

Sit at table at dinner with the rest

Look at strangers opposite me riding in the

car

Watch honey-bees busy around the hive of a summer forenoon

Animals feeding in the fields

Birds The wonderfulness of

insects in the air

The wonderfulness of the sundown

Stars shining so quiet and bright

The exquisite delicate thin curve of the new

moon in spring

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