Critical Thinking & The Traits

“It is possible to have a brain and not have a mind.A brain is inherited;

a mind is developed.”-Feuerstein

Comparing • Teacher directed

– Teacher identifies for students items they are to compare and characteristics on which to compare

– Ex. Unit on First Ladies - students compare M. Washington, E. Roosevelt, and H. Clinton on background, major responsibilities at First Ladies, and things they were praised for

• Student directed– Students select

characteristics on which items are to be compared

– Ex. Unit on fairy tales – after identifying major elements, students can select elements to use to compare two fairy tales

Graphic Organizers for ComparingGraphic Organizers for Comparing

-most useful when comparing only two items -more useful to provide a greater number of details

Venn Diagram

Characteristics

Items to be compared

Similarities

Similarities

Similarities

Similarities

Differences

Differences

Differences

Differences

#1 #2 #3

Comparison Matrix

Example Lesson: Comparing song vs. poem

1. Guiding question: Poem vs song lyrics…what’s the difference

1. Discuss high quality comparisons

2. Introduce topics to be compared1. http://www.wordle.net/

3. Establish a purpose for comparison1. Analyze for words and purpose

5. Model use of graphic organizer 6. Pose a deep question to students

"What are these two mentor texts about, and are their messages similar or different?"

7. Write About the Comparison• “Brainstorm a list of things someone

shouldn't be able to ask for” • Go through writing process – focus on

ideas, word choice

Comparing topic to a known…

Graphic Organizers for ClassificationGraphic Organizers for Classification

-most useful when all categories are equal in generality

-more useful when all categories are not equal in generality

Place Categories in column headings

Graphic Organizer for MetaphorsGraphic Organizer for Metaphors

Element 1 Literal Pattern 1 Abstract Element 2Literal

Pattern 2

It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

Metaphor – two items are connected by abstract or nonliteral

relationship • Teacher directed– Teacher provides first

element of metaphor– Teach content area

information that develops a pattern

• Have students use pattern to identify something that fits pattern

• Student directed– Once have worked

with metaphors can create own

• Ex:

Cell General - Abstract

Enterprise

Nucleus Part that runs system

The Bridge

Permeable membrane

Parts keeps bad things out

Transporter Room

Graphic Organizers for AnalogiesGraphic Organizers for Analogies

Is to

Is to

Relationship

Comparing • Teacher directed

– Teacher identifies for students items they are to compare and characteristics on which to compare

– Ex. Unit on First Ladies - students compare M. Washington, E. Roosevelt, and H. Clinton on background, major responsibilities at First Ladies, and things they were praised for

• Student directed– Students select

characteristics on which items are to be compared

– Ex. Unit on fairy tales – after identifying major elements, students can select elements to use to compare two fairy tales

Graphic Organizers for ComparingGraphic Organizers for Comparing

-most useful when comparing only two items -more useful to provide a greater number of details

Venn Diagram

Characteristics

Items to be compared

Similarities

Similarities

Similarities

Similarities

Differences

Differences

Differences

Differences

#1 #2 #3

Comparison Matrix

Example Lesson: Comparing song vs. poem

1. Guiding question: Poem vs song lyrics…what’s the difference

1. Discuss high quality comparisons

2. Introduce topics to be compared1. http://www.wordle.net/

3. Establish a purpose for comparison1. Analyze for words and purpose

Comparing topic to a known…

Graphic Organizers for ClassificationGraphic Organizers for Classification

-most useful when all categories are equal in generality

-more useful when all categories are not equal in generality

Place Categories in column headings

Graphic Organizer for MetaphorsGraphic Organizer for Metaphors

Element 1 Literal Pattern 1 Abstract Element 2Literal

Pattern 2

It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

Graphic Organizers for AnalogiesGraphic Organizers for Analogies

Is to

Is to

Relationship

Web sites for Analogies

• http://www.teachersdesk.org/vocabanal.htmlcard game

• http://www.infoplease.com/spot/analogy.htmlexplanation, examples, analogy of the day

• http://www.factmonster.com/analogies?month=Nov&day=30 analogy of the day

• http://www.wordmasterschallenge.com/more_samples.htm samples

• http://www.quia.com/cb/7146.html game, like Jeopardy

Opposite Acrostic Poems

• To compare/contrast need multiple words – Can be complete opposite or slightly different– Great for jigsaw activity

• Have students teach their concepts to others• At end, list all words and have students write 2

sentence summaries• Differentiate:

– Have it sound like a sentence– Have it sound like a poem

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

Di-Ku or Tri-Ku• Di-Ku – pair of haikus

– to compare 2 things• Tri-Ku – compare 3

things– Both show similarities

and differences• Haiku

– 17 syllables (5-7-5)– 17 words (5-7-5)

AmoebaAmoebas changing. - 5

Like horizon’s clouds at dawn.-7Run, run on false feet.-5

AmoebaHe suffers from it…pseudopodia. -5His false feet move him, feed him,-7

But he wants real Nikes.-5

To create

• Begin with Venn diagram (2 or 3 circles)– Key is to find interesting shared comparison

• Can write independently or partners• Differentiate: genuine haiku connects to

nature – the challenge

Opposing Points of View• Students create comic strip to present

both points of view– Revolutionary war…

• Read aloud: I Am the Cat, I Am the Dog by Donald Hall – debrief

• Model with graphic organizer, then use classroom topic & fill in organizer

• Have them choose event & fill in graphic organizer

Event/Topic to think about: _____

Person #1____________ Both Think:

Person #2: ___________

To the comic strip• Analyze comic strip –

determine attributes of comic strip

• Strips should go back and forth with differing points of view – ending with both people in last strip saying same thing

The Important Book by Margaret Wise Brown

• The important thing about The Important Book is that you use it to model a form of writing that will allow your students to tell you what is important about the sun and the moon, two seasons, living and non-living things, or two characters in a book.

• Students will write two important book pages describing the essential elements of two contrasting subjects to demonstrate understanding.

• Read aloud book, make T-chart and compare two concepts. Have students complete T-chart with content topics, then determine what is most important!

Dueling Important Book pages

The important thing about living things is they need food, water, air and sunlight to live and grow.

Some living things watch TV, drink, sleep, eat, and play. All living things die.

But the important thing about living things is they need food, water, air and sunlight to live and grow.

The important thing about non-living things is they don’t need food, water, air, sunlight, and they don’t live and grow.

Non-living things don’t walk or see, and they don’t move by themselves. They don’t talk, watch TV or drink.

But the important thing about non-living things is they don’t need food, water, air, sunlight, and they don’t live and grow

Text-to-Self Comparisons

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

Process…Model using read aloud

“Think aloud”Summarization of Text This reminds me of…Martin Luther King and his sister use to play with all of the neighbor children in their backyard.

There was a time in Martin Luther King’s childhood when black children and white children could not play together anymore. This made him and his sister ask their grandmother why this happened.

When I was young, all the kids in my neighborhood used to play together at the park behind my house.

I remember when a family in our neighborhood got divorced and the kids moved away. I asked my mom, “Why do parents have to get divorced?”

Writing in Reading…

Writing a Memoir, Then and Now

• Read mentor text• Show student

samples– Analyze

Questions to ask Then Now

How did you look?

What did you do with your time?

What did you like or dislike?

What were you afraid of?

Was there anything you got in trouble for doing?

What can you do now that you could not do then?

Comparison/Contrast Graffiti Walls

• Groups of 4-6 work together• One pen per group• Teacher posts “graffiti walls” – chart paper

with comparison questions on them• Teacher says “go”

– Groups decides on their answer and sends one person up to write – passes the pen

• May have second round

Comparison/contrast Word Splash Sentences

• Use content words • Students analyze words related to more

than one concept• Put in sentences to demonstrate

understanding – Demonstrate understanding to write different

explanations of how several of the words are connected

Great for assessments

• Choose two comparative concepts– Igneous rock and metamorphic rock

• Create list of vocabulary that fit both categories– some could fit just one

• Use graphic organizer– Require fact checking & editing– “publish” best sentence from each student– Have class pick 10 best from whole class

Postcards to the Absent

Trilogues, Pentalogues & Decalogues

• Trilogues– List of 3 things believed by writer

• Pentalogues– List of 5

• Decalogues– List of 10 things

• “logues” are lists of beliefs in form of sentences • Prompts are key

– “Five ways cumulus clouds are just like the other cloud types:– Five ways that representatives think differently than Senators:– How you phrase them is key – What are 10 facts about the civil war? =

lower level• Differentiation: word choice revisions, prioritize list• Sentences begin with “I believe” to get started

Comparison/Contrast Essay

• Focus: Think deeply about two ideas with multiple similarities or differences

• Four parts:– Intro to topic– Focus on similarities– Focus on differences– Conclusion – Draft then revise and edit

Think about…• Need opportunities to

see models, have conversations about drafts

• Look for interesting comparisons, not simple and obvious

• Differentiation– Create # of

paragraphs you need

Resources • Fountas & Pinnell. Guiding Readers and Writers.

Heinemann, Portsmouth, NH• Lane, Barry. The Reviser’s Toolbox. Discover

Writing Press, 2003• Wormeli, Rick. Summarization in Any Subject: 50

Techniques to Improve Student Learning. ASCD, 2004.

• Marzano, Robert. Classroom Instruction That Works. ASCD, 2001.

• Payne, Ruby. UNDERSTANDING LEARNING the How, the Why, the What. Aha! Process, Inc.,2002

Picture books• The Important Book by Margaret Wise Brown• I am the Dog, I am the Cat by Donald Hall & Barry Moser• The Other Side by Jacqueline Woodson• The Wise Woman and Her Secret by Eve Merriam• The Three Questions by Jon J Muth• Zen Shorts by Jon J Muth• The Discovery of the Americas by Betsy & Guilio

Maestro• Encounter by Jane Yolen• Meet Christopher Columbus by James T. deKay• Two Bad Ants by Chris Van Allsburg

Websites• Tagxedo: http://www.tagxedo.com/app.html • Wordle: http://www.wordle.net • Writingfix – www.writingfix.com • http://penfieldtraits.wikispaces.com/ • More on Bloom’s:

http://www.eduscapes.com/tap/topic69.htm• Graphic organizers:

http://www.nvo.com/ecnewletter/graphicorganizers/ • Metaphor cards:

http://www.writingfix.com/PDFs/Comparison_Contrast/New_Metaphor_Cards.pdf

http://www.tagxedo.com/app.html

Thank you for all you do for students in Penfield

Please contact me if you have questions or if you’d like to work together on any of these strategies, or have me teach a lesson or....

Dawn @ x5719Dawn_Pruszynski@penfield.monroe.edu