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Series Editor Mary AbbottAuthor Kirsten Lintott
houghtful
ooksGRADES
2+
Social
Responsibility
Literacy
The Story
of FerdinandA Teacher’s Guide to
The Story
of Ferdinand
by Munro Leaf
Madison Moffatt
Note to parents and teachersThe Thoughtful Books Series makes use of exemplary children’s literature to help young readers learn to read critically and to thoughtfully consider ethical matters. Critical thinkers rely on inquisitive attitudes, utilize thinking strategies, access background knowledge, understand thinking vocabulary, and apply relevant criteria when making thoughtful decisions. We refer to these attributes as intellectual tools. Each resource in this series features specific intellectual tools supporting literacy development and ethical deliberation. Teachers and parents can introduce the tools using the suggested activities in this resource, and then support learners in applying the tools in various situations overtime, until children use them independently, selectively, and naturally.
Reading as thinking
Reading is more than decoding words. It is the active process of constructing meaning. Good readers understand this process as engagement in critical thinking. They employ specific literacy competencies as they engage with text, create meaning from text, and extend their thinking beyond text. The activities in this booklet help develop the following literacy competencies:
• Accessing background knowledge: Good readers draw on what they already know to establish a foun-dation for approaching new texts. In this case, the initial context of the story is bullfighting. Students discuss what they know about bullfighting in preparation for reading.
• Reading with a purpose: Good readers are clear about why they are reading a text, either by bringing a specific objective to their reading or by anticipating the author’s objectives. In this case, students read or listen to identify the mistakes the five men made.
• Inferring: Good readers generate conclusions and hypotheses based on textual clues and evidence. In this case, students use the information in the text to identify Ferdinand’s true qualities.
• Synthesizing ideas: Good readers thoughtfully apply key ideas and issues raised in text to their own lives and in broader global and community contexts. In this case, students consider jumping to con-clusions or judging without evidence and generate questions to avoid this mistake when encountering new people and situations.
Ethical considerations
A second focus of the activities in this booklet helps learners develop the intellectual tools necessary to think critically about ethical considerations. It is important to teach the tools, often through modelling and illustrating with examples, and continue to apply the tools in a variety of situations over time, until learners internalize them. The following ethical consideration is addressed in this resource:
• Jumping to conclusions: Critical thinkers gather information before reaching a conclusion. In this case, students examine ways to avoid leaping to conclusions or making judgments without evidence. This is particularly important when meeting new people.
Thoughtful Book Series – The Story of Ferdinand 1 The Critical Thinking Consortium
Grades 2+
3 sessions
Story
Main focus
teacher’s guide for:The Story of Ferdinandby Munro Leaf
A. Whatisthebestadviceforthefivemensotheywillnotmakethesamemistakeagain?
B. Whatactioncouldyou take toavoid jumping toconclusions ineachsituationprovided?
The Story of Ferdinand byMunroLeaf,illustratedbyRobertLawson,Puffin(1977).
Inthisfamiliarclassic,fivemenmisinterprettheactionsofFerdinandthebullandselecthimasanidealcandidatetotakepartinthebullfightsofMadrid.Studentsexaminethestory,identifythemistakesmadebythefivemen,andprovideadvicetohelpthemavoidmakingthesamemistakesinthefuture.Finally,studentsexaminereal-lifesituations,andbrainstormwaystoavoidjumpingtoconclusions.
Literacy competencies
• accessingbackgroundknowledge• readingwithapurpose• inferring• synthesizingideas
Ethical considerations
• jumpingtoconclusions(judgments)
Levels of involvement
Consider students’ interest and their level ofmaturity to determinewhetherornotallthreelevelsofafter-readingactivitiesareappropri-ate.
• Exposure: IdentifyFerdinand’squalitiesandcomparehimtotheidealbull.
• Investigation:Identifythemistakesthefivemenmadeandprovideadvicetohelpthemavoidmakingthemistakesagain.
• Application:Developquestionsyoucouldasktohelpyouavoidjumpingtoconclusionsaboutthescenariosshowninthepicturesprovided.
Summary
Critical questions
Thoughtful Book Series – The Story of Ferdinand 2 The Critical Thinking Consortium
ActivitiesSession One
Before reading
➤ Useoneofthefollowingoptionstoaccessanypriorknowledgestudentsmayhaveaboutbullfighting:
• Optionone:Showstudentsapictureofamatador,eitherfromthestoryoranotherresource,andaskstudentswhothepersonmightbeandwhathe/sheisdoing.
• Optiontwo:Drapealargepieceofredclothoveryourshouldersasacape.Thenholdthecapeoutstretchedatyoursideasamatadormightdo.Askstudentswhomightuseacapeinthiswayandwhatmightbethepurposeofthecape.
• Optionthree:Printthewordmatadorontheboardandaskstudentsiftheyhaveeverheardthetermbefore.
➤ Establishthatamatadorisabullfighter,probablyfromSpain(oranotherSpanish-speakingcountry),andthathis/herjobistoentertainpeoplebyfightingbullsinabigarenacalledabullfightingring.Abullfighterexcitesandangersabullbyflashingaredcapeinitsface,andthenfightsthebullwithasword.Explainthatthecrowdishappyandexcitedwhenthebullisfierceandangry.Theywanttoseeanentertainingbullfightwhereaskilledmatadorfightsthebull.
➤ Ask students: “What kind of bull would be ideal for these bull-fights?”
➤ Liststudentresponsesontheboardundertheheading,“TheIdealBull”asindicatedinthechartbelow.
The Ideal Bull (possible responses)
–big–fierce,tough–likesfighting–strong–snorts–likescrowdsandnoise
During reading: exposure level
➤ IntroducethestorybyshowingstudentsthepictureofFerdinandasanadultbull,locatednearthecentreofthebook.
➤ TellthestudentsthatthisstoryisaboutabullnamedFerdinandwhoischosentofightinthebullfights.AskstudentswhytheythinkFerdinandwaschosentofight.
➤ Asyoureadthestory,invitestudentstoidentifycluesthattellthemaboutFerdinand.Provideanexampleofaclue,suchas:Ifyouread
Introduce bullfighting
Accessingbackgroundknowledge
Compare Ferdinand to the ideal bull
Thoughtful Book Series – The Story of Ferdinand 3 The Critical Thinking Consortium
“Ferdinandsmiledasthelittlegirlstrokedhisnose,”youmightdecidethatFerdinandisgentleorhappy.
➤ Createasecondcolumnwiththeheading“Ferdinand”besidethelistofcharacteristicsfor“TheIdealBull.”
The Ideal Bull Ferdinand (possible responses)
– big– fierce, tough– likes fighting– strong– snorts– likes crowds and noise
➤ Readthestoryandstopreadingeachtimeaclueisprovidedthatidenti-fiesFerdinand’squalities.Forexample:“likedtositquietlyandsmelltheflowers”(quiet and gentle);“Hismotherwasafraidhewouldbelonesomeallbyhimself”(liked to be alone).
➤ RecorddescriptorsofFerdinandonthechart.
➤ Stopreadingatthepagewhenthefivemenarrive.Usingthedescriptorsfromthechart,createaVenndiagramcomparingFerdinandtotheidealbull.
The Ideal Bull Ferdinand
– big – big– fierce, tough – gentle– likes fighting – peaceful– strong – strong– snorts – quiet– likes crowds and noise – likes to be alone
➤ Continue reading the story and add anynew ideas to theVenndia-gram.
Begin new session
After reading: investigation level
➤ ReviewtheVenndiagramcreatedinthepreviouslesson.AskstudentswhatthefivemenwererightaboutintheirassessmentofFerdinandandwhytheywererightaboutthesethings(it is easy to tell Ferdinand is big and strong by looking at him).
➤ Invitestudentstodiscussthefollowingquestionswithapartnerandthensharetheirthinkingwiththeclass:
• Whydoyouthinkthemenchosethewrongbull?
Inferring
Read the story in chunks
Identify the mistakes the five men made and provide advice
Thoughtful Book Series – The Story of Ferdinand 4 The Critical Thinking Consortium
• Whomightbeupsetwiththedecisionofthefivemen?(the people who hired them, the people who came to watch the bullfight)
➤ Presentthefollowingscenariotostudents:Supposethefivemencametoyouandsaid:“Wemadeaterriblemistake.Wechosethewrongbullandweareafraidwemightdothesamethingagainandthenwewillloseourjobs.Pleasehelpus.Whatshouldwedosowewillnotmakethesamemistakeagain?”
➤ Suggesttostudentsthattheyneedtolookatthemistakesthefivemenmadeinordertogivethemsomeadvice.
➤ Re-readthesectionofthestorythatbeginswiththearrivalofthefivemen,stoppingwhenFerdinandis takenaway.Aseachpageisread,askstudentstolistenforwhatthemendidthatledthemtomisjudgeFerdinand.They:
• ignored the other bulls; • watched for a short time;
• judged Ferdinand quickly; • didn’t watch Ferdinand in the cart.
➤ Brainstormalistofthingsthemenshouldhavedonedifferentlytoavoidmakingthesamemistakes.Recordideasinalist,forexample:
• asked Ferdinand questions; • watched Ferdinand longer;
• asked others about • observed more carefully; Ferdinand;
• taken more time;
• found out more information.
➤ Introducethetermadviceanddiscusswhysome-onewouldwantorneedadvice.Askstudentsforexamplesofwhentheymightneedadvice.
➤ Developcriteriaforidentifyinggoodadvice(forexample,recommendationsaredo-able,likelytosolvetheproblem).
➤ InvitestudentstowriteadviceforthefivemenusingtheformatshownonAdvice for the five men(BlacklineMaster#1).
Reading witha purpose
Thoughtful Book Series – The Story of Ferdinand
6
The Critical Thinking Consortium
Name: ____________________________________________________
Blackline Master #1
Advice for the fi ve men
The next time the fi ve men are looking for a bull, they should
This is good advice because
Thoughtful Book Series – The Story of Ferdinand 5 The Critical Thinking Consortium
Begin new session
After reading: application level
➤ Summarizethemistakesthemenmade,andintroducethephrase“jump-ingtoaconclusion.”Discussthemeaningoftheexpression(judging without evidence). Suggest that sometimeswe jump to conclusionsandinvitestudents toprovideexamples.Ifnecessary,provideafewexamples,suchas:
• Someoneisskinny,sotheymustbeathletic.
• Iseeyoueatingchips,soIthinkyoueatlotsofjunkfood.
• Ican’tfindmypencil,soIthinksomeonestoleit.
➤ ShowstudentsoneofthepicturesprovidedonBlacklineMaster#2,andaskthemwhatsomeonewhowasjumpingtoconclusionsmightsayorthinkaboutthispicture.Providetimeforstudentstotalkwithapartnerbeforesharingtheirideaswiththewholeclass.
➤ Askstudentshowwemightavoidjumpingtoconclusions.Ifnecessary,referbacktotheadvicetheygavethefivemen,andsuggestthatweneedtogetmoreinformation.
➤ Usingthepictureexample,modelwaystogetmoreinformation.Invitestudentstobrainstormpossiblequestionsandideasthatmayneedtobeconsideredfurther.
➤ Generatequestions thatwouldbegoodquestionsandquestions thatwouldnotbegoodquestions.Establishcriteriaforjudgingwhetheraquestionisagoodquestion(getsinformationandisnotsimplyayes/noquestion,helpsusunderstandthepersonbetter).
➤ Usingtheotherpicturesprovidedoraccessingthepicturesavailableathttp://tc2.ca/topnav/electronic-sourcebook-2/colour-images/,givepairsofstudentsapicturescenario and invite them togenerategoodquestionsthatwouldletthemavoidjump-ingtoconclusionsaboutthepersoninthepicture.
Assessment
➤ UsetherubricAssessing advice and conclusions (Blacklinemaster#3)to assess studentsabilitytodrawinferences,offeradviceandavoidjumpingtoconclusions.
Tho
ug
htf
ul B
oo
k Se
ries
– T
he
Sto
ry o
f Fe
rdin
and
8
The
Cri
tica
l Th
inki
ng
Co
nso
rtiu
m
Assessing advice and conclusions
Sophisticated
Exended
Basic
Partial
Pre-recognition
understanding
understanding
understanding
understanding
Avoids leaping Purposefully uses given and Effectively uses given infor- Uses given information in Does not consistently use
Is unable to arrive at a
to conclusions implied information in the mation in the picture and
the picture and asks general given information in the sound, logical conclusion.
picture and asks thoughtful asks thoughtful questions to questions to arrive at simple picture or ask good quest-
questions to arrive at sound, arrive at simple, logical conclusions.
ions to arrive at sound,
logical conclusions. conclusions.
logical conclusions. Often
leaps to conclusions.
Offers good Offers good advice that
Offers good advice that Offers general advice that Offers advice that may not Cannot offer sound advice.
advice
meets all of the criteria. meets all of the criteria.
meets most of the criteria. meet all of the criteria.
Provides very specifi c, highly Provides a specifi c, relevant Provides a relevant reason Advice or reason for the
relevant reasons for the reason for the recommen- for the recommendation.
recommendation may be
recommendations. dation.
irrelevant or vague.
Draws a Effectively uses clues to
Uses clues to draw plausible Uses clues to draw obvious Has diffi culty consistently Is unable to draw inferences
plausible draw subtle, plausible
inferences about Ferdinand inferences about Ferdinand identifying even obvious about Ferdinand or the
inference inferences about Ferdinand and the mistakes made by or the mistakes made by the inferences about Ferdinand mistakes made by the fi ve
and the mistakes made by the fi ve men.
fi ve men. May require or the mistakes made by the men.
the fi ve men.
occasional support. fi ve men; needs support.
Comments:
Nam
e: _
____
____
____
____
____
____
____
____
____
____
____
____
____
_
Bla
cklin
e M
aste
r #3
Avoid jumping to conclusions about the
scenarios provided
Synthesizing ideas
Thoughtful Book Series – The Story of Ferdinand 6 The Critical Thinking Consortium
Name: ____________________________________________________ Blackline Master #1
Advice for the five men
The next time the five men are looking for a bull, they should
This is good advice because
Thoughtful Book Series –The Story of Ferdinand 7 The Critical Thinking Consortium
Name: ____________________________________________________ Blackline Master #2
Thoughtful Book Series – The Story of Ferdinand 8 The Critical Thinking Consortium
Assessin
g ad
vice and
con
clusio
ns
So
ph
isticated
Exend
ed
Basic
Partial Pre-reco
gn
ition
u
nd
erstand
ing
u
nd
erstand
ing
u
nd
erstand
ing
u
nd
erstand
ing
Avo
ids leap
ing
Purposefully uses given and
Effectively uses given infor- U
ses given information in
Does not consistently use
Is unable to arrive at ato
con
clusio
ns
implied inform
ation in the m
ation in the picture and the picture and asks general
given information in the
sound, logical conclusion.
picture and asks thoughtful asks thoughtful questions to
questions to arrive at simple
picture or ask good quest-
questions to arrive at sound, arrive at sim
ple, logical conclusions.
ions to arrive at sound,
logical conclusions. conclusions.
logical conclusions. O
ften
leaps to conclusions.
Offers g
oo
d
Offers good advice that
Offers good advice that
Offers general advice that
Offers advice that m
ay not Cannot offer sound advice.
advice
meets all of the criteria.
meets all of the criteria.
meets m
ost of the criteria. m
eet all of the criteria.
Provides very specific, highly
Provides a specific, relevant
Provides a relevant reason A
dvice or reason for the
relevant reasons for the reason for the recom
men-
for the recomm
endation. recom
mendation m
ay be
recomm
endations. dation.
irrelevant or vague.
Draw
s a Effectively uses clues to
Uses clues to draw
plausible U
ses clues to draw obvious
Has diffi
culty consistently Is unable to draw
inferencesp
lausib
le draw
subtle, plausible inferences about Ferdinand
inferences about Ferdinand identifying even obvious
about Ferdinand or thein
ference
inferences about Ferdinand and the m
istakes made by
or the mistakes m
ade by the inferences about Ferdinand
mistakes m
ade by the five
and the m
istakes made by
the five m
en. fi
ve men. M
ay require or the m
istakes made by the
men.
the fi
ve men.
occasional support.
five m
en; needs support.
Comm
ents:
Name: ______________________________________________________ Blackline Master #3
Acknowledgements
Cover Design: Merry MeredithArtwork: Madison Moffatt, age 9Interior Design: M. Kathie WraightProduction: M. Kathie WraightCopy editor: Catherine EdwardsReviewers: Sharon Niddrie, Alice Currie, Colleen Sen
© 2008 The Critical Thinking Consortium
Teachers have permission to duplicate the blackline masters for use in their own classrooms. Broader distribution of this resource, either electronic or in print, require the prior written permission of the publisher.
Series published by
The Critical Thinking Consortium Faculty of Education University of British Columbia 6365 Biological Sciences Road Vancouver, BC Canada V6T 1Z4Tel: 604.822.9297 Fax: 604.822.6603 E-mail: [email protected] www.tc2.ca
For more information about TC2
The Critical Thinking ConsortiumUniversity of British Columbia6365 Biological Sciences RoadVancouver, British Columbia V6T 1Z4Tel 604-822-9297 • fax 604-822-6603e-mail [email protected] www.tc2.ca
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Social
Responsibility
Literacy