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5 Lesson Plans + 2 BONUS LESSON PLANS FROM PREVIOUS ASSIGNMENTS
Submitted by: Michael Shamblin
Cleveland State University
Dr. Hamlen
30 April 2012
Lesson 1
Autonomous Learner Model and Howard Gardner’s Theories
This lesson will move students toward more autonomy and choice in classroom activities along
with students working on assignments that will allow them to express their creativity in a variety
of ways. Prior to this lesson students will had been taught the skills on how to work
independently. Donald MacKinnon felt that creative subjects are independent. His study had
shown that his subjects were highly motivated to achieve in situations that allowed or demanded
independence. This lesson will be designed based on the Autonomous Learner Model. This
model enables students that are dependent on teacher direction to become autonomous learners
that are capable of self-directed, lifelong learning. Student’s independence and choice are an
advantage of this model. In addition, this lesson also incorporates several activities which
creative individuals can do. The activities themselves can also incorporate Bloom’s levels of
thinking with Gardner’s intelligences. For example, in one of the activities students create a new
ending to the story, and this would relate well with the spatial intelligence that was proposed by
Gardner.
Lesson Plan for The View from Saturday
A. Students:
This lesson plan will be used for a group of 4th
grade students. The subject will be
Reading and Language Arts (This lesson can be used with both regular and gifted
students).
Topic:
Students will complete a two-by-two board that is based on the novel The View from
Saturday.
Goals of the lesson:
In this lesson, students will continue to apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate texts.
In this lesson, students will continue to adjust their use of spoken, written, and
visual language to communicate effectively with a variety of audiences and for
different purposes.
In this lesson, students will continue to employ a wide range of strategies as they
write and use different writing process elements appropriately to communicate
with different audiences for a variety of purposes.
In this lesson, students will continue to apply knowledge of language structure,
language conventions, media techniques, figurative language, and genre to create,
critique and discuss print and nonprint texts.
In this lesson, students use a variety of technological and informational resources
to gather and synthesize information to create and communicate knowledge.
B. Objectives
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring
Strategies
The students will be able to compare and contrast two characters from the novel The
View from Saturday with 95% accuracy.
Writing Applications
The students will be able to produce informal writings from the novel The View from
Saturday with 95% accuracy.
The students will be able to write narratives that sequence events, including descriptive
details and vivid language with 95% accuracy.
C. Procedures
This lesson will be designed based on the Autonomous Learner Model. This model
enables students that are dependent on teacher direction to become autonomous learners
that are capable of self-directed, lifelong learning. Student’s independence and choice
are an advantage of this model. The lesson will be completed in three class periods (40-
45 minutes for each class).
1. Students completely read the entire novel The View from Saturday.
2. Hand out two-by-two board. Students in previous lessons had worked on a two-by-
two choice board. The basic level will allow for the use of construction paper,
pencils, crayons, and loose-leaf paper only. The advanced level will require a
computer with internet access and the use of the Microsoft Office software.
3. Hand out the rubric and discuss how the assignment will be graded.
4. Allow students three class periods of 40-45 minutes to work on and complete the
choice board. If they are not complete after the third day, they may continue working
on the assignment for homework.
D. Products
Students will work on a two-by-two choice board. This board will offer two rows with
two activities each that will offer four choices for fourth grade students. Students must
complete one box on each board and then students will select one of the remaining three
assignments that they will complete. Each student will complete two assignments total.
The advanced level board will allow for students that need greater enrichment.
E. Materials
Construction paper, pencils, crayons, loose leaf paper, computer with internet
access, Microsoft Office Software, handouts on the two-by-two board, The View
from Saturday, and gifted and talented students.
F. Evaluation
I will walk around and observe the students when they are working on the
independent assignment.
Students will be given a rubric that will assess them on how well they completed
the activity. The rubric will be assessed on four categories: score incomplete (0),
satisfactory (3.5), Good (4.5), and Superior (6). Since they will complete two
activities, they will each have two rubrics.
Two-by-Two Board
English/Language Arts Elementary
Basic Level
1.Compare/Contrast two characters of your
choice (may use a graphic organizer).
2. Construct a crossword puzzle using ten
words from the novel.
3. Create a new ending to the story. The story
might reflect previous characters who were
interesting, characters who related to topics
that might interest you, or characters that made
a difference.
4. Draw a comic strip to present three key facts
from the novel.
Advanced Level
1.Create a PowerPoint slide show of ten slides
comparing/contrasting two characters of your
choice.
2. Construct a crossword puzzle using
Microsoft Excel using fifteen words from the
novel.
3. Create a new ending to the story in first and
third person using Microsoft Word. Include
page numbers; double spaced, Times New
Roman and 12-font size. The story might
reflect previous characters who were
interesting, characters who related to topics
that might interest you, or characters that made
a difference.
4. Use Microsoft Word to create a comic strip
to present three key facts from the novel.
Insert graphics using word, copy/save graphics
from the internet, or create your own.
Name:___________________________________
General Grading Rubric for Class Assignments
Superior (6)
clearly meets all criteria set out in the instructions
interesting and also entertaining
very clearly presents a message showing insight or imagination
shows careful planning and organization of material
interesting details to support major points
no errors in grammar, spelling, or structure (if written)
easily understood
examples, well presented with colorful illustrations (if appropriate)
Good (4.5)
meets the criteria set out in the instructions
holds interest
shows evidence of planning and organization
clearly presented ideas
includes detail
a few errors
neatly completed
illustrations (if required) or examples
Satisfactory (3.5)
meets the criteria set out in the instructions
can be understood and followed
evidence of some planning
little effort made to create interest
occasionally difficult to follow
quite a few errors
neatness needs attention
lack of illustrations (if required) or examples
Incomplete (must be redone or completed) (0)
many errors
messy and lacks organization
little or no specific content
no attempt to create interest
generally poor preparation
little thought given toward completion
*If students receive from 4.5 – 6 points they would had achieved mastery of the objectives that
are set at 90 percent. To achieve mastery of a 100 percent objective, a student must obtain 6
points on the given rubric. Again, the points can be altered to reflect actual percentages and this
is a generic rubric that can be changed to reflect each individual activity.
Lesson 2
Technology and Problem Solving; Maslow’s Hierarchy of Needs in the Classroom
Resnick (2007-2008) had pointed out that the changes in technology around us can both demand
creativity and flexibility. This will allow us to adapt and provide tools to allow activities that are
more creative. The Standards for Students of the International Society for Technology Education
list “Creativity and Innovation” as first on the list of student goals. The standard mentions that
students demonstrate creative thinking, construct knowledge, and develop products using
technology. Additionally, this lesson will incorporate the use of Maslow’s Hierarchy of Needs in
the classroom. Social affiliation will be encouraged. Students need to feel that they belong to a
class and that they are accepted members of the group. Group work and teamwork exercises or
activities are a way to apply this stage of the hierarchy, because interaction helps students feel
more involved.
Title: Ohio and Erie Canal Journey
Goal: Fourth grade students will complete a webquest on the Ohio and Erie Canal, which will
combine many skills of problem solving, decision making, using a variety of sources and present
their information to create a Wiki page.
Objective(s): Students will be able to complete a serious of webquest activities using information
from various printed or electronic sources, and culminate their completed projects to complete a
Wikispace with 90 percent accuracy.
Procedures:
1. Students in each cooperative learning group will open up Internet Explorer or Firefox and
type in http://www.mrshamblin.com in the address toolbar. Once on my website they are
to scroll down the main page and click on the box Fun Projects. Students will scroll
down until they find the link http://www.kingofalltechnology.com/webquest.htm. Once
students enter the online webquest, students should read the scrolling banner at the top
that indicates that they should click on INTRODUCTION to get started.
Directions for the Activity:
1. You will be assigned to a group of three people.
2. Your group will find information on the Ohio and Erie Canal by using the links page
on your left, textbooks from the library, or using http://www.google.com to search for
additional information.
3. The first requirement is to write a story for The Plain Dealer that relates to any of the
following:
Jobs that were needed to maintain the canals
Transportation of goods and people
People’s feelings and attitudes in using or living by the canals
4. In your story you may include information that relates to:
-The Canalers and Their Families
-Entrepreneurs, Opportunists, and Characters
-Effects of the canals
5. Your story must be three pages in length (double-spaced) and you will use Microsoft
Word to type, and edit your story. I will expect an introduction, main body, and
conclusion. Paragraphs must be 5-6 sentences in length and no more. Please attach
ALL references on a separate page. I also want three pictures that relate to your topic
that is added somewhere to the Microsoft Word document (I am not going to be
extremely precise as to the exact place in the document). These pictures may be
either scanned from textbooks or found and downloaded from the Internet. If you
want to be creative, I would not mind if you want to create your own pictures to be
added to the document, but this is not a requirement.
6. The next requirement is to create a crossword puzzle using 25 terms that relate to
your topic. Please include the crossword puzzle at the end of your Microsoft Word
document after the reference page.
7. Once this document is complete, group members will attach and email one document
with all students’ names to [email protected].
8. The next requirement is for groups to create a small Wiki Space using their story,
three pictures and possibly the crossword puzzle (not required) using PBworks.com.
Students will create one Wikispace page for the entire group project.
9. Each group member must work together to complete the entire assignment. Each
group member will also write a log of detailed jobs that each performed. I will also
meet with each student to make sure that what he or she had told me was accurate in
his or her log. Some class time will be used to work on the assignment and I will
closely observe that each student is taking a part.
10. Extra Credit: Students may work on these real problems:
Scenario: A family in the 1800’s is being required to move from Pennsylvania or
Massachusetts to Ohio but has limited means, come up with ways this process could
take place and what would be required to make the move successfully.
Scenario: A family in 2012 is being required to move from Massachusetts to Ohio but
does not have limited means, come up with ways this process could take place and
what would be required to make the move successfully.
Materials:
- Students will need a computer with internet access
- Microsoft Word
- Wiki Space account from PBworks.com
Evaluation:
- Rubric available on website and attached as well along with personal reflection
Activity Points Possible Student Total
Plain Dealer Story
(Content) Factual Information 25
3 double spaced pages edit/proof 20 introduction, main body, conclusion 25
Paragraphs 5-6 sentences 20
3 pictures that relate to your topic 10
Crossword Puzzle
25 terms that relate to chosen topic 25
Group Wikispace
Plain Dealer Story (copy and pasted from word document) 25
3 pictures (copy and pasted from word document) 25
crossword puzzle (not required) Extra Credit 10
Extra Credit (Real Problems) 20
Log
List detail jobs that you performed 25
Total 200
Total with extra credit 210
Here is What I THINK
A Problem Self-Evaluated by:_______________________
1. Describe your feelings about working on your projects. Did you enjoy working
on it?
__________________________________________________________________
______________________________________________________
2. What was the hardest part about working on your projects?
__________________________________________________________________
______________________________________________________
3. List some of the things you learned while working on your projects.
__________________________________________________________________
______________________________________________________
4. Were you satisfied with your projects?
__________________________________________________________________
______________________________________________________
5. What did you like best about your projects?
__________________________________________________________________
______________________________________________________
6. What did you like least about your projects?
__________________________________________________________________
______________________________________________________
7. If you were planning to do your projects again, what would you do differently?
__________________________________________________________________
______________________________________________________
8. What was the most important thing that you learned from doing your projects that
will help you in the future? __________________________________________________________________
______________________________________________________
9. List some ways that your teacher and others helped you on your projects.
__________________________________________________________________
______________________________________________________
Lesson 3
Concept Development Lesson Plan
Hilda Taba’s Concept Development strategy deals with the organization and reorganization of
information, and with the labeling of categories. Concepts are formed, clarified, and extended as
students respond to questions that require them to notice similarities and differences for grouping
items, label groups in a variety of ways, regroup items in different ways, and give reasons for
groupings. The lesson below presents a cognitive map for a lesson on human dependence on
food.
Title: Human Dependence on Nature
Goal: Fifth grade students will have a good understanding of a human dependence on nature.
Objective(s): Students will be able to extend and clarify their understanding of a human
dependence on nature.
Procedures:
Step 1: List 5 minutes
Focus Questions: What are examples of food that come from nature?
Materials and Support: Textbooks, food, allow students to discuss.
Step 2: Group and Label 20-25 Minutes
Focus Question: Which items could go together because they are alike in an important way? Or
what items can be grouped together based on important shared characteristic?
Materials and Support: Students must create at least five groups. Give time for think-pair-share
before beginning class discussion.
Step 3: Subsume 10-15 Minutes
Focus Question: Which items under one group could also go under another group?
Materials and Support: Use different marker colors to show comparisons
Step 4: Regroup 20-25 Minutes
Focus Question: What new ways can you find to group items on our list? Or shift your thinking
away from food groups and toward other aspects of food, what new groups can be formed?
Materials and Support: Provide time to think before discussion and use different marker colors.
Step 5: Generalize 15 Minutes
Focus Question: Based on groups created, what would you conclude about the food we get from
nature?
Materials and Support: Give students time to write down ideas before discussing.
Evaluation: Students will complete a concept development map with a group of students on the
understanding of interactions among elements of backyard nature.
List Group and Label Subsume Regroup
Generalizations:
Lesson 4
Group Investigation:
Group Investigation (Sharan & Sharan, 1992) is a general classroom organization plan in which
students work in small groups using cooperative inquiry, group discussion, and cooperative
planning and projects. In this method, students form their own two- to six-member groups.
After choosing subtopics from a unit that the entire class is studying, the groups break their
subtopics into individual tasks and carry out the activities that are necessary to prepare group
reports. Each group then makes a presentation or display to communicate its findings to the
entire class.
Title: People who supply our needs
Goal: Second grade students will be able to understand why a society has a division of labor.
Objective: Students will define the reasons why a society has a division of labor after reading
text and observing pictures. They will report their understandings in a mini-report.
Procedures:
Present the Puzzlement:
Look at these pictures. What questions do you have about people and the work they do?
Solicit Student Questions: Write student questions on a chart. What questions do you have? I
will write them on the chart. How do people decide the work they will do? Why do we need so
many different workers?
Research: Divide the students into study groups. Each group will use materials in the shopping
bag assigned to their study group to answer the questions. Ask the students what patterns of
behavior will be necessary in order to work in your study group to complete your task. Review
the answers and share the materials.
Share the information: Study groups share their information. Study group 1, what do you find
out about why we need so many workers? How did your group define “specialize”? Study
group 2 what would you add to group 1’s comments?
Summarize: Review what was learned.
Recycle: What other questions do you have about workers
Follow Up: Students will write a two-paragraph report on why a society has a division of labor.
Evaluation: Rubric
Group Work Rubric
Teacher: Mr. Shamblin
Skills Basic
1
Sound
2
Thorough
3
Extensive
4
Score
Contributions/participation
Attitude
Seldom
cooperative,
rarely offers
useful
ideas. Is
disruptive.
Sometimes
cooperative,
sometimes
offered
useful
ideas.
Rarely
displays
positive
attitude.
Cooperative,
usually
offered
useful ideas.
Generally
displays
positive
attitude.
Always
willing to
help and do
more,
routinely
offered
useful
ideas.
Always
displays
positive
attitude.
Working with
others/cooperation
Did not do
any work –
does not
contribute,
does not
work well
with others,
usually
argues with
teammates.
Could have
done more
of the work
– has
difficulty,
requires
structure,
directions
and
leadership,
sometimes
argues.
Did their
part of the
work –
cooperative.
Works well
with others,
rarely
argues.
Did more
than others
– highly
productive
Works
extremely
well with
others,
never
argues
Focus on task/commitment Often is not
a good team
member.
Does not
focus on the
task and
what needs
to be done.
Lets others
do the
work.
Sometimes
not a good
team
member.
Sometimes
focuses on
the task and
what needs
to be done.
Must be
prodded
and
reminded to
keep on
task.
Does not
cause
problems in
the group.
Focuses on
the task and
what needs
to be done
most of the
time. Can
count on
this person.
Tries to
keep people
working
together.
Almost
always
focused on
the task and
what needs
to be done.
Is very self-
directed.
Team role fulfillment Participate
in few or no
group
meetings.
Provided no
leadership.
Did little or
Participated
in some
group
meetings.
Provided
some
leadership.
Participated
in most
group
meetings.
Provided
leadership
when asked.
Participated
in all group
meetings,
assumed
leadership
role as
necessary.
no work
assigned by
the group.
Did some
of the work
assigned by
the group.
Did most of
the work
assigned by
the group
Did the
work that
was
assigned by
the group.
Communication/listening
Information sharing
Always
listens to,
shares with,
and
supports the
efforts of
others.
Provided
effective
feedback to
other
members.
Relays a
great deal
of
information
– all relates
to the topic.
Usually
listens to,
shares with,
and supports
the efforts
of others.
Sometimes
talks too
much.
Provided
some
effective
feedback to
others.
Relays some
basic
information
– most
relates to the
topic.
Rarely
listens to,
shares with,
or supports
the efforts
of others.
Is always
talking and
never
listens to
others.
Provided no
feedback to
others.
Does not
relay any
information
to
teammates.
Lesson 5
Creative Problem Solving
Creative Problem Solving is a proven method for approaching a problem or a challenge in an
imaginative and innovative way. Alex Osborn and Sidney Parnes conducted extensive research
on the steps that are involved when people solve problems. Creative Problem Solving allows for
the use of divergent and convergent thinking to develop creative solutions to problems. This
lesson plan will utilize the following components Understanding the Problem, Generating Ideas,
and Planning for Action, that will allow the students to find a solution to the various problems in
the game Now What? Students will understand what a problem and solution is before working
on this lesson. Students will write a story to the class explaining a problem that they have and a
solution that may work.
Title: Creating Problem Solving for 4th
Grade
Goal: The goal is to promote Creative Problem Solving and to improve the students writing by
having them write a story in which they will explain a problem that they have and a solution that
may work.
Objectives:
Students will:
• Use creativity and inductive reasoning to connect sets of objects.
• Develop story lines based on a scripted story starter and a set of random object cards.
Materials Needed: Now What? Game, Notebooks, Scratch Paper
Procedures:
Activities with Small Groups:
Deal one item card to each group member. Read a dilemma card and ask students, one at
a time, to describe a solution with their own item card or to draw another item card from
the deck to solve the problem. Alternate oral and written solutions for practice in
storytelling and speaking in a group, as well as writing skills. (Students will frame
problems and this will help students to express their problems in ways that will build
motivation, excitement, and enthusiasm for discovering and constructing creative ideas.
Students will also be generating ideas in coming up with many, varied, and unusual ideas
for a clearly stated problem and then will be identifying promising possibilities. In
addition students will be preparing for action in developing solutions)
Play the game as a reward in small group instruction. At the end of a session, place an
array of item cards within sight of the group. Read a dilemma card. Have students write
their responses in a section of their reading notebook. Score as the game directs and keep
a running tab of scores over the course of a unit of study or marking period.
Story Telling Group Projects:
Deal one card to each student. Instruct them to look at each side of the card. Give a few
moments for imagining. Ask students to share a single sentence that uses both words with their
group.
Deal two cards to each. Tell students to select three of the four words and write a short
paragraph using all three words. Have students share their short paragraphs with their group.
Deal three cards per pupil. Ask them to tell a short tale using as many of the six words as they
can. Have them share their story with their group.
Follow Up:
Students will write a story to the class explaining a problem that they have and a solution that
may work. Students will then discuss their stories with a cooperative learning group and
possibly to the entire class.
Evaluation: Rubric form for small group activity
Sample Group Work Evaluation Form
1. Overall, how effectively did your group work together?
Poorly Adequately Well Extremely Well
2. Out of the five group members, how many participated actively most of the time?
1 2 3 4 5
3. Out of the five group members, how many were fully prepared for the activities?
1 2 3 4 5
4. Give one specific example of something you learned from the group that you probably
wouldn’t have learned working alone.
5. Give one specific example of something the other group members learned from you that
they probably wouldn’t have learned otherwise.
6. Suggest one change the group could make to improve its performance.
Lesson 6 BONUS
SCAMPER Lesson Plan
“One of Osborn’s original suggestions for improving divergent thinking was to use idea-spurring
queries.” Eberle took some of Osborn’s key questions and arranged them into an easy to
remember acronym. The Scamper strategy fosters creativity when students have trouble coming
up with ideas, or when all the ideas seem to be very similar. This strategy encourages students to
expand ideas or develop them into complete new possibilities. SCAMPER is an acronym, which
stands for S Substitute: What could be used instead? C Combine: What can be added? A Adapt:
How can it be adjusted to suit a condition or purpose? M Modify: How can the color, shape or
form be changed? Or Magnify: How can it be made larger, stronger, or thicker? Or Minimize:
How can it be made smaller, lighter, or shorter? P Put to other use: What else can it be used for
other than the original intended purpose? E Eliminate: What can be removed or taken away from
it? R Reverse: How can it be turned round or placed opposite its original position? Or
Rearrange: How can the pattern, order, or layout be changed?
Title: Growing Bean and Pea Plants using SCAMPER
Goal: Sixth grade students will be able to use experiments to find out bean and pea bearing
plants various growths.
Objectives:
Students will:
Create an experiment with a range of bean and pea bearing plants. Students will measure the
strengths of their various stalks.
Materials Needed: Jack and the Bean Stalk Story, Bean and Pea seeds, fertilizer, pots, grafting
powder and biding material, Rubric for Answering Questions Completely
Procedures:
Read the Jack and Bean Stalk Story to the students. The S Substitute can be used with a Science
lesson. The C Combine can allow students to create an experiment with a range of bean and pea
bearing plants. Students will measure the strengths of their various stalks. A Adapt, students
will create experiments in which two variables are combined, for example, seeds planted with
fertilizer and kept in a dark environment compared with no fertilizer with light (normal
watering). M Modify/Magnify/Minimize, students will try to make specific leaves grow larger
than others (the timing of fertilizer application is important). P Put to Other Uses, students will
list five other useful items, which could be made from the plants grown. E Eliminate, students
will answer the question, what effect does the systematic removal of leaves have on the plants?
R Reverse students will see if it possible to graft different branches onto another plant. Students
will need grafting powder and biding material (Grafting is any method which surgically connects
a part of one plant to a part of another plant; the two then grow together to become a single
plant).
Follow Up: Students will answer the various questions in the SCAMPER lesson to turn in to be
graded on. What are five useful items which could be made from the plants grown? What effect
does the systematic removal of leaves have on the plants? Is it possible to graft different
branches onto another plant?
Rubric for Answering Questions Completely
4 points 3 points 2 points 1 point
3 + sentences; clear
rephrasing or
restating of the
question is
included; contains
at least 2 details
from text or other
source 1 of which
is a quote; contains
many deeply
thought out
comments
3 sentences;
rephrasing or restating
of the question is
included; contains at
least 2 details from
text or other source;
contains some deeply
thought out comments
2 sentences; some
info from the
question is included;
contains 1 detail
from text or other
source; contains
some thought out
comments; answer
may run on and on
1brief sentence; no
info from question is
included; contains no
details from text or
other source; shows
little to no thought;
simplistic
Little or no
spelling, grammar,
and punctuation
errors.
May contain a few
spelling, grammar,
and punctuation
errors, which do not
interfere with ability
to understand
thoughts.
Spelling, grammar,
and punctuation
somewhat interferes
with ability to
understand thoughts.
Thoughts are very
difficult to
understand because
of spelling, grammar,
and punctuation
mistakes.
Lesson 7 BONUS
Creative Problem Solving Lesson Plan to Accompany the Novel “A LETTER
TO AMY” by Ezra Jack Keats
Creative Problem Solving allows for the use of divergent and convergent thinking in the
manipulation of information to develop creative solutions to problems identified through the
enumeration and evaluation of presented data. “The Creative Problem Solving model was
developed originally by Osborn (1963), he was interested not just in theorizing about creativity,
but also in finding ways to use it well” (Starko, 2010, p.38). The process was later developed by
Parnes (1981) and later by Isaksen and Treffinger (1985) and each version involves both
divergent and convergent stages of problem solving. The processes involved a series of steps
mess-finding, data finding, problem-finding, idea-finding, solution-finding, and acceptance
finding. In the early 1990’s, the stages were divided into three general components:
Understanding the Problem, Generating Ideas, and Planning for Action (Starko, 2010, p.38).
This lesson plan will utilize the following components Understanding the Problem,
Generating Ideas, and Planning for Action, that will allow the students to find a solution to the
problem. In this lesson, I will read the story titled “A Letter to Amy” by Ezra Jack Keats. In the
story, Peter wants to invite Amy to his party, but she is a girl. His solution is to write her a letter,
but on Peter’s rainy walk to the mailbox, a sudden wind blows the invitation out of Peter’s hand
and right toward Amy who happens to be coming around the corner. Peter does not want Amy
to see the invitation because his surprise will be ruined. Peter bumps into Amy and grabs the
letter just before it lands in Amy’s hand. Peter eventually ends up mailing the letter and Amy
arrives at the party. With using this story, students will understand the concepts of problem and
solution and will write a letter to the class explaining a problem that they have and a solution that
may work.
Title: A Letter to AMY!
Students:
This lesson plan will be used for 1st grade students.
Goal:
To have the students understand the concepts of problem and solution so that they can write a
letter to the class explaining a problem that they have and a solution that may work.
Objectives:
Students will:
Participate in class discussions about predictions and story elements such as characters,
problems, and solutions
Add solutions to the problem
Compose a story with a problem and solution
Materials Needed:
“A Letter to Amy” by Ezra Jack Keats, Story Map Organizer, Letter Generator
http://www.readwritethink.org/files/resources/interactives/letter_generator/, and a group of first
grade students.
Procedures:
Before (Introduction):
I will start by having the students look at the cover and each page and have students make
predictions about what they think each page is about. I will ask open-ended questions such as
the following and hopefully elicit a variety of responses:
What do you see on the cover?
What do you think this story is about?
What characters are in the story and what do you think will happen to them?
What do you think will happen next? (Ask after going through each page)
During:
Understanding the Problem and Generating Ideas:
I will carefully lead the students into understanding the problem that is faced in the story and the
various ideas Peter thought. I will read the story aloud to the students, stopping and discussing
the book after each page. Ask students the following questions:
Why is Peter writing a letter? Have you ever been faced with a problem such as Peter has
and had written a letter like this or maybe to someone else to solve a problem? (Framing
the Problem, helps the students express their problems in ways that will hopefully build
motivation, excitement, and enthusiasm for discovering and constructing creative ideas)
What happens when he mails it? Have you ever mailed a letter and something like this
had ever happened to you? Would you had mailed the letter or found another way to get
the message across to Amy?
How does Peter Feel at this party? Have you ever felt like this before?
What do you think Peter wishes for? Have you ever had wishes?
I will then build upon what a problem is with the students. I will explain that most stories have a
problem that a character faces. I will also ask students to brainstorm other options that Peter
could have considered and to discuss how they would solve his problem. I will encourage
students to compare the choice Peter made to the other options. (Students will generate ideas in
which they will come up with many new possibilities. Brainstorming is used as one tool for
generating options)
Preparing for Action: I will then introduce what a solution is, this is when someone decides what
to do to fix the problem. I will then ask the students to describe the solution that Peter faces in A
Letter to Amy and various other possible solutions. As a class, we will work on a story map
organizer using the SMART Board. (Students will prepare for action in developing solutions by
applying deliberate strategies and tools to analyze, develop, and refine promising possibilities,
and to transform them into promising solutions)
After:
With using this story, students will write a letter to the class explaining a problem that they have
and a solution that may work. Students will use the following Letter Generator website to type
their letter. http://www.readwritethink.org/files/resources/interactives/letter_generator/ Students
will then discuss their letters with a cooperative learning group and possibly to the entire class.
*Additionally, students may visit the website “You’ve Got To Be Kidding!” Students will solve
real life problems by choosing the best advice in this game. Arthur from PBS kids helps children
with decision-making skills in which they will read each scenario that is presented, select a
possible solution, and see if it was the correct decision. The game offers reasons why it is a good
decision, or if it is not why not. Each correct decision means another step into the tree house.
http://pbskids.org/arthur/games/yougottobekidding/index.html
"Tips" for you and the group to remember to keep the process open-ended and productive.
Effective discussions consist of engaging students in discussing relevant content and this
promotes active learning. Discussion can provide a socializing mechanism, examine and clarify
confusing concepts, and foster critical thinking among students. To keep the process open-ended
and productive, I will have ground rules in place. I will remind my students that that in order to
create a climate for open and honest dialogue and to encourage the broadest range of viewpoints,
it is important for the class to treat each other with respect. Name-calling, accusations, verbal
attacks, sarcasm, and other negative exchanges will not be tolerated. In expressing viewpoints,
students should remember to try to raise questions and comments in a way that will promote
learning, rather than defensiveness and conflict in other students. Learning is both about sharing
different views and actively listening to those with different views. I will remind my students
that they are to keep the discussion and comments on the topic. In addition, everyone is
expected to share something, but if a student is called on and if there is no response, he, or she is
allowed to say, “Pass,” and the question will be asked to another student. I will make sure that I
continue to ask divergent questions that allow many possible appropriate responses. This is at
the heart of many activities that encourage creative thinking. Additionally, I will make sure that
I use wait time, a brief pause between the question and the response (3-5 seconds) (Starko, 2010,
pp. 237-242). When students are brainstorming, I will make it a point to establish effective
rules: criticism is ruled out, freewheeling is welcomed, quantity is wanted, and combination and
improvement are sought (Starko, 2010, p.130). In addition, creative work requires applying and
balancing three abilities that can all be developed: synthetic, analytic, and practical ability. The
most powerful way to develop creativity in your students is to be a role model. Children develop
creativity not when you tell them to, but when you show them (Williams).
References
Starko, A.J. (2010). Creativity in the classroom: Schools of curious delight (4th
ed.) New
York: Routledge.
Williams, M. W., & Sternberg, R. (n.d.). Teaching for Creativity: Two Dozen Tips.
Retrieved March 23, 2012, from Center for Development and Learning:
http://www.cdl.org/resource-library/articles/teaching_creativity.php
Problem and Solution Organizer
Book Title: A Letter to Amy
Characters
______________________________________________________________________________________________________________
Problem
_______________________________________________________
_______________________________________________________
Solution
______________________________________________________________________________________________________________
http://www.readwritethink.org/files/resources/interactives/letter_generator/