Cham. 1.7 IC Pre M 2 70 M7-1

- 11 -

10 - TABLE I

COGRITIVE MUM COMPARISONS OE lhe Peabody Individual Achievement Tests(PIAT), Peabody Picture PILOT AND CONTROL GROUP TEST Vocabulary Test (PAM, and the DrawiA-PersonTest were adodnistered on a RESULTS ON PIATPPVI 'AND DRAW-A-PERS011 TEST changes in cognitive behavior resulting from pre : post basis tor assessing prugram or project participation. CONTROL GROUP (ft 2 29) .,t-11 COGNITIVE ARCA PILOT GROUP (11 . 31)

The PIAT tests provided intonation relatilie to matheowtics,reading Pre M . 37.8 1.1 ! PreM : 41.7

reco nition, reading comorehension,spelling, general information, and a s . 15.3 The HI test provides information relative to , Post h 2 39.3 3.1 ChiPh site measurement, Mathematics Post M 3 47.6 developmental or s : 8,5 vng;lula.ry skill, and the Draw-A-Person Test served as a s 2 11.6 1,083 artistic'ability measure. t-ratio3.721" t-ratio 2,1 change l5.9 . change 1.5 The results.of the PIAT tests indicated that there wasno significant .5 Pre M . 39.3 Pre M . 41.0 differences between the groups ih all areas when theproject began (see s . 11.2 s . 10,0 The pilot group Table 1), This was also true fur the PPVT test results. Post M . 42.2 1,2 Readng Post M . 46,3 wade signi f icamt gains from preio post test in all areas except spelling s . 9.6 . only s . 15.3 (P< .01), The control c@de significant gaihs from pre to post test in 1.933 t-ratIci., 5,887" 1-ratite though comparable to Recognition the area of spelling (P4:.05).' The pilot group, even 4,3 change 7.0 change 1.2 the control group on the pretest, scoredsignificantly higher than the PreM . 40.5 1.E control group on the post test in mathematics (P4'.0l) and general infor- Pre M 2 35.7 s . 12.0 s 2 10,1 mation (PC .05). fSee.Table c .. ; Post M . 39.9 Reading Post M 3 42,4 s 0 9.3 The changes, in cognitive behavior when comparing the two groups wis s 2 11.5

t-ratio4 5.297" t-ratio /' XI even more reveaiing. The change in behavior between pre and post tests for Conmrehens ion

the change experienced by the change 6.7 : change : the pilot group was significantlporeater than , (P4; .05), reading recognition control, group in the areas of mathematics PreM 2 38.1 Pre M/2 30,1 (P< Al), reading comprehension (1)4 .01), general informatIon(N.01), arlid A 2 10.6

comosite measurement (P( .01)., This was not true in the areaof spelling; Post M . 39.7 , ,4 Spelling Post M 2 40.8 the changes experienced by the hio groups were notsignificantly different s . 9,5 s . 10.9 , (See Table I). 2.165* at. the .05 level of significance, t-ratio'1,980 / t-ratio

change 1.6 , ,f . cham. 1.7 , The PVT results indicated the two groups were not significantlydifferent ,: PreM . 34.5 Pre M 3 35,8 Oen the pilot program began or when the program ended. However, the pilot s . 16,0 s : 11,9 increase in vocabulary test per- .group OkriOga A significantly greater Post 11.: 36.9 IC General Post M 43,2 forivice -than did the control group. (P(.01), The control group actually !s 2 1214 .S be sipificdntly scored lower on thu post tilst though' it was hot found to t-ratio 1.191 Infoncatiun t-ratio 5631". (P'). MS). (See Table I) 1.1 4.; loner change 87 change. .; Pre M 2 10.7 Pre M . 192.6 tile results uf the Praw.A-Person Test were SURWhill startlini.The s . 49.3 s 2 01.3 control group had a significantly higher perforhoce level(N,t1T) on the Post M . 191.0. Composite Post M . 220,1 pretest than di41!e pita group. The greupOwere also significantly di f ferent 14.0 s . 54,4 s : pilot group per- unon post tes t resul ts were Millard, but en the pus t test the 1.751 t-ratio 8,716" t-ratio The pilot group PIAT fotwed sjgni ficantly better than the control;group (P4.05). 4..4 6,C change 311,1 change had made significant gains frum pre test to post ;test(P<:,01) but the control . Pre M 2 70 Pre M . 18.4 .." Ihe result of tide differences in gaici (8,1vs1.2) also in- group had not, s . 9,1 s . WO dicated that the pilot groups' change in performance Was significantly better 1.! Post M : 11,0 . Vocabulary Post II . 80 ihauthe control groups:' 0)( .01). (See Table 0, 8.9 s 2 140 s : t-ratio 1,180 PPVT 1-ratio 31:426** -1.4 3,: change 6 tjeapge Pre M 2 23,4 El 32) PreM7-19 ;2 1 7E. i 6.6 s. 6 r S 3 Post M . 24.6 Draw-Oerson --, Post M 2 27.9 s . ; 4.9 S 2 6.6 . 1.000 ' t-ratio 6.010" 't-ratio

I _. _ ,. 1.2._ . . .. '.cionilo.. . .. ,. ....Challio...... 8i ., .. . -... 1( signiti.611.6-- , sigfliTiciii611erocehettleen melg-d..05 level ' *-1-affd6S levet or siguiticance ' " indicates sulnificant di 1 ference betveen weansat .01

3Sif 492 491 - 13 -

when the program began, but the pilot group scoredsignificantly better than Conclusion:The program or project has been effective in fostering change in EP-Ili-skills or performance levels in the areas of mathematics, reading the control group on the post test (P4.01), This also resulted in significant (See Table recognitiOn, reading comprehension, general information, composite achievement, differences in the groups'ains-which was previously pointed out, On the remaining three Tortlance lest means and also the Curiosity Test vocabulary, and developmental or artistic ability. 11), " means, the control group performed significantlybetter than the pilot group,

at the time of the pretest. However, at the time the post tests were ad-

ministered the pilot group performed significantly better thanthe control Recommendation: It is recournended that consideration be given to modifying the On two of the Torrance Tests and also the cognftive tang program for the new project year. Since the composite group In all four instances.

achievement score on the P1AT and perhaps even the Draw-A-Person test scores composite score the Control group decreased in performance, however, this do not seem to add any additional or meaningful Information it would appear , decrease was not significant. (P'.05) (See Table II),

that they could be deleted from the,future testing program. It is recommended ,

that efforts be exerted to expand measurements in the cognitive ,reas to include

. such areas as science, mathematical..concepts, mathematical applications, and' TABLE 11 With the perhaps even measurements in logical thinking as a cognitive skill. ,

indicated socCess of the program in developing cognitive skills, efforts to CREATIVITY ME; COMPAAISONS OF determine just what cognitive skills can be improved by Ole activities and PILOT AND COhIROL,ANOUP TEST experiences provided by the program tad to be exerted. RESULTS ON TORRANCE 4ND CURIOSITY TESTS

TEST PILOT GROUP (8 . 3j 'CONTROL GROUP (N . 29) t-RA110

Objective 4: Oy May 30, 1916, identified students participating in a pilot PreM . 70.5 / Pre M . 20,8 .123 - program will show an toprovenmnt In creativity as measured by pre - posttest s . 8.8/ s . 10.1 , resuits of creativity measures. TorranCe I Post M . 34.3 Post M . 21,3 3.677**

.. .

Three Torrance Tests, the Cunnings Curiosity Test, and the Oraw-A-Persop Picture completion t-ratio 4.432** . t-ratio .200

Test '0AP) were administered on a pre - post basis for assessing changes in change 13.8 chanee .5 , 3.325**

ere., Aity or giftedresesoiting from project or programparticipation. PreH . 56.9 Pre M . 11.0 ! 2.650".

s . 23.0 s . 18.2

The Torrance Tests included picture completion (I), free form (11), and Torrance 11 Post M . 94:8 Post M . 67.0 3.931"

lines and circles A total or composite score of these three tests was Free Form s . 32.3' s . 21.2 also analyzed. The Cummings Curiosity Test was found to be correlated with t-ratio 8.280" t.ratio 1.222 the Torrance Test. This test consists of a picture such as an apple or chanee 37.9 chapge .-1.0 1,311" several pictures which serve'as Aimuli. The student Is asked to indic,Ie Pre t M . 11.6 Pre M . 95.5 2.630" gUeslioos ratsed in his mind about the picture. The DAP Test was found to s . 34.4 s . 26.1 correlate with the Torrance Tests as well as achievement. Thus, this.e.as Torrance 111 Postfl .134.8 Post M . 88.6 3.931" also used as, an indicator of creativity or giftedness. Lines 8 Circles $ . 53,2 s . 35.6 t.ratio .969 . ; t-ratio 7.310" The DAP Tet results were presented under objective 3 and, as presented, chant. 60.2 chart_ -6,9 6.140" these test results indicate that the program was effective in producing changes Pre M =149.4 PreM .101.1 2.923"* in the pilot group which were significantly greater than control group changes,: s . 55,1 s . 44.9 (See Table I). Thus, these results sugeest that creativity is also fostered Torrance Total Post 11 .259.6 Post M .176.6 4.411" by. the program. No additional discussion.of the OAP Test results will be s. l50.0 1 + 11 + III s . 05.0 Iffetented for objective 1. t-ratio 1.091 . t-ratio 9.989"

change 110.2 .cbange-10.8 0.092" The results of the Torrance Tests and also the Curiosity Test indicated 2,021* Pre11 4 12.2 Pre 11 g 21.5 that the pilot group made significant gains from pre to poSt test (PC01) on s = 10.1 s = 23.0 ; all five tests. The control eroup made significant gains from pre to post Curiosity Test Post'll . 55,5 Post H . 29.1 3,01* test (Pt .01) only on the Curiosity Test. (5ee Table II), - s . 25.2 t-ratio 5.060" t-ratio 3.351" Test results in all five cases indicated that the pilot group made significantly greater gains between pre and post test (11(.01) than'the control group. On the ,

Torrance Test 1(picture completion) the two groups were not significantly different Indicates significant difference between means at .05 level of significance

"'Indicates significant difference between lions at .01 level of significance .

493 2 g5 494 15 .

The program or project has not been effectivein fostering chang fostering change Cunclusion; Concludon: The program or project has been effective in TTaiilas toward school. Attitude toward school is a seemingly stable - In ceeativity or giftedeess. variable and thus difficult to change or modify over ashort period of time. the Perhaps the time span of theproject was too short to realize a change in

students' attitude toward sclool. Recomendatiok It is recommended that the project staffseriously consider

utilizfng cinTi tle Curiosity Test as the measure of creativity durine the

This test, being correlated with the Torrance Tests, , next project year. T)t rationale for administering the School Sentiment Index Recoyeendation: appears td provide valid information regardingcreativity. The time required and activities still exists, If these gifted children enjoy the experiences 'to administer the Torrance Test when compared to the time required toadminister like school better as a Fesul provided by the program, they s'nould ultimately the Curiosity Test certainly makes the Curiosity lest enattractive instrument Sentiment of participating in the program. It is recounended that the Sthool for use during the next project year. The project will be functiom Index be utilized during the next project year. Hopefully, with the short from August, 1916or September, 1976 to May,1977. based upon this year's time added and modifications occurring in the program Ohjec:tive.St Oy May 30, 1916, identified students participating in a pilot experience, the program Can contribute to a changeIn participants' attitudes prevail' will show an improvement in school attitude asmeasured by pre post toward school. test results of a school sentintnt measure.

lhe School Sentiment Index initrument was administered on a pre - post participating in a pilot .01&ctive 6: tly May 30, 1976, identified students basis for assessing changes in student's attitude toward school resulting from in self-concept as measured by pre - post program will show an improvement or contributed to byparticipation in the pilot program or project. test results of a self-concept measure.

Aealysis of the results of the School Sentiment Index indicated that there adMinistered on a pre - po Coopersmith'e Self Esteem Inventory (SE1) was were nu significant differences between thepilot group and control group (P>.05). resulting from project or prograr basis for assessing changes in self-concept These 1wo groups were not significantly different on the pretests or thepost tests. participation. thus, there was also no significant differences in the groupsgains or changes

from pretest to post test. In addition, neither group experienced significant that there were no significam The resdits of' the dati analysis indicated changes in their attitudes toward school' from the time the project beganuntil it These th differences between the pilAt group and thecontrol group (P).05). coded, (See iable,111). significant4, different on the pretests or the post tests. 1. groups were not gains or changes from,pretest t there were also no differences in the eroups' significant changes in the post test. In addition, neither group experienced (See Table IV) self-concepts from the time the project beganuntil it ended. TAM Ill

AMER. NUM SCHOOL KAN 40,LE IV

COMPARISONS OF PILOT AND CUIIROL GROUP TEST

SELF-CONCEPT MEAN COMPARISONS R1SOLTS up 50101 SWIMENT Impy .

OF PILOT ANU CONTROL GROUP TEST

MOLTS ON SELF ESTEEM INVENTORY PILO( GROUP iN = COMM GROUP (N . 26) t-RATTO

tRATiO Pre M . 26.9 Pre M .4 27.6 .156 Nor GROUP (N : 32) COilTROL GROUP-.(11 =

s = 6.4 s 2 6.0

li .69,5 1115 Post M 26,7 Pust 11 . 26.1 .339 Pre M 69,S Pre 13.1 s 7.2 s . 6.0 s .15.0 s Post 11 .72,3 .236 t-ratio '.236 t-ratio 1.166 Post M 71.4 change -.2 change -1,5 .073 s 15.6 ,s 14.2 t-ratio 1.017 t-ratio ,.509 change 2.8 .336 change 1.5

485 3e6 496 .16 .

TABLE V Conclusion: The program or project has not been effective in fostering change

self.concept. This variable, much like attitude toward school, iiiparticfpants PERSONAL, SOCIAL, AND TOTAL ADJUSTMENT Is a seemingly stable variahle and requires a longer tiMe period to be changed MEAN COMPARISONS Of PILOT, AND CONTROL

or modified. GROUP TES1 RESULTS ON CALIFORNIA TEST Of PERSONALITY'

Arm CONTROL GROUP (N 2 29) 't-RATIO 161 PILOT GROUP (N 2 32) Recommendation; lt,is reconmended that the Self Esteem Inventory be utilized aw,* WrIng tre next project year. In eddition, project staff need to be aware .196 PreM . 38.4 ,Pre H 2 39.1 that change or modification of a student's self-concept requires,conscious s 2 11.2 s 2 13.9

efforts toward such modification,Emphasis needs to be placed 'on constant Past 11 2 ;2,/ .717 Personal Post 4 :31,,, success within the program. Approaches tOwards modifying student's self- s . Ili Adjustment concept need to be incorporated into pre-service or pre-program training tlatio .117 t-ratio .478 .846 -.9 change ,6 and continued in an inservice training program. ____change

PreM 2,42.4 .952 Pre M g 39.8 .

s 2 8.5 s 2 12.4 Objetive OyMay 30, 19/6, the participating students in a pilot program Post M 2 10,3 .453 Social Post M 2 39.2 will show a positive change in their personality profile as measured by pre s 2 10.3 Adjustment s 2 9.0 post test results of a personality test. t-ratto ,523 t-ratio 1.184 .615 cheque_ -.6 change -2.1 The California Test of Personality (CTP) was administered on a pre - post .601 Pre M 3 78.2 PreM 2 81.5 basis for assessing changes in personality resulting from project or progrdn s 2 IL/ s a 25.5 participation. The C1P provides information or subtest scores for social Post M 2 80.0 .621 Total Post M 2 76.1 adjustment, personal adjustment, anditotal adjustnmnt. s 2 23,0 Adjustdent s 2 17,0 . .606 t-ratio .611 t-ratio Data analysis revealed that there were no significant differences between .051 change -1,5 chilli? -1,5. the pilot group and the control group in the areas of personal adjustment,

social 'adjustment, or total adjustment (P>.05).These two groups showed no

significant differences in these three areas on the liretests, post tests, and

gains or changes. (See Table V). fn fostering change Conclusion: The program or project has not been effective TiTarticipant's personal, social, or total adjustment asmotored by the' Data analysis further revealed that only 31,4% of the pilot group increased California Test of Personality. Once again, this variable Is a seemingly stable in personal adjustment scores, 53.1% decreased,and 12,5% remained the same variable and requires considerable time to bechanged or umdIficd. between pretest and post test. Only 31.4% increased in sOadi adjustomnt and

65.6% decreased, Also, 30.1% increased in total adjustment, 59.4% decreased,

and 6,3% ruined the same between pretest and post test.These changes between It is recommended that the California Testof Personality be Reconmendation: pretest and post test for the pilot group were not significant. Thus, the pilot Particular attention should be given alliiidluring the next project year. group did not score significantly oifferent between pretest and post test on for a second year,to see if the to gifted students who twain in the program personal adjustomnt, social adjustment, Or 1.001 adjustment 0106Ores, significant changes in their personal, extended time in the ,program can produce

.social, and total adjustment measures. Results for the control grodp Were similar to the pilot group' A total of

1111.8% increased in personal adjustment, 51.1% decreased, and 3.1% remained the

same. On social adjustment 21.6% increased, 65.5% decreased, and 6,9% remained SECTION IV the laut. Total adjustinent analysis revealed that liAt increased and '55.2%

'decreased, Those changes between pretest and post test also were not significant SUMMARY COMMENTS for the control group,

functioning, the project has During the two years this project has been

been successful in planning anddeveloPing procedures and instrunmnts for

identifying gifted and talented students.Also, an exemplar program and basic

491 3g1 "98 individual curriculum guidelines werehinnulated for the development of the project hds moved from uniqueness in gifted andtalented children. implementation..In this movemeia.curriculum has its planning stages into and been developed toTrovidogifted and talented children experiences fhe handbook ur activities to aid in developingtheiruniqueness. this project should serve as a valuable curriculum guide resulting from program for gifted and talented did tu others desiring to establish a children. During these s'ame two years the project or programhas pruven tu be effective in modifying or changinggilled and talented children's behavior in the areas of mathematics,reading recognition, reading comprehension, eneral ability, and cieativity. The 90fordi inkirm.ftionf vocdtullarY, project or program has nut pruvorto heeffective in modifying or changing gifted and talented student's behaviorin the reas of attitude toward social adjustment, ur total school, self-concept, personal adjustment, adjustment.

is recmwnended that the exemplar programplanned, devbluped, and It during the third year of the tested on a pilot basis be fully impleownted In project in grades K-4 and implemented on apilot basis in grades 5-8. further validate the mdel or program in this way tiara can he gathered tu rades 1-4, and data can also be gatheredrelative to its effectiveness written, tried, in grades 5-8. During this salmi time curriculum-.can be revised, and finalized specifically furgrades 526.

The project and piugrom has come a long wiyand accomplished a great is not.onrealistii to expect oven greater dealin these two years. II results during the next year.

493 3 XS' PROFESSIONAL BIBLIOGRAPHY ON liPTEDNES2 6

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Learning, The Magazine, for ,,Ireativo Morrii, Joaeph. 'Meditation In the Clasaroom,'" ignsulad. Education Today Co., Inc., 1976. Invitations to ThinkinR t ReIng. Ginn & Co., 1964, Myers, R.E. Torrance, E.P. "Psychological Assesament of Exceptional Childrenand Yuuth." Psychology /Newland, T.E. Englewood Cliffs, N.J.: Prentice-Hall, /of Exceptional Children and Youth; 2eh Edition. ' 1971. U.S. Office of Education, 1969. Newland, T.E. The Blind almalli Aptitude Tent. Mentally Gifted Minor Program:. Teacher Nix, Jack P. "What is a Teacher of the Olitel?" Handbook. Sunnyvale School District, 1971. Six-Year-Old Children." Orpet, & Meyers, C.E. "Six Structures of Lntellect Hypotheses in Jou!nal of Educational Psychology. 1966. New York: National Scholarship Fund for Plaut, R.L. Blueorint for Talent Searching. Negro,Students, 1957. New Searching and Salvaging Talent AmongSocially Disadvantaged Populations. Plaut, R. for .egro Students, 1963. York: National Scholinhip Service Fund Methods of Selecting Intellectually Pegnato, C.W. An Evaluation of 7arious Initial -c odr-GP7i7.7115UUTageaDoctor of'Education Gifted cht1Areri-TA-17777111Ff3r-Rt UnsertiFIBET-7enns70aFTE-na ea7iTiTt77-1955. "Locating Gifted Children in JuniorHigh Schools: A Pegnaco,. C.W. & Birch, J.M. Comparison of Methods."Exceptional Children. 1959., Minors. J., Zato,'2., and others. Education of Mentally Gifted . Plowman, ?., Rice, EdUFFET6h, 177 Sacramento:,California State Department of Columbus, Educational Acceleration:Appraisafs.and Basic Problenr... Pressey, S.L. 049. Ohio: Ohio State Univevsity "ress, Ten Years After." Journal of Counseling Pres'sey, S.L. "Fordling Accelerates: Psychology. 1967. The Identification of the Gifted. Psychologtcal Corporation "Test Service,Bulletim." New York: Psychological Corporation, 1903. Students."Exceptional Children. Renzulli, J.S. "Talent Potential in Minority Group 1971. The Creative Learning Renzulli, J. The Enrichment Triad Model. Wethersfield, Ct.: Press, 1977. Renzulli, J.5., Hartman, R.K., & Callahan, C.M. "Teacher Identification of Superior Students." Exceptional Children. 1971. Advanced Children: A Reiew of Reynolds, M.C. Early School Admission for Mentally Research and Practice.--7FSEIngton, D.C., 1952. "Suggested Categortes of /ntellectual DeviationBased Upon the Standard Rice, Joseph 0. Charles C. Thomas 19L5. Deviation.'A Textbook of furgery, Zpringfield, :11.: SorIngfield, :11.: Char1e, C. ?ice, Joseph P. The lifted Developing Total Talent. Thomas ?ublisher,--I9777--- Sacramento: Robeck, M.C. AcceleratiOn ProgramS fpr Intelfectually lifted ?upils. State Department of Education, 19b3".-- Duke University * Rothenberg,,A. 1 Hausman, C.R. The Creatt..qty question. Durham, Press, 1975. ?romising;?ractices tn the Education of Superior aothney, John M.' & Sandtorn, Y.arshal./. P. 19bd. Students.:', A Demonstration ?rogram. Universityof ,...scons n, Harper & Row, 1966. Sanders, 'Norris M. Classroom questions, What Winds?New York: vtr

Wm. 'AufmInn, :.1400, A,V. 'r.rman '! EOn. h1 reltn annon, Nhat Povarch :ava About 'Compnri3on of the .7tnnforl-Binet,Reviaed Form L, and Jhellon, M:inolAken, Jcairns1 of Educational Psychology. 1054. the!allfornia Te,t !eratal !...aturitv Values Clarification: A Handbook of !,ractical .!idney. Meeting YourAelf Aalfway or Ctratewies for Tenchera and .:tud,mts.,rgua :ommunicAtions, 1972. iffice of lifted and Talented. Jisk, Dorotay. "Boundary Breakera.' Washington, D.C. 'Princialea of Creativity.' .2et'ino :onditiona for (!reative Tenchini, .:mith, James A. Ln the ::;,:men-.1ry 3o!iton: Allyn A Crying reed for Recognition." .louth, JeAn-Anne. -11::1 Children kmong Minority 3roops: Too of the Newl. 1)71. lifted DiiaAvartawed :hren. Technical saner,National Leadership Storrs: 'Jnivereity of Connecticut, 1972. tnItitute 1cTre7-77uca%.on/7.arl.7; Thillhood. Discovery 7esertotion ic Fox, nynn. Mathematical Talent: " tanley, J.. enting, and GevelOoent.2a1t1ore: Johns Hopkin175FFY3, -17724. New York: Harcourt, Brace Taha, Hilda. Curriculum velonment: Theory and Practice. and World, Genetic Studies of Genius. 1959. Terman, L.. Dden, The,Ilfted Irouo at Mid-Life: 2reative Learning and Teaching.. NewYork: Dodd 1Mead Co. Torrance, E.?.& Myers, P.E. 1970. "Psychology of Exceotional Children andYouth." In W.A. CruiPtshank Torrance, E.?. Prenttc.a.-Hall, 1971. PsycholoEy Of :Excectlonll hrIlren andYouth. lringf4,756d71TTfs, N.J.: t4 Vassar, W.3. Conceot Aces. New Haven, Conn.: 1976. Educa,tional Research. 1964. Vernon, ?.:. "Creativity ind fntelligence." % London, Eng.: 1965. Vernon, P.E. Intelligence and Cuttural Environment. Vernon, P.E. Creativity. Baltimore: Penguin Books, 1970% Waggoner, Ouv, Hosier, Max and Blackman, Mildred. Listening Games. MacMillan Publishing Co. Inc., 1960. Children: A Study of the,Creativlty- Wallach, M. & Kogan, N. Yodes cf Thinkiog lh Young Holt,-7inehart 41nston, 19b. 'ntelligenceDistinction."17,7 7Brk: Psychology. New York: Wallach, M.A. "Creativity." In P.H. Mussen, Manual of Child Wiley, 1970. Holt, Rinehart, & Winston, 1969. W'allach, M. & Wing, C. The Talented Student. New York: and Creativity." Imoact of Wallach, M.A. "Intelligence Tests, Academic Achievement, 1 Science on Society. 1971. in the Public School Walton, G. Identifloation of theIntellectually Gtfted Children Vt7ublisheci doctoral dissertation,17.17517sT177-7 7.777r5rnia. Kindergarten. -.Lo Angeles: lgol. Psychometrists Toward GiftedChildren and Weiner, Jean." At.itudes cif Psychologists and Programs for the Gifted.' Exceotional Child. 1963.. Buffalo, N.Y.: D.O.K. WilliaMs, Frank. Classroom Ideas for Thinkling and Feeling. ?ublishers. Abolre Averlge Mentality. Lincoln.: University , Worcester, D.The Education of Children of of Nebraska PreT","195b.

* Essential References 503 NOV 0 ninvin KYRENE SCHOOL DISTRICT 28 II 40.0. II 0 IRO SOUTH 011Ne IOAD Detre II, Arida,* 1,1004 UAK ARIZONAmu 11111110R111011111 kisL. WE.ark IWO 0TIWTISI TCYRENE SCHC)101, MIRO 28 114 NW, it Oki V. NvolueNr..#

, tne RAM PIM ROAD 11111 Ovvv, *Ow CONOW* e. Awls% PRIM Ili* T CtsiOn Kw* ROL Ash tio TM ARIZONA ISfl 1141V, Noah' Monly IN I he% PO* IsT, erloiN No.

I \

EYC1WN3E OF CONFIDENTIAL INFORMATION

CONFIRMATION

(Parents name d address)

Date

Thls letter is to confirm (Name of Student)

placement in the KYrene School Dlstrict Human Individual Potentialities:

I hereby authorize the exchange of confldehtial Information A Program for the Talented and Gifted,

concerning my child We are pleased he/she Is able to participate and lcok forward

to a year of innovative learning experiences,

, between Kyrene Elementary We encourage'you fo visit the seminar class and to request Individual

(Birthdate) conferences with theteacheror.PsycholcgIst,

School District 128, HIP Offted and Talented, 8700 S. Kyrene Rtmd,

Tempe, Arizona end Slncerely yours,

It is understood that such information will be used In a professional

aentier. Joyce 8, Maughan, Consultant

ESEA Title III Project for

tmlan IndivIdual Potentlatitle

Signature of Parent or Guardian

Wltness Date

55 7 PERMISSIONFORM

I glve my permission for KYRENE SCHOOL DISTRICT HUMAN ItelYIDUAL PCTENTIALITIES to participate in the,Kyrene District Hu gifted and

talented Program, I am aware this will Involve a PARENTAL CONSENT PORN

(Extended Field Trip) program of development whichls based on the affective,

cognitive,snd'psychomotordomains, I hereby give permission for mychild,or ward, I give permission --Callas name) for the above student tO be tested in.order to determine

to go to the effectiveness of the program with ttassurance

via bus. ,I understand that myChild,or vard will: that all effort will be made to protect ue privacy of

Leave from' the student. (place)

Return to Please feel free,to visit HIP classes and to contact --TP1FFTTarerITIFTne the teacher for conferences,

In granting this permission, I assume full responsibility for any

damage to person or property caused,by my child or ward.Further, I hereby expressly waive ony claim for liability against the Board of Education, Kyrene,Nblic Schools, including its employees and, , Date

representatives, nd relieve them.from all liability in connection ParentiltVaRlir-- with this trip. I fUrther expressly agree that in the event of disciplinary,a/'ction,// or of illness or accident of my child or ward, he .may be returned, home at my expense. I further consent and will be responsible for any medical or dental treatment caused by my child or ward/which may be advisable at the discretion of any physician

or dentist, It is further warranted that if this Consent Form 18 signed by one of two parents or guardians, it is with the authority

of the other,

(Date orilgnature) (Signature of Parent (Fr Ouardian)

(Telephone number) (Address)

58 erfsonnet Dyer iew

'he teacher is the key to an effective program for gifted and talented. Many studies oke it clear--a comprehensive in-service preparation for all school personnel who either re in contact with or affect the gifted is desirable.

'he essence of the:teacher for the gifted and talented is one who can relate well with hdldren on a personal basis, one who enjoys teaching gifted children, has a sense of umor, is flexible, highly creative, highly intelligent, intellectually secure, personally ecure, intereSted in learning, mature and interested in the arts, literature and culture. lie effective tedcher is not merely interested in the talent or achievementor intellectual ower of the child--rather they are interested in the individual as a whole.

"It muAt be temembeted that the purtpoze education ib not to tiitt the mind4 06 ,Atudents with tiact4, it i4 not to teOnm them, Oh amuze them, ot to make them expett technicianA in any 6ie2d. Lt to teach them to think, £4 that id po44ibte, and atway4.tb think tiot themetvez." Robett Hutchina

471.-41P, 47..4"4. Gg mDemoutacy tequite4 divet4ity /Lathe& than unitiotmity. 441. V f Vatwabte individuat diti6ekence4 need to be cuaimated... V Oe Few peopte object to makino 4peciat ptovon6 liot the atheete, ot tiot the handicapped chitd. Gikted chitdten may become handicapped appkoptiate puviAion id nat made 6ot them." Ruth Sttang Educatot

3 9 503 SCHOOL DISTRICT ROLES AND RESPONSIBILITIES

STUDENT PRINCIPAL SCHOOL DISTRICT COORDINATOR TEACHER

rAttend regular -Become knowledgeable -.Work coopiratively with -Design, develop, coor- or specially scheduledabout the unique needs county and State agencies. dinate, and evaluate -Provide an enriched in- of the gifted. . programs or events. the program. dividualized program

- Acquire anddisieminate ex- for the gifted. -Complete selected -Become acquipted with tensive background on the Develop and implement tasks, efted students in the needs of the gifted and curriculum (techniques,-Assist students in school, materials) related to planning, organizing, talented. enriching the total and evaluating tasks. -Communicate and share learning experiences -Stimulate interest in program, - .Developappropriate identi- with peers, teachers and concern fot the fication and program devel- icreen, develop, ane gifted:, -Prepare financial, sta-Provide appropriate ia-and parents, opment procedures, tistical,and descrip- teriala for the,gifted. -Practice decision. -Urge teachers to pro- - Plan modificationsof the tive reports as needed -EvalUate pupil progressmaking skills. vide quillitatively- current program,. to develop, maintain, differentiated pro- and account for the -Develop self-awarenessgramsfor the gifted - Evolve programdevelopment program, -Interpret the program. .1 and nnderstanding. in thejir classrooms. and evaluation models, to parents, -Coordinate identificar

-Participate in plan. Cooperete with dis- - Actively, supportthe gifted tion and Certification ning and evaluating trict personnel in ,program with neededliateri- procedures. learning experiences identifying the gifted als, adequate facilities, withtkthe,program, ahlimplementing Oro- sufficient freedom for -Serve as a consultant -Support classroom, grape for,them, teachers, expert resource and resource to the teachere and building principals in their . and consultant help,and' staff, studentsiand .EnCourage and assist democratic administrative parente involved with teaching relationships with the gifted and teachers in securing guidance. the program. aPpropriate instruc- talented, ' tional materials for -Participate a part of tlie gifted. tae Educational Ser- -Frbvid e. an enriched

vcis staff, extension of the regular curriculum for Sleet regularly with parents to:explain the 4romote public rela- gifted students in program to them, tions activities at the intra- oz ertra-class-

local, county, and room settings. 41ork cooperativelT Stite levels, Demonetrate diverse with other personnel

methods of instruction in objectively eval-

appropriate fo l! the uating the program.

gifted, such as prob-

lem eOlving, indepen-

dent stildy, etc.

PrO rams for the Gifttdand Talented From: Providin' By Sandra N.fhp,an. y; N/S-LITI-1/T

40 .Job Deacription for Coordinator (page 2) 13 DESCRIPTION

Interpret the objectives and programs of the education '--Aervices to the Board, the Administration, Parent Advisory TLE1 Coordinator for Gifted and Talented Program Cduncil, educational institutions, and the public at large

LIFICATIONS: 1,A master's degree, with academic training 10, Tolaintain a permanent. inventory of equipment purchased 'in gifted educationo fqr gifted education 2. Valid certification as a school administrator

or supervisor and .place ,11. To establish procedures to Identify, process, A combination of at least 3 yeare educational 3, eligible pupils in gifted and talented classes\ experience as an administrator or classroom

teacher . be 12. To notify parents of' identified'participantrand\to Above averagg intelligence 4, pallable for parent conferences 5, Such alternatives to the above qualifications

as the Board of Trustees may findappropriate' participants, 13. To conduct.parent orientation sessions for and acceptable

14.To conduct student orientation meetings PORTS TO: Superintendent

15, To scheduleparent/teacheconferences PERVISES: Gifted and Talented staff and coordinates with principals the supervision of the RIP program 16. To plan and conduct monthly parent meetings .

13 GOAL: To enable identified individual students to total program, 17. To evaluateonlan on-going basis, the utilize the educational services to the fullest curriculum, procedures, and individual students'needs by developing and supporting programs that enhance,, and achievements human individual potentialltleuto,learn or

develop intellectually, socially, and emotionally evaluation team in the 18. To participate as a member of the seleCtion and placement of students in thegifted program RFORMANCE RESPONSIBILITIES:

stritt confidentiality 19. To maintain a professional standard of To coordinate the development and implementation of a program received, shared, discussed, in regard to private information for identified gifted and talented students and learned about individual studentsand families.

To coordinate with Principals to implement curriculum end supplies, materiels, andequipment 20.. To select and request needed program planning and in-service training forteachers of gifted goals and objectiVes to'assure completion of established

. . recruitment, selection; and recommendation for maintaining, end filing To essist in 21.To amuse responsibility for compiling, hiring of any personnel all reports and records legallyrequired or administravely.useful

To conduct weeklistaff meetings professional growth anddiVelop- 22. To MOO responsibility for own literature, new research rent; for keeping current with the To plan and guide Professional Steering Committee meeting and for attending appropriate findings, and improved techniques; professional meeting and conventions, To provide and give in-service workshops for staff

,To develop program calendar TERMS 01PEMPLOYME11Ti 11 months

District and To furnishluarterly progress reports to School Performance of this job will beevaluated annually in EVALGATION: Policy on Evaluation to supervise the writing and dissemination of a monthly acCordance with provisions of Board news-letter to parents and school personnel of Administrative Personnel,

62 63 1.

TITLE: Psychologist

QUALIFICATICNS: I. A master's degree plus two or more years additional

graduate work In education and psychology

2. A valid certificate to practice as a school psychologist

JOB DESCRIPTION 3. At least three years' teaching experience

4. Such alternstIves to the above qualificatIons,as the,

Boerd,may find appropriate and acceptable.

TTLE: Psychometrist for Gifted end Talented Program REPORTS TO: Project coordinator

A master's degree plus additional training necessary, QUALIFICATIONS: to.meet district, and state requirements for SUPERNISES: Psychological intern

psychometrist

JOB GOALS: To enable students to derive the fullest possible educational

PEPORTS TO: Project coordinator experience from school by promoting their sense of self end

by treating any psychological or mental health problems. To

JOB GOAL: To aid In program avaluatIon arid In Identification, conduct rmcessary testing to meet district, state, and

placement, and termination of students in the gifted federal requIremants and for program evaluation.

and talented program through a program of psycho-

logical testing. PENANCE RESPONSIBILITIES:

I. Conducts extensive screening examinations of all students In the

school district FIRFOR4VICE RESPONSIBILITIES;

2. Assesses; strengths and weaknesses of students in gifted and

talented program end makes momeendatIons To Identify ell typerof gifted and talented children

3. Interprets testing program to schall personnel, other concerned 2, To asess difference; of students In the program through testleg professionals, parents, aed students when necessary

3. To recommend creative procedures when seen necessary 4, Makes recommendations on placement of students le the program and

for termination 4. To maintain records on all imferred students

5. Conducts Individual end group pre and post-tests for program 5.To prepare and submit required scores and evaluations evaluator,and experimental research

6. To explain testing program procedures and limitations 6. Maintains records on all students In the district

7, To Interpret the results when necessary 7, Participates In placement staffing; when referred students are

involved, or as requested 8,foconduct parent conferences with all who request such Interviews

B. Sarves as a resource person comernIng psychological development 9,To Interpret testing program for teachers end other school personnel

9. Confers with teachers end parents'whenever necessary ,

10. Participates In and/or leads InservIce training programs, i.e.,

professional conferences end sorkshops

II. Attends scheduled staff eletIngs and committee meetings as needed

I if 12. Keeps abreast of new developMents In the field

13. Conducts Individual, group, or facilitative therapy for children

whose diagnosed problems would Indicate benefit from such an

experience.

64 z. 65 JOB DESCRIPTION Job Description for Teacher (page 2)

TITIS: Teacher of.Gifted and Talented 10. 'Utilizes an end-of-the month newsletter to acquaint parents and school personnel with activities of the program

QUALIFICATIONS: As set by State certification authorities 11, Vass varied teaching strategies that effectively stimulate

REPORTS TO: Principal and Gifted and Talented Coordiiator higher-level thinking skills, primarily by application, analysis, synthesis, ahd evaluation, by empinying the inquiry approach

JOB GOAL: To act as facilitator and resource guide to enable the more able students to develop their 12. Presents activities that challenge4 encourage, and stimulate potentialities for intellectual, emotional, the students toward self-direction, Independent thinking, and social, and psychological growth and maturation willingness to attempt alternative approschee to the fullest extent possible 13.Employs varisd problem-solving technique. effectively, HIP TEACHER JOB DESCRIPTION: such as inductive and deductive reasoning, using both scientific and creative approaches

1. Plans with gifted program coordinator and school principal, a pragram that, as Much as possible, meets the individual needs, 14. Conducts group discussions, skillfully encOureging the interests, and abilities of gifted and talented students growth and development of.student participation and leadership

2. Creates a classroom environment that is conducive to learning 15. Encourages students in creative development, iel encourates

and appropriate to the maturity level of students and utilizes fluentl'flexible, original, and elaboratikthinking; and %. pupil abilites and interests constructively encourages risk taking, curiosity, imagination, and.willingness to sail alternative or divergent approaches

3. Guides the learning process toward the achievement of program goals, establishing broad concepts rather than specific, 16. DeVelops an evolving curriculum that is on the cutting and communicates these goals effectively to students edge of current theory and practice, and acts as a mcdel to disseminate innovative techniques and approachesIo the educational community acting as consultant and exemplar 4. Employs varied instructional materials ind encourages bT studente,in self,selection of materials using higher conceptual levels of difficulty 17. Encourages etuden s to take responsibility for their own intellectual, social ad emotional behavior and groith

5. Maintains classroom resource center ccotaining appropriate advanced level materials and serVes as a facilitator to,bring 18. Facilitites etudeta' career awareness and exploration student, losources, and resource people together, 19. Displays enthusiSsm, employs humor ccostructively,

6. Utilizes various forms to evaluate the proiram, teacher, and demonstrates openness to change, is unthreatened by own mistakes, i student, using predetermined criteria andiSunembarressed/by criticiam of ptudente

7. Counsels with supervisors, students and parents on a regular 20. Keeps abreast Of changes and development) in the profession basis by attending professiioal meetings, reading professional journals and other publications, and discussing problems of mutual intertit

8. Attends staff meetings, in-service workshops, and gifted ,with others "!.t`ie field. organization and parents' meetings TERMS OF EMI101 IT: 9 months

9. Establishes and maintains effective relationships with staff, .classroom teachers, parents and local community EVALUATION: ikforignek of this job will be evaluated annually inlaccordance with provisiont of board policy on evaluatico of 'administrative personnel.

43 67

1. What 16 A Teacher of the Gifted? By Jack P. Nix

It'IS desirable that teachers of tho gifted have'the following characteristics and skUls

students I. The ability to utilize research typo teaching wheil working with gifted and the ability to teach students to use research approaches tolearning.

himself. 2. The abtlIty to recognize'a giffed student and to accept him for of the academic 3. A high degree of general Intelligence and an indepth knowledge areas being taught.

to 4., A thorough understanding of the nature of giftedness and its relationship developmental patterns of growth.

translate ideas 5. The ability to recognize and manipulate ideas and the ability to Into learning situations that enable the student to gain knowledge and understanding of hls responsibility to self and soclety.

in 6. Recognition of processes of learning endthe ability to assist students becoming involved in processes of learning. .

ability to teach with enthusiasm and to transmit this enthusiasm tostudents . The in such a way that a love of learning develops.

8. A willingness to become a learner along with students. to become 9. The ability to create a classroom,atmosphere that allows the student responsible for his own learning and one that Is conducive to goodmental health..

10. The ability tocreate and implement a flexible, enriched, challenging, and avoids * individualized curriculum which is suited to each student's needs and quantity without quality.

problems that may be created.for 11. An understanding of the social and emotional the gifted student because of his acceleratedmental dovetopment.

12. A positive attitude toward teaching thegifted.

the gifted learn to participate , 13. The ability b create an environment in which effectively in small groUp and large group situations andIn whiCh students learn to work iridenendently.

14. A willingness to become a facilitator oflearning.

Teacher Handbouk., Sunnyvale:School District, 1971. From: Mentally Gifted Minor Program:

68 11 4

Rating Scale of Significant Behaviors in Teachers of the Oifted

Iater Estee Clarifies classroom goals end purposes usingbroad Date 6. conceOts rather'than detail. 'School a. Relates discussion to course objectives. balm. 1 Oracle level Student's performance indicates understanding length of Observation b.' Subject(s) being taugbT-7 of course objectives.

effectively. To the Rater; A Minimum of 40 minutes should be 7. uses varied teaching strategies Teacher is sensitive to students' responses, used for each observation,Use every opportunity a. to examine folios of materials, files of children's both verbal and non-verbal. physical products and other evidence, as well as teacher 1.Teacher responds to visible cues in

, behavior, to confirm impressions. behavior of students. to 2. Teacher uses student verbal reactions extend student insights and understandings. .P e04.

Teachini Process 1 8. Conducts group discussions skillfully Teacher withholds own ideas andconclusions, INNEN= ww.. .1 1. Utilizes specialized pupil interests constructively. IA Teacher encourages participation ofstudents A. Students work in areas of interest. b. b. Teacher capitalizes on student interest in in discussions.

nassroom. WENN. iMiMM 1 higher-level 9.Selects questions that stimulate

2. Utilises special talents and ibilities of the thinking, Questions encourage students to drayanalogies students. a. and to indicate relationships. =Nowa a. Students are involved in activities which questions. display or include their special abilities b. Students art able to ask analytic MOM INEN,MO to abstract. and talents. c.Students generalize from concrete b Individunlized materials are available for at advanced levels. development of special talents and abilities. ni 10. Utilizes synthesis and Imalysisin appropriate'lress, Teacher utilizes effectively inductiveand 3. Encourages self-selection.of materials e. deductive reasoning and is able toapply a.Students have freedom'to select materials at higher conceptual levels of difficulty. techniques in classroom. .1 Teacher sedate and/or encouragesstudents to b. Teacher encourages pupils to make own selections b. relate theory to practice. .1 a...NM =NOM* and decisions.

different from variousaources------4. Makes classwork intereating through use of ' 11. prams examples and explanations sense media. and related fields. Interrelationships are emphasized byteacher a. Teacher encourages effective pupil displays a. ONNINW not teacher-made displays. mmin. rbrO ilmwm end students. b. Teacher uses maps, charts, TV, radioand/or challenge end stimulate' films to auOlent or advance the quality of 12. Presents activities that

instruction, imM1M. .gpmm. .mnr. the students. activities a.Students are eager to work on i.=. Now.. to the Teacher varies the.kind of assignment 5. maintains or uses classroom resource center b. of the students.' containing materials at appropriate advanced learning abilities and interest Teacher emphasis is onlroad ideasand not levels. c. drill and rote memory activities! 11=1110 ,N.M. a. learning resources art openly available to students. a =mai. 13. Utilizes evaluation in variousforms. b. Teacher serves as a resource to pupils. 1 self-evaluation and a.Teacher helps students in self-improvement. ..1111= tom..

r--\

if 70 14. Encourages independent thinklag, including difference of opinion. N a. Students are encourageC to eXamine thoroughly and accurately controversial issues. 1. Students compare and contrest different issues, using objective evidence. .15. Gives appropriate encouragement to pupils. a. Teacher gives praise when deserved. b. Teacher makes students feel worthy. c. Teacher provides for recognition of outstanding creative and/or scholarly performance. 16. Understands and encourages student.ideas. a. Teacher encourages studenteto,try new approaches.- b. Teacher is tolerant of students' attempts to find solutions of problems; c. Teacher'encourages "guesses" by students and facilitates evaluation of guesses by students. d. Teacher helps students to realize that research' , involves trial and error. 1. Students are encouraged to apply principles of scientific procedures. Teacher Background 17. Is unthriatened by own mistakes. a. Teacher is undisturbed and unembarrassed by own mistakes or criticism of students.

18. Teacher displays enthusiasm and employs humor constructively. a. Teacher Is energetic and animated. SUMMARY ITEM:

19. Demonstrates understanding of the educational implications of giftedness.' a. Teacher uses implications of characteristics in the classroom operation, selection of materials schedules, and questions.

Aartinson, Ruth A.-andWioner, Jean, co-Directors, rheImprovement.of Teachin(_; Procedures with Gifted Slementary and Secondary Stw4ents, Project 6-12447 gashing-ton, D.C., Burcau of Research, U.S. Office )f Education, Department of Health, Eduction and Velfare. June, 1968. Pp.45-46.

71 Comm ittee5 VarentL anb Committee Functions

The use of on-going committees to develop and guide school programs is a "given" in education. The original committee is usually called a planning or steering committee. Ideally, it is composed of the superintendent, members of the board of education, the administrative staff and interested community leaders. Often several teachers are included (a strong opposition member as an advocate may strengthen the program, for their criticisms may be used to iron out any possible weaknesses). The chairman of this committee should be the coordinator of the program for talented and gifted. Possible activities of this committee are to:

- --Investigate the scope 'of the problem --Determine community attitudes toward gifted and talented program - identify general school objectives with which to dovetail gifted and talented objectives and goals - --Present philosophy to board of education for approval - --Choose definition for gifted and talented that best meets system's needs - --Help establish criteria for identifying gifted and talented - --Serve as a clearinghouse for discussion of problems that arise - --Determine needs ofselected group of children. Specialists in both curriculum and guidance need to be consulted. ---Evaluate current program in terms of gifted and talented needs - --Decide whichadministrative provisions need to be made to facilitate program development

The results of committee research and should be shared with'ell members at all time. All policy matters and a continuous summary of the committee's findings must be properly presented ro the school board. Keep ever,./one fully informed by publicizing the committee actions and findings.

Often a steering committee is formed and is stillin existence when a Parent Advisory Council for a program becomes involved. Both can work together for the development of a gifted and talented program. Specific role functioning of each group follows:

4 KYRENE SCHOOL DISTRICT 2,111 GIFTED AND TALENTED STEERING COMMITTEE For: HUMAN INDIVIDUAL POTENTIALITIES COMMITTEE MEMBERSHIP

PURPOSE The Steering Committee is composed of representatives of Distiict teachers, representatives of district administrators and repre-

The purpose of the Kyrene Steering Committee is to assist in the sentatives of the Parent Advisory Council. development of the Human Individual Potentialities program MA Title III for the Gifted and Talented. STEERING COMMITTEE GOAL

lar Assist in design And developmec . of program for gifted and talented in the Kyrene District grades K - 8.

The function of the Steering Committee will be to review researCh, assist in program development and mike recommendations to ESEA Title III personnel concerning their findings. PERFORMANCE OBJECTIVES

. 1, Develop expertise in the area of gifted and talented programs. ROLE OF STEERING COMMITTEE Activities:

TheIteerIng Committee will become knowledgable in the 1=1.1 area of giftedness and talented by: Aid reviewing materials on currentand past gifted and Develop Program Communicators talented programs Exptrtise Development review current relevant research on gifted and talented programs visiting other schools to observe gifted and talented programs in operatics: q..1. atttnd conferences and training programs for the Review Review Visit Share Inform- Fonmil gifted and talented. Research Pro- Other Teacher al Dis- Group

Materislagrams Projects Suggest. cussions Die . 2. The Steering Committee will assist in the planning and lone Ussions development of the Kyrene ESEA Title III project for the gifted and talented by:

Activities:

Attend (1) .offer oral and written suggestions for the development Conference and enrichment of the:program being developed

end (2) offer oral and writtin'critique of materials currently Seminars Program Program being used in progran tevelopment Development Review (3) offer oral and written suggestions regarding specific Enrichment and Critique neids of kyrene classroom teachers (4) offer oral and iritten suggestions regarding specific needs or Kyrene students,

3.. The Steering Committee will help the Kyrene classroom teachers, parents, students and other interested citizens

by:

In-put needs of In-put needs of Activities: classroom Kyrene (1) Sharing suggestions relating to teachers teachers students (2) ,relaying information'gleaned on gifted and talented ,through informal discussion in small groups

(3) identify Steering Committee members with competencies in making formal presentations.

ifs H 74 73 ParqntAdvisory Council _/\ ' PURPOSE

The.purpose of a Parent Advisory Council is toassist in the development and implementation of a gifted and talented program.

ROLE

The function of the Parent Advisory Councilis to assist in the development, maintenance and evolution of a program for the gifted andtalented.

COMMITTEE MEMBERSHIP community The Parent Advisory Council is composed of representative parents and other resource persons.

GOALS in the area of gifted and talented 1. To review the literature and,gain expertise know where to.get additional 2. Become familiar with a variety of programs and

information . . identified gifted, and talented students 3. To make.an assessment'of the needs of the and state them in broad terms Example: Gifted and talented studentsneed educational experiences commensurate with their abilities. 4. To develop a concensus of these needs 5. To look for a variety of alternatives tomeet-these needs 6. To establish some specific end goalswhich are consistent with,the general philosophy ,of the school diStrict bring about the specific end goale, 7. To assist in development of processes which will local parent group to act as change agents b. Be able.to-organize, and to keep going, a advocates and facilitators in behalf of thegifted and talented children etc., to other parents and the 9. Communicate program needs, development, events,- community atislarge through news !*CieJS9S0newsletters, telephone trees, etc. .

75 Parent Involvement

Suggestions of what parents might do include:

1. Provide the child a hcme with as much stimulation and challenge'in as many areas as possible.

2. Get involved with.groups to promote programs for gifted. Try to influence legjslation, school board, principals and teachers.

3. Support programs for gifted. Become a member of a Parent Advi-sory Councilor other decision-making group.

4. Give direct assistance to the school'sprogram, such as providing transportation, teaching a short-term course, serving asa teacher akle, sponsoring or coordinating events,p.iblishing newsletters and, establishinga core of resourte persons.

5. Be a childrensadvocate by supporting their right to be themselvesas persons. Allow them to be honest and maintain their integrity.

6. See children as valuable in and of themselves, not primarily for theirintelli- gence or talents. Avoid discussion with others which label the childas "gifted." Parents who boast guarantee resentment. Avoid comparison with other children in the family. Evenly distribute love and affection. IRecognize the various accOm- plishments of all childeen. Discuss the particular contribution of each individual

7. Aid the child who has developed an unrealistic sense of his/herown importance by asking him/her to assess the impact on others of this specific behatior. Let the child provide the analysis and suggest ways to improve the relationship.

8. Exprf.ss appreciation when sthool personnel give special attention tostrengths of children rather than *weaknesses.

76 5-0 lL. 441Gqpi. .064...... ; ...a. 1

but he may be somewhat' less able to concentrate'on one arearfor a long

time,Parentd should encourage children vhn have hobbies to follow

through on thee, torplan and strive for creditable performance end for

real mastery, ratheithan "going through" lot of bobbies or collections SUGGISTIONS, FOR PARENT'S OFABLE CHILDREN ,

J, C. Gowan in A short time,

San Fernando Valley State College

Northridge, California 13, Parents should avoid direct, indirect or unspoken attitudes that fantasy, u nusual questions, imaginary playmates, or out-of-ordlnary

rmental processes on the part of the child are bad, "different" or tote

14entIon but discouraged, Instead d" laughing it the child, laugh with hlm and seek 11, They are still children,They need love but controls; to develop his sense of humor. discipline; parental Involvement, yet trainingin self-dependence and

responsibility. lh, Parents should avoid overstructuring childrenis lives so that they don't

for their optimum haii.any free time. Sometimes parents are concernedhat gifted children 2, Consonance of parental value systems is important disagreements spend some time in vatching17 or reading comic books, While they should development,This means that there should not be vide not spend all their timein doing so, they cannot be ex acted to perform over values between parents. at top capacity at all times,

1 Parental involvement in early task demands, such AStraining them to 3. Respect the child and his knowledge, which at times may be better then your perform tasks themselves, to count, tell time, use coreect vocabulary 15, Assume he means to do right, and the and_pronunclation, locate themselves, and eet around their neighborhood, own and impatient of authenity, deviations are not intentional. 'Do not presume on your authority as a do errands and be responsible are allimpohent, parent except in crises. Allow muth liberty On unimportsnt issues.Try To give him general instructions to carry out in his way rather.than h, &Oasis on early verbal expression, riding, discussing ideas in the

presence of children, poetry and music are all valuable, Parents should specific commands to carry out in yours, 1

read to children. There shoild be an emphasis by parents on doing well Gifted children are sometimes impatient of conventions, Have a frank talk in school, 16, with.your child about the importance of conventions, such asdriving on

the right hand side, where he can see the social advantages, andthen 5. The lack of disruption of family life through divorce or separation, point out that other conventions of politenesevianners, courtesy andregard and the maintenance of a happy, health home is an important aspect in for others have similar lases in experience, raising able children, as well as other children. f-

17. Whenever possible, talk things out with him where there has.been a dis- 6. Since able children often have vogue awarenesi of adult problems such , He is such more amenable to rational argument than are as sex, death, sickness, finances, war, etcwhich their lack of ciplinary lapse. of duty, experience makes them unable to solve, they may need reassurance in these many children and usually has a well developed sense

areas, which the 18. Give him the stimulation of private lessons in tome skill in Foster Parents can see to it that the gifted child, age six or above, has a excels, See that he has social membership in worthy groups, T. special experiences outside the home hy his traveling alone, orvisiting playmate who is es able, even if he has to be "imported" from some distance. friends overnight. Try to facilitate his chance to talk alone with an

home learning, such adult authority in some line that interests him. .8. The role of good books, magazines and other Aids to

as encyclopedias, charts, collections, etc isimportant, 19, Try to improve his sense of taste in mass media, TV, radio, cinema,

neuspapers, comics, reeding, arts, etc. Discuss the basis for taste

Parents should take the initiative in taking able children to museums, and give him some experience with new forms of expression in thearts. 9.

art galleries, educational institutions and other historical places . discuss where collections of various sorts may enhance lackrround learning. 20, Take time to be vith him, to listen.,to whit he hes to say, to

ideas vith him, Parents should be especially careful not to "shut up" the Gifted child ; In particulir, he should not be scolded for asking, worthy adult model figures who asks questions, 21, Be i good example yourself, and try to find 0 nor shouldit be inferred that this is an improper or forb1ciden subject. .of both sexes outside his family for him to know, The parent'isy, however, insist that questicas not be asked at inappro-

Help to'interest priate times, and he-may require the child to sharpen or repulse his 22. Support the school efforts to plan for able children, Sometimes questions should not be answered question so As to rclarify it, the PTA in the problem, SuPport study groups on gifted children... Form

completely, but the reply should itself be a question vhich sinds the with other parents into cooperative endeavors.

child,into some larger direction, When the parent.cannot !maw the Sometimes gifted question, he should direct the child to a resource which can.. 23, Investigate scholarship programs of your community for other

questions call for'clarificstion of, concepts, es vith.the young child who children and help provide them. asked, "Why aren't sll those rockets liable to shoot downGod?' end.appreciation of, 1. There's a difference between pushing And intellectual stimulation. 2, Work to provide better community understanding of, importance of comminity Parehts should swOid "pushing" a child into reading, "exhibiting" him the role of the able child in society and the

before others or courting undue publicity about him, On the other hand, planning,

parents should seek inevery way to stimulate and widen the child's mind, and school through suitable experiences in-books, recreation, travel and the arts.. 25. Support community action for able children, including bonds taxes for extra educational advantages. Advocate more guidance and

special education for the gifted,

51 78 77 4, 'WHAT IS THE EDUCATIONOi THE GIFTED AND TALENTED?

Education :or the glfted and talented requires an uederstanding that their What about differences from the average are both reahand legiiimate. Programs are planned for them, not on the basis of content which suits the majority of

pupils, bUt on the basis that their advanced accomplishmeets and interests .;

require different content and different opportunities,'As all ether students, the 9ifted and ta ented? '., they must have educational experiences at an appropriate level for them, An adequate program provides'interest and chalfengo, instead of merely the

opportunity to mark time ahd do "good" work.

The hallmark of education for the gifted and talented Is carefui planning of

individual opportunities for advanced learning which are suitable tavceptio ' SCME CUESTIONS AND ANSWERS---, minds and talents. Such education enhances development; It does not restrict

or postpone. It icconmodates the school to the.students, rather than the

reverse. .,In short, it_recognizes their,right to learn, I. WHO ARE THE GIFTED AND TALENTED?

5. WHAT IS THE STATUS OF SCHOOL PROGRAMS FOR THE GIFTED AND TALENTED? The gifted and talented are those,children and youth whose abilities, talents

, r and potential for accomplishment are so outstanding that they require special According to recent surveys, the majority of those recognized as gifted and provisions to meet their educational needs. These are persons of exceptional talented retelve little attention at best, One-third or more of the known promise whose capabilities predict contribUtions Of lasting'merit In widely gittedreceive no special instruction, The majority of gffted children and varyleg fields.They come from all walks of like with special abilities and youtli are taught In regular Classrooms, whose teachers rarely have time to talents ranging across a wide spectrum of human achievement, As adults they devote eXtra effort to these very able, students. Most Identified gifted and are the leaders in government, medicine, OventIoni the creative arts, the talented children and youth receive little or no attention at the elementary communicative arts, philosophY, Industry; science, and many other fields. school level, while the programs at the secondary level consist mainly of

separate part7tIme classes, The failure to Identify the gifted and talented properly In minority popu-

lations or in Impoverished communities het ledto under-representation for 6. WHAT KINDS OF TEACHERS ARE NEEDED FOR THE GIFTED AND ALENTED? same groups. In all populations, Identification has been Inadequate.

Because they are capable of good performance With little effort and can adapt Preparation of teachers ia work with the gifted and talented Is anImportant to the school environment with ease, they tend.to remain unrecognized, and Teachers with no . priority. The need for special training Is imperative. their abilities are unknown, \special background for treining tho glIted.and talented have been found dis-

lInterested In, and even hostile toward, the gifted ond talented, inservice

Researchers believe that such children: end youth can 'be identified at very $rograms fo help all teachers appreciate the gifted and talented can do much

early age through individual testing al observation. Giftedness has been to assure bettor, opportunities for them,Generally, successful teachers oi

found In all walks of life, although environmental factors make It more the gifted and talented are Interested In scholarly and artisticpursuits,

difficult to Identify the giftetand talented from minorities and divergent have wide interests, a sense of humor, are student-centered, areenthusiastic'

cultures. As expected, the gifted and talented perform at levels far ahead abOut teaching and recognize tho need for advanced study for themselves.

. of their chronologIcal peer.groups..,and_are.alsoloreadvancedin_their. ADEQUATELY FOR'THE GIFTED ANO TALENTED? Interests, skills and psychological. maturity. 1, CANLOCAL.SCHOOLSPROVID'E

2. KM MANY GIFTED AND TALENTED STUDENTS ARE THERE IN THE NATION? Under special conditions, the public schools can competently providefor

gifted and'falonted children end youth, Such special conditions could be: .

The 1970 census estimate the total school population of the Nita States at 11) well designed identification processes; (21 awareness and commitment 51,600,000, Within that population, the number of gifted and talented on the part of echool administrators as to the needs of the gifted and

Oudents requiring special educational attention is estimted at 2,580,000. talented; 131 stuff orientation and training to assist In Identification

).e.' the scholastic areas, these are the persons who go beyond easy success end to support special services for them; (41 adequate human and material

wIth advanced academic content to unusualli high levels of understanding, resources, including trained teachers, should be provided to meet their idea prodUction, and superior accomplishment. The creative and talented needs; 151,, differentiated experiences and activities parallel to their

among them glve evidence of promise of contributions of lasting value and needs should be developed along with process strateples to carry them out, require special provisions to assure development of their abilities.

3. WHY SHOULD GIFTED AND TALENTED ElfILOREN AND YOUTH GET SPECIALATTENTION? El, WHAT SHORD'STATE EDUCATION AGENCIES BE ENCOURAGED;TO 001

if democratic education means educational opPortunitles appropriate to a First, state educati6n agencies should provide trained personnel from the

child's ability then the glfted and taleated generallyare being inappro-. agency to work with local school districts, These consultants would provide

priately served, and human talent and youth cannot ordinarilygrow toward consultative services to school districts to assist them In developing

their potential without specialassistance,Placed In unchallenging special programs and/dr serilces for the gifted and talented. The state

educational opportunities, which\sometimesare even hostile toward,the agencies may find adequate federal support under existing titles to provide behavior of the gifted and talented, they frequently tend to conceal their' funds for such personnel. extraordinary abilities and bury them In underathievement,

Recent surveys show that when states provide appropriate leadership personnel

that there Is an appreciable Increase In the number of gifted and talented

children identified, and a sharp increase In the number of special programs 62 provided at the school district level, 79 8.0

(Curriculumfithetopment

I n;trod uct ion

The ultimate purpose of the Seminar Curriculum is to flow from 'the characteristics of the students and therefore fulfill their needs. Gikted students then need'to have activities,which give them the opportunity to think abstractly,-ft_ reason, to solve problems, and to see relationships at higher levels of cognition.- This,purposely distinctive curriculum will provide a differentiated education for the gifted.

The question is c:&ten asked, "Would not this curriculum be beneficial to all students?"The answer is, "NO."The average student might be bored or-frustrated in a class purposely designed for students of exceptional ability.

57 Models and Theories

Educition for ,the gifted requires differentiated and enriching curriculum.The Taxonom pf Educational Objectives, Handbooks I & II, by B. S. Bloom, David Krathwohl, and Associates (1964 and 1956), with psychomotor additions proposed by ElizabethSimpsor (ERIC Ed 010-368), gives us the basis for a total learning taxonomy. Classifying all aducational objectives under the cognitive, affective, and psychomotor domainsprovides 3 theoretical framework to structure a morecomplete curriculum and stress the higher level thirvking processes.

J. P. Guilford (1967) describes a theory for the Structure of Intellect(SOI) which anable3 the teacher to design a curriculum differentially focusing uponoperations, :ontents,tand products. His identified operationsCognition, Memory, coNvergent production, Divergent production, and Evaluation--enables the teacher to design for the specIfic interplay of the intellect desired. Mary Nacol Meeker (1969, 1973) axtend uilford's work for an individually programed curriculum. fle-o;ry of Creativity must haVe a place in curriculum for the gifted. E. P. Torrance (1970) haS done pioneering work in thjs area. Frank Williams/describes creative pupil behaviors which i.nclude cognitive and affective Components. James A. Smith provides the principles of creativity. Lucito (1972) compiles a list of characteristics. We express gratjtude to theseand:other unnamed theorists and researchers for suggesting structure forbgical and comprehensive coverage of skill development.

Er A TOTAL LEARNING tAXONOW (acting + feeling 4 thinking) Coomain Psychomotor Domain Affective Domain Co

Evaluation: 6. Evmlualion: 6. Cvaluatir. 6. 10 judge Ability to judge physical act Recons dering now and judging o! material for a given purpose. old values for chango. lota igiven purpose.

5. Synthesis: S. Complex Overt Response: 5. Value Complex: Ability to put thm High level of skill attained-- Predictable sot of values parts ' ''or to motor act complex. Resolution joined to become "life style" le. of_uncertainty-act performed form without' hesitation. Automatic Perfo:ance-finely coordinated skills.

4. Organization: 4. AnalysIS: Mechanism: ' 4. Ability to break Learned Is practiced and Bringing together different down Material becomes habitual. Abilities values re. A^q conflicts are combined In action of a between into Its compo- skilled nature. nent parts so . whole:structure understood.

3. Application: 3. Guided Response: 3. Valuing: Overt behavioral act of Korth attached to a particu- Ability to use individual under guidance lar object, phenomena or materials In new of instructor. Imitation-- behavior. concrete sltua- execution ci act as a direct Mons. response to perception of another performing the ect. Trial and error--vrying various responses until approviate.

2. Set: 2. kesponding: 2. Comprehension: Readiness for particular ActIN,e participation, Ability 10 grasp kind of action. Mental Set-- reacting to the phenomena. the meaning of the readiness to perform motor materials. act, awAc41 Setanatomical adJus,erL made to perform motor act. Emotional Se-- %midiness of attitudes favorable to motor acts taking place.

I. Perception: I. Receiving: I. Knowledge: Beconang aware of! objects. Willingness to attend to Recall of pre- qualities or relations. particular phenomena or viously learned Sensory stimulatIonaudi- stimuli. Platerlais. tory, visual, tactile, taste, smell, kleesthetics. Cue selection--deciding which Cue to respond to. Translationdetermining meaning to received cues for action. CURRICULUN IN BLOOM

THESTRUCTURE OF INTELLECT

GUI LFORD'S CUBE

editorld EVALUATION QUESTIONS (Judging the outcome) self-evaluation survey

. OPERATION, panel evaluation

Evaluation court trIni condualon Convergent pioducfion

DivergentprOduchon SYNTHESIS QUESTIONS

(putting together the new) Memory

CognUn solve Iron' lustily Mate hooke

tapes charts judge poet ,play recommend newspapers Units consider pantctime criticize magazines Add to allow weigh appraise Classes Ione t.V, create exploin diagram, news article imogioe recordo u new grime combine plan locate n Anions cartoon models auppose modify demonstrate a invention EVALUATIA people o predict 4sternsN radio ehow hypothesize recognize product (flu design, discover f I lmstrips Transformations --\ recipe what if restate television Invent Identify palatine Implications radio Infer explain SYNTNESIS Imdre

improve march uppet show CONTENT: compose tronelate Figural originate !nosiest

ANALYSIS APPLICATION Symbolic RECALL Semantic model QUESTIONS categorise apply code (finding out) take spirt Behavioral

graph collect diary swaps dlase,t orgunize COnstraCt Mar eparatediagram choose scrapbook survey c malty experiment compare sketch solve photographs cootrost From The Nature of Human I ntel Hencg questionnaire paint stitchery Cartoon by J. P. Gui Hord,Copyright 6 1967, describe draw report commercial ;enerolize by McGraw-HI I IBook Colony.Used with mor!t flop mobile perm I ss lon of .McGraw-Hi I I Book Company. diagram

illustration

chart

vNipture

,pLITATIoN (VLSTIONS ANALYSIS QUESTIONS (making use of known) a (taking spart knot)))

So 85 86 , ereatibitp Definition rhere is a lack of agreement among educators about the definiton of creativity 3nd its iistinctiveness from intelligence. Torrance's (1973) definition of creativity has wide :urrency in educational circles. He defines creativity as

"becoming zen4itive to on awane o6 ptattem4, de6iciencie4, gaps in knoutedge, mizzing etement6, di4haAmonie4 and 40 on; bAingag togethen avaitabee in4oltma2ion; u-6ining the diiiiiicutty Ok identi6ying the mizzing etement; 4e4kching 6o4 4aut,ion4, making gue44e3 on !co/mutating hypothezu about the de6iciencie4, tating and netuting thete hypothezu and modi6ying and ke4tating them; penliecting them and 6inat2y commumi.cat,ing the neoutt4."(p.22)

:reativity is a natural, healthy process and a strong human need. It appear.s to consist multi-dimensional processes. Creativity is the ability to see new relationshlps. It ft draw upon experiences of the paSt, add an intuitive.flash, and come up with some- 9w. Discipline 'and impulse aro both necessary ingredients. Silvano Arieti, in .-ativity..: The Magic Synthesis, says that creativity is a rare coming together. of ,iraticmal forces and the rational, logical and cognitive forces. He recommends certain ttitudGs Fd conditions for fostering this "magic syntheses." These include:

"(,) akunene44, (2) _inactivity, (3) daydAeaming, (4) tinee thinking, i5) a 4tate o6 4ead2ne44 eon catching Aimitatitiez,(6) guLtibitity, (7) temembnance and innen tepeaying o6 past tAaumatic congict4, (8) te41.eution o6 contititt4, (9) aZettne44, and (10) diAciptine."

8 7

6 1 CREATIVE PUPIL BEHAVIORS AS DESCRIBED BY FRANK WILLIAMS !EIS COGNITIVE AND AFFECT AS SHOWN BELOW

Behavior Meaning.

COGNITIVE - INTELL

Fluent Thinking Generation of a quantity To think of the moat-- Flow, of thought Number of relevant responses

Flexible Thi ing ,Variety of kinds of Ideas To take 0. iment ,ipproaches-- Ability to shift categories Detours In direction of though,t

Original Thinking Unusual responses To think in nova or uniqutways-- Mlewor ideas' Production avow; frOmtho obvious

Elaborative Thinking Embellish upon an Idea To add on to-- Embroider upon a simple ideaor '-osponse to make It more elegant Stretch or expand upon thifig-S-o-r-Tdeas

AFFECTIVE - FEELING

Risk Taking Expose oneself to failure or criticisms To have comage to-- Take a guess Function unier conditions devoid of structure Defend own ideas

Complexity Seek many alternatives To bo chattenged to-- See gaps between how things are and how they could be Bring order out of chaos Delve into intricate problems or ideas

Curiosity Be inquisitive and Jonder To be uWing to__ Toy with an Idea Be open tc puzzling situations Ponder the mystery of ,things To follow a particular hunch justto see what i happen

Imagination Visualize and build mental images To have the potock to-- Dream about things that have never happened Feel intuitively Roach beyond sensual or real boundaries

Faom Ctroskoe, Ideaa lio/L ThnIthtj rd Feetin2 by Etank Wittiams. Uud with 2/mlia,aion 64om 7.0.A% PubtkAftertA, Inc., t Yo4E, 14214. 8 BLOCKS 10 CHEAMVIIY

Droving back; 461- laklog risks; for lois In I. FCAR Or FAILURE PRINCIPLES OF CREATIVITY! order to avoid possible pain or shame of fallIng

Research In the past ten years has helped educators Overly serious problem.solvIng sytle; Not to arrive at II. RELUCTANCE TO PLAY Literal, some basic conclusions on creativity. It will help us to better un- "playing around" with sluff,roar of seeming foolish or silly by experimenting with the unusual. derstand what creative teaching is Ifwe review tlese principles:

Failure to soo one's own strenglhsrLeck of appreciation 111, RESOURCE MYOPIA fOr resources In ono's onviroolunt -.People and Things. 1. All children are born creative and hay, creative powers,

Rigidity ol Probion-solVing responses; Stereotyped reactions; 2.There is a relationshp 'between creativity and intelligence; IV. OVER-CERTAINTY highly creative people are always highly intelligent, though Persistence In behavior that Is nolongorfunctional; Not highly intelligent people are not always creative, All children chucking out one's assumptions. can create to some degree. There is very littlerelationship V. FkdSTRATION AVOIDANCE Giving up too soon whon faced with obstocles; Avoidance of between intelligence and cre.itivity other than, the fact that thn pain Or discomfort that Is olten associated wIth a degite of intelligence is necessary for the,creative process change or novel solutions to problems. to take place. Over-emphasis on traditional ways of doing things; Too VI, CUSTOM-BOUND aCreativity is a, form of giftedness which is hot measured by much reverence for the past; Tendency to conform when

current intelligence tests. It Is not necessary or useful. 4,Dareas of the curriculum may be used to develop creativity. MIstrustIng, ignoring or demeaning the Inner Imagr ,od 4 i not confined solely to the creative arts. VII. IMPOVERISHED FANTASY vlsualltations of sell and others; Over-valuing the '-' LIFE 5.Creativity is a process and a product. so-called objective, real world; Lack of "Imagination"

6.Creativity is developed by focusing on those proCessés of the nfho sense of "let's pretend or "what If". intellect which fall under the general area of divergent think- ,Avoldance of situations which lack clarity or which have ing, This area of the intellect has been greatlY neglected in VIII. FEAR OF THE UNKNOWN ,unknown probability of succeeding; Overweighting what Is

our teaching up to this point. not know vs what is known. A neod to know the future 7.AU creative processes cannot always be developed at one before going forward, ,time, or in one lesson, Lessons must be planned to focus on Ix. Kw FOR BALANCE Inability to tolerate disorder, confusion or ambiguity; each process. Dislike of complexity; Excessive need for balence, order,

.8. Creativity cannot be taught; we can only set conditions for symmetry. it,to happen and insure its reappearance through re-enforce- roar of seeming too aggressive or pushy In Influencing X, RELUCTANCE TO EXERT tent. others; Hesitancy lo stand up for what one believes; INFLUENCE 9.More 'knowledge, more skills and more facts than ever be- ineffective In making oneself heard, fore are required for creativity to be developed, Trying toohaellto push through solutions to probloms; 10.The sequence of creative development leads us tobelieve Xl. RELUCTANCE TO LET GO Inability to let things incubate, or lot things happen that children must be aLe to tap all of life's experiences in naturallyilack of trust In human capacities. order to become :ruly cni '!;unnecessary rules and ac- Failure to appreciate the motivational powerof emvtioni tions may force ruch 01 experience into the precon- XII, 140VERIWO EHOIIONAL expressions; scious or subcunst.,o- min ! whe.r o. it cannot bereadily used. LIIE Using cnorgy In hold!ng back spontaneous Lack of aWroness of the Importawe offeelings In igidity a% true enemies of cre- 11,Excessive confonr':', ;ind achlevIng commitment to Individual andgroup effort, ativity, Not making sufficient use of contrastingways,of'gettleg 12.Children go t. cv- ,,(cps n thr: creative process. XIII. UNINTIGRATED at,the osseoce,of things; Polarizing thingsinto opposites, 13.Creative teachi,,_ creative icyriniL'Ile been More ef- rather Oar' knowing how to Integrate thebest of .both sides;

eCtil than other typeof teaching lacking unified perception oftho wholeness 19 lbe,unlverse, Chilaren who have lot much of their ctl .tivity may be Not adeqoately usMng one's primary senses as a wayof. hr'do reriamby special methods ur teLNng. XIV, SENSORY DULNESS knowing; MAing only partial confect with selfend environ-

I is°developmental; children begin ata s.mple stage .:ty ment; Atrophy of capacities to explore; Poorsensitivity, and progress .o more difficult stages of productivity. (Source unknown)

;, Tal;en from James A. S:11;th, Setting Conditicns for CreativeTeach. ingionthe Elementary School (Boston: Allyn and Bacon, 1966),pp.

6 3 89 THE CREATIVE* Compiled by Leonard Lucito

I. View the work with extra wonder and see magic in It;

2. Aro learning by experimenting, manipulating ab N:ts In many ways, 5nd using stories to exercise their imaginations at preschool age;

3. Are able to be conforming or nonconforming asNip situation demands;

4. Try to find answers to their question in their way;

they'are 5. Have extremely long attention spans and the ability to pursue an activity in which interested for extra long periods o'time;

6. Can tolerate disorder and ambleuity;

7. Are able to organize themselves and ideas;

8. Tend to see familiar things ani . ,ations in unusual ways and lo greater depth;

9. Oftn prefei- to learn by creative ways rather than by being told by an authority;

10. Seen to learn considerably from fantasy as it aids in solving their problems of development;

11. Otsplay. a positive self-image;

12. Have in attraction fL,,qard the unconventional and toward complexity;

13. Seem to rely more on their own evaluations than on others;

14. Come from family backgrounds characterized by lack of overdependence of children on parents and stress of conformity by parents; strong feelings are expressed in thefamilv; both fathers and mothers relate strongly anc lositively to the child even though the mother is ambivalent 'in her mothering feelings; more often than not the most creative child is the older sibling; fathers are y engaged in occupations allowing for autonomy and Independence:

Ch 15. Build 3 reputation for having wild or silly ideas, particularly the boys;

16. Display humor, playtulless, and viaxation in their creative products;

17. Wish to work alone at times;

le. Are high academic achievers provided they have a minimum IQ score of around 120;

19. Can Integrate opposing impulses such as destructiveness and constructiveness;

20. Select fewer conventional occupations (e.g., lawyer, doctor, professor) and select more unconventional ones (e.g., adventurer, inventor, writer).

*Lucito, L. Creativity Traits. Atlanta: Georgia State University, 1972. Unpublished manusc.-ipt.

Lucito added traits from a study by Schaefer (1970) in which he describes 10 highly creative ,iris at the-high school level. Schaefer's results indicated:

I. They cultivated one or two close friends rather than a wide circle of acquaintances;

2. They we-e open to a wide range'of fantasy feelings;

3. They identifiea with parents but appeared emotionally Independent;

4. Friends, relatives, and teachers provided models of-creative behavior, particulariv their ...fathers;

5. Their parents were non-controlling with strong cultural Intellectual interests;

6. They engaged frequently in creative activities and were often rewarded for such behavior;

7. They learned to read at an early age and still are avld readers;

8. Hich academic-success was achieved with tittle apparent effort. 91 Social Effect iveness

AFFECTI.VE

Humanities Intellectual Effectiveness

COGNITIVE

Creativi ty Physical Effect iveness

PSYCHOMOTOR

92 6 5 HIP CurriculumStruCtute,

structured In six generalareas around a central core of The Seminar Curriculum is

Independent Study.

Domain) 1, SOCIAL EFFECTIVENESS (Affective

atti'tudes, and values in a Affective education, refers tothe emotions, feelings, called'psychologIce education,self-knowledge, child's development. It has' been The learner's reeds, feelings,and confluent education, andtumanistic education, climate become critical in thelearning process. attitudes and the:classroom

complete or total education. Many students In today'sschools are deprived of a fragmented and With stress on low levelcopitIve skills, the student'is 4ychologIcally.deprIved of development in the affectiveself. Mbtivation

punishment or withdcpwal of approval)leaves imposed from outside (threat'of The denialc,individual feelings, the,, student without internalmotivation, immobilizes the student and prev6tsthe development Of attitudes, aiAl values

//thelfully functioning person.

toward learning, a healthy CurriCuJum encourages a positive attitude The Seminar of self-concept, pride In the giftsand talents of self and others, a,sense and needs of respOnsibility to society, anda.willingness to, consider the,rights effective discuss16 skills and groupdynamics. othersthrough Inslruction in

2, HUMANITIES

desiOed to develop fhe Seminar Curriculum has anintegrated sequantiallprogram humanity's beliefs and contributionsthrough the the students' awareness of styles'in literature and centuries, as reflected incertain basic themes and

drama', music, and art andarchitecture,.

66 A n 94 HIP Curriculum Structure (cont'd)

. ., 3. INTELLECTUAL EFFECTIVENESS (Cognitive DOMain) ..) s . i Seminar Thinking Skills sessions aree'desIgnpd to de/elop menIal abllitieS in 90 "celis" of the Structure of Intellect Model, as Identified ,bry Guilford (1951 et al: also see Meeker, 1969)rto,encourage bright kids,to use theft abilities'and detvelop

, their potential: ,

Operations X Contents X Products

Cognition Units Memory.. "Classes coNvergeft production Figural FielatiOns Divercnt production .., SymboLic .Tystems _Evaluation seMintiC Transformations. ImplIcations

Each distinct abiiity isidentifidd by itsown trigram.

For eicaMple, a person %ho can quickly assemble tne seven tangram pieces into square, and 'then reassembie themrinto.a triangle, Parallelogram, rectangle, trapezoid, or"any other given figure,,has.ability in NFT--coNvergent_ producti Of Figural Transformations. .. . .

. . . -A.good speller is strong in MSS--MeMOry of Symbolic Systems;, while one whd Can . effectively judge whether the solution to a math or logic problem "makes sense"

.. has ability -in ESI--Evaluation of SyMboric Implications. -

Someone with rich concepts and a iarge vocabulary As strong in his/her CMU cel--

Cognition.ofI SeMantic Urfits. \ d. . . '

6 7 HIP Curriculum Structure (contld)

Wurk with basic structures7-the elements of porception--includeg lots of hand-on experience with'figural, symbolic, and semantic didactic equipment. To reinforce concepts developed in class, oach student receives a dittoed HIP Puzzle each week (usually 8' x 5/" and aftra,:hively ilfustrated) to take home and share with his/her family. Each HIP %.7.,le is labeled with a partial trigram to Indicate what content and product is siresd. Sources of ideas for HIP Puzzles come from tho :Dover math and recreation surie. and Other game arid puzzle books,

.Experience inthe figural, dimension includes work with tangrams and other geometrix puzzles, black and white Pottern Pending cubes, colored design blocks and mirrbrs, wooden geometrrc plane figures and solids, and such commercial games as H1-9/, Switch,and Battleship. A set of 1,000 wooden cubes; helps to develop conceets of one,; two, and three dimensionslength, area, and volume. HIP Puzzles might deal with toothpick tricks or shape,transformations.

Exper.lence in the symbolic dimension includes work with word search puzzlos, magic word squares, magic number squares, and ,wmmerical alphabet and nuober

gaMes such as Spill 'rI Spell, Uoygle, Tuf, 0 Krypto. HIP Puzzles might involve anagrams;,number series, or logic ,..., leries. /

/Experiencein the semanticdiLnsioninclue, kwithWordcraft puzzle7., vocabulary elements from Lati and GreeK, llill ^iything else that enriches

vocabulary and enhancesmeaning111. HIP PlWiPS might feature mythology quizzes or hink pinks. r/

Work with basic proce:.isesthe means.of co,, -plualizationincludes experience in using basic thinkirag operations (Aco ,:tion of knowredge, Translation, .

Interpretation, ExtrapOlation), and rhinller leVel thinking operations (Application, ., Analysis, Syntheis, EValuation.)

96 e"--) 6 8 HIP Curriculum Structure (cont'd)

adapted from Bloom(1957). The following descriptionsof thinking levels are

Basic Thinking Processes(SubsLmed under Recall)

Acquisition Perceiving, storing, and retrievingbasic Information (data level)

Example: it verbatim Locating specific information on agiven topic and copying

Translation Putting ideas in acommunication into parallel form (concept level)

- Example: meaningful way Paraphrasing or summarizinggiven information in a

Interpretation values and/or skills Relating facts,generalizations, definitions, a explicitly on a common senselevel (generalization level)

Example: drawing conclusions Relating two or more itemsof given information and about them in a way thatdemonstrates insight

Extrapolation Going beyond trends ortendencies in given data (implication level)

Example: predicting future Extending or projectingfrom given information and trends

61 HIP Curriculum Structure (cont'd)

Higher Level TI)inkincj Processes

Application Using known data, concepts, generalizations, and impljcations tosolve simulated orlreal-life problems (transfer-of-learning level)

Example,: Gathering appropriate information and using it to help solve a problem, conduct an experiment, or demonstrate a principle

Analysis Solvingrproblems in the light of ,x)nscious knowledge of the parts and processes of reasoning (formal reasonim level)

Example: Dissecting a commercial, newspaper editorial, or campaign speech to determine its validity 0

Synthesis Engaging in imaginative, original thinking that may demonstratefluency, flexibility, and ekaboration (creativity level)

Example: Putting together an oricpinal essay or drama with elementsdrawn from many sources to create a new whole

Evaluation Setting up appropriate standards or values and determininghow closely an idea or object meets these standards orvalues (valuing level)

Example: Debating the merits of a given law, labor-saving device, or workof literature, according to developed criteria le I V HIP Curriculum Structure (cont'd)

INDEPENDENT STUDY: THE CORE OF THE SEMINAR CURRICULUM and higher levels-- The test of the s,Iudents' proficiencyin thi9king--at both basic effectively as independent learners. A five-page booklet, is their ability to function Plan few Se6rching and Sharing: A Guide to IndependentStudy, and a two-page model important work. Independent Study are used to helpstudents get started on this very students' level of An addition, the diagram Curriculumin BlooM interprets--on the selected to understanding--how activities atdifferent levels of thinking can be report the results of tneir research. youngsters to become The ultimate goal of the SeminarCurriculum is to help bright effectively with the glut active, self-motivated,life-long learners, able to cope of new information andunfamiliar problems.

4. CREATIVITY designed tb develop Exercises in fluency, flexibility,and divergent thinking are with conditions in a the creative and 2roductivethinking essential for dealing well, to more depth and rapidly changing world. These activities should lead, as greater-sophistication in the visual andperforming arts.

Domaill) 5. PHYSICAL EFFECTIVENESS (Psychomotor develop competence in thepsychomotor domain. The Seminar All children need to well as in Program encourages this throughinstruction in general movement, as involving visual, auditory, andtactile discrimination specfic psychomotor skills relaxation are also and eye-hand coordination.'Techniques of body control and stressed.

'7 I -MP Curriculum Structure (cont'd)

5:RECREATIONAL INTEGRATIVE ACTIVITIES

in The Seminar Curriculum provides studentswith the opportunity to gain skill Students playing such games as chess, checkers,Mastermind, Clue, and Scrabble. take part may also chooSe to spend rometime working with arts and crafts or may in special pro,jects in art, dance,drama, and music.

Summary

\ integrOting the The HIP project has been committedto th'e wholis"-tic approach of psychomotor (acting). three domains: affective (feeling),cognitive '(thinking), and The curriculum units are divided intothese three areas as a matter of focus. However, it can be assumed the otherdomaIns are invOlved. \ \ well es The affective domain necessarilyinvolves considerable cognition as The psychomotor domain involveswillingnes0-o act,which is an effective feeling. The cognitive domain is component, and the thought prOcessof what\is to be done. often stimulated by the response ofthe phY\sical senses to the environment\and is accompanied by associated feelings. \ each\Oit, The strong-involvement of all threedomains \has been strUctured into of this'guide- whether grouped under affective,cognitive, or psychomotor sections Sample units cre included forteacherA to use as'moels. The ultimate:aim hook. Of of the Human Individual PotentialitiesPrograM is to recognize the necessity the curriculuM, all three components and tointegrate these cOmponents into, all

160

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Orientation In 11 Imo

!IN. I !ATI Myths and Ingends verus Imparr, cl myth; will? :iodic and choology and history pi5totital 10fItItIr11 In HMI! other (Int mot c myths, Amor iconIndian Develop on out I 'tie of world history Inn I s y and Illstory pr5putibt myths, etc, Develop pinta."t ime machine" that ()floolotic t Imn and ii I rinddrS Compare pr e-st: I wit I I ic and scion!iI lc can transport us lo any time and of !floor ic timn ewelana lans nt no tut a t plionomeno place, Methods usnd by hl s tor ions lii qin able to describe milieu "visite4" Invest loofa and vo Ii do tn findInri s

75 105 itOpf411biitquoice: romirmianioomaw- 14...1..0.1.11..11....111..1.0.0.www.11. S H ' OraN1 iii ,. 2 (1)1Itt5 _ v . , (Niottp I 151 butt Oroup I 20.,cni grolti]T 10, 11)cat(..

Forme idltruction In uso of Using task cards with flqurmi and 1Dibactic 4

. ,Infolmn1 play with figurni equIpmont figural equipment symbolic (Nolen:II (equipment ,

1 1 1 1

I 501 LessOnsi Guillord's tivo SOI Lessons; Guilford's flo ()wagons SO1 Lessons: Guilford's flue opnrations operations wfth 11121 content bril Is, content. and ual ts., cInsys, with Htral content end units, classes., w I f h and sIsIlly, trensformatIcns, role ions as proitTcTs. 4 rointions as products. o 1211 lot lons.as mints" ) 'COON t , IN . . ...

/ Froe buliding,'using figural .. #1)upe Recognition of basic gecontric plane and equipment,p designs with bilateral Creating simple dosIgns wilh bilat I , solid figures andItle17 symmetrical and symmetry on n vertical axis , symmoVy, both two dimensional propertlei Perception three dimensional

, , RocognItIon of primary and secondary colors Olot Recognition of tertiary colors lind Coloring the *fens using a 'five or

. and their ccmpioments their complemonti 6 sin-color range from the12-color wheel $tretption .

, , Recognition, on a globe, of the

_Recognition of cardinal and intermediate equator, north pole, south pole,. , Locating, on a world map';' continents Ind 6PAtla 1 points oftile compass: northorn ,homisphoro, southern 'countries within tho boundaries of given , directions In the physlcarworld and or;1 hemisphere, orimo meridian/Inter- , . , coordinates rientation maps soon In both horizontal and vertical national dato line, oastorn planes homIsphero,western homisphoro , ...... ,__ . PerspoctIve visualization: Wien youqtave Perspective iisunlization: Vita en unobstructed vlow of a road or railroad Constructing drawings with one-point, Actual situation . , tracks, etc., stretching nway to the , , perspective ,

Visunl'illuslons , horizon, what SOOTS to happen? , lbjuiquititt ,

t . Latin Bases ,

Latin end Greek bases: . . Opposite qualities; other gunilties

Numbers , Opposite things; othe things

Latin end Greek Oases: , Vocilimlarp Feelings: Love/hate, sadness, happl. ,Prolixes: Antonym' - producing rrefixos The HO senses and S0110 organs noss, surprise, puzzlement MndIfIcatIon of moaning the parts of the body , titnitnt5 (Use with Mow 00 You Feel? Suffixes: Adjectivo-forming suffix°, Hats,) . Nnunformleg-suffixes . . ' NOMOS of Monsters

. Basic Sentonce Pattorns

51111(tiffilill Slily Sentences (sou model lesson) Collecting Adjectives rod n . Collecting Verbs and Adverbs (Keep them In card files.) Games: Categories (Hurwitz, pp. 100- . Weep thew In card flies.) Otammui* IIII . 5 , Endless Word Chain (Hurwitz, pp. II6-1191

7 6 107 np Cognitibe eInient5

3-4 Ordeff5-6

I 1tPutgroup _7: 210Pcar group 210 Pear'Oroup I 11

figural figural, Using mastery checklists with Verbalizing strategies.used with Creating and teaching original figural, ° Oiìcfic equipment and symbolic equIpment symbolic, and semantic symbolic, and semantic games Epiptunt

SO1 Lessons: Gullford's five operations SOI Lessons: Guliford's flve operations SOI PissonsGullford's fiveoperations with semantic content and systems, with symbolic content and systems, with semantic content and units, classes, transformations, implications as products

relations as products , transformatIon:,, ;meiICattOnsASproducts Req5as

Creating complex designs with'quadri- Creating complex designs with radial pt Creating simple designs wilh bilateral lateral symmetry on vertical/horizontal symmetry on vertical/horizontal/diagonal symmetry on a horizontal axis axes axes Veruption

Constructing three, six; and twelve- optics; oLor Coloring te designs to demonstrate Studying advanced color theory and color' wheels using rulersYcompasses, knowledge of !lue, value, intensity experimenting with after Images, etc, and protractors Putplion

Locating, on a globe, Lo'cating, on maps of hrious continents, I )1iittiat contlnonts and countries within cities intersected by given latitude Locating, on a globe, cities intersected given quadrants of the northern, and longitude lines by given latitude and longitude !Ines southern, eastern, western hemispheres erintation 4.

Free-hand sketching of scenes wIth two- JiiuiI Free-hand sketching of sceneswith one- Constructing drawings with two-point point perspective point perspective perspective Miu5tintnt

Laf,n Bavs Greek (2) Opposite actions; other 'actions Greek lif Oasis 'Combinations of bases Bases Prefixes Yocabulart Prefixes: Assimilation Prefixes Suff,ixes and Combining Forms

Verb-forming suffixes , Suffixes and combining forms Suffixes: Words frcm theOlologicarSclences and Adverb-forming suffixes Words from the physical sciences eleintio Medicine words fromMythology (See hilmol,etc.)

Sentence Exianslon

Games: Follow the Formula Comparative Grammar functional (Hurwitz, pp. 298-2991 Comparative Grammor Spanish Sentence Transformations ,

Verb Vignettes , Spanish Silly Sentences Negative; Interrogative (Hurwitz, p, 3101 Icempara with English:sentence Omni. (Compare with English wgrd order,) Tom SwIltles transformations,/ (Hurwitz, PP. 30-309/

109

7 7

anb

(5110E5 Orabt5 -2 2nb Nor 15t Pur Oroup I 15tPor group" I group

Guided group activities In basic ' In,basic cognitive Guided group activities cognitive processes: interpretation, Acluisiflop, Tiansiation Task card activities In basic cognitive processes: EwtrapOlation Defining (Martin, pp.36-7-* Defining (Martin, pg. 35-36) Acquisition Definition by Definition by nolultbge/ Translation showing synonym Definition, classification, and 1 example analysis generalization (Myers, Ch, ComprektncSion funelon synthesis operation negation context analogy

Guided group activities In higher level Classifying cognitive processes.. using Bloom's Classification exercises using Classifying Taxonomy: pictures, small toys, and other Classification exorcises using

2 objects attribute materials 112211;11

Elimination logic exorcises Informal investigation InforMal hypothesizing (Memphis, pp. 40-431 based on hypothesizing fGlasser open-ended classmeetings)

Communicating Instructicin In basic researchtechniqdes Communicating Exposition - Explaining independent Description - Spatial order Logical Order leading to short-term (3-week) Argumentation - Proving Communicating Narration ',Chronological order study project;

DIstinquishIng among severa(4.1:Inds of

truth:

DlitInguishing reality frcm fantasy INtinguifljing/ Distinguishing fact From opinion intuitional, lestimon lal mathematical, experimental etiaillating Ihlyors, Ch. (4) I.

1.6

111

Cognitikihocc505

3-4 . erab 5-6 group 210 Ptareroup Peargroup I 210 c,jar

Task card actIvItios in basic cognitive

PP(4556: Indirect uses of language g Learn and play thePropaganda Game nau[ Interpretation (Myers, Ch. 22; Txtrapolat ion Beardsl'e , 4-5) Language and reality (Myers, Chs. II-121 Compre1yn5ion

thinking skills: Focus on complementary thinking skills: Focus on complementary Guided group activities in higher level Convergence cognitive p2cesses using Uloom's Ulvergence ng Analysis Synthesis taxonomy: Deduction !,vethmi Induction Cause and effect Effect and cause 1§10115 Concretization Abstraction

Formal inductive reasoning Formal deductive reasoning (Myers, Ch. 17; Beardsley, Ch, 3; (Myers, Ch. It; Ueardsloy, Ch. 2; Memphis, pp, 21-251 Matra' Sentence-reasonkng logic exercises Partin, pp, 72-911 Principles of Non-Arisfotellan General 0.imphis, PP. Principles of Aristotelian formal logic -05-39) Semantics (Johnson, pp, 6 . (Johnson,pp.171 1841 IStaaning Related fallacies Related fallacies

Teaching refined researchtechniques Instruction in relined research tech- reaching basic research techniques to to others niques leading tr: long-torm (97week) others ommunitating iindepondent study projects

Evaluating relatively simple, concrete

Ideas, situations, and problems Evaluating relatively complex, Oistingulshinn among reports, Inferences, 11 Considering purpose In evaluation ;Difilingui51)ifig/ abstract ideas, situations, and and vaiue judgmnts (Myers, Ch. 2)) 21 Developing appropriate standardS problems 3) Measuring subject for evaluation elLaltiating' against standards established

,01

112 113 7c1

BIBLIOGRAPHY FOR HUMANITIES AND INTELLECTUAL EFFECTIVENESS

The books listed below prOved directly or IndlreCtly.useful in thepreparation of the Zxope and Sequence chart as well as'mosr of the Model Lessons In Humanitiesand Intellectual Effectiveness. have personally authored have been structured to include anIntroduction All of the lessons I and flve parts, with activities keyed to Bloom's five levels ofthinking.

-.- Anderson, W. k Groff, P. A New Look at Childrens literature. Belmont, Calif.: Wadsworth Publishing Co. Inc., 1972.

Aslmov, I. .Yords from the Myths. Boston! Houghton Mifflin Co., 1961.

Ayers, Donald M. Ealish Words from Latin and Greek Elements. Tucson, Arlz.: University of Arizona Press, 1974.

Barnet, 5., Berman, M., A Burto, W. A Dictionary of Literary Terms. Boston: little, Brown and Co., 1960.

Beardsley, M. C. Thinking Strafaht. Engiewdod '31Iffs, N. J. Prentice-Hall, 1966.

Dale, E. O'Rourke, J. k Hammen', ii. Techniques of Teaching Vccabulery, Palo Alto, Cat 1.: Field Publications, Inc., 1971.

Mayakawa, S. I. Language In Thought pnd Action. New York: Harccjrt, Brace 8. World, Inc., 1949.

Holman, C. H. A Handbook to Literature. :Jew York: Tho Odyssey Press, 1960.

Hurwitz, A. B. d Goddard, Arthur. Games to Improve Your Child's EngfIsh. New York: Simon d Schuster, 1969.

Johnson, Wendell. Peopld'in Quandaries. New york:Harpor P Brothers, 1946.

Martin, IL C. A Ohmann, R. M. The Logic and Rhetoric of Exposition. New York: Holt, -Riaehart and Winston, Inc., 1964,

Meeker, Mary and Shadduck, Dennis. 501 Abilities Workbook. El SegUndo, Calif.: SOI Institute, 1923.

Minteer. Catherine. Words and What They_ do ,to You. Evanston., 141.: Row, Peterson & Co., 1953.

Myers, L. M. 0,1de to American English-4th Ed. Engle'wood Clpts, N. J.: Prentice-Halt, Inc. 1968.,

Patterson,. 4o, Coordinator of CLUE. wia Doesn't An igloo Molt inside?A Handihook for Teachers ot the Academically_ Gifted arid. Wonted. MemphIS, Tenn.: Memphis City Schools. 1973.

Ranucci, E. Seeleg Silures. Palo Alto, Calif.: Creative Publications, Inc., 1973.

Upton, Albert. Design for Thinkleg: A First Bookie-Semantics. Palo Alto, Calif.!, Stanford University Press, 1967.

'Wylie. C. R. 101- Puzzles In Logic pnd Thounht. New York: Dover Publications, 1957. 114 )41,./ij Taxonomy wi-th Model Lessons

I. AFFECTIVE DOMAIN - FEELING

1.1 Social Effectiveness 1.2 Humanities 1.1.1 Group Dynamics 1.2.1 Figurative Language "Brainstorming" 'Caricature and Metapnor" "Talking Ears" 1.2.2 Literature "Feeling WorSs" "Kids and Pirates" "Face Me' 1.2.3 Background in Music, Art. Drama "Show Me" Nonstar Mania" "Gesticulate" 1.2.4 Historical Perspective 1.1.2 Leadership Skills "Roots and Branches" "Merlin Says" 1.1.3 Discussion Skills "Chaos" 1.1.4 Class Meetings "Boundary Breakers", 1.1.5 Self-Concept Building .".fho? What? Why? Wheels" "Mirror - Mirror" "Secret Pal" "Ainure Friends" "Rm_ks" 1.1.5 Valuing "Coat of Arms" "What's In My Dosk?" "Hex Signs" 1.1.7 Career Awareness "Career Fair"

2. COGNITIVE DOMAIN - THINKING

2.1 IntellectualEffectiveness 2.1.1 Instruction in Perceptual/Conceptual Elements 2.1.1.1 Didactic Equipment and Games 2.1.1.1.1 Figural "Pattern Pending" 2.1.1.1.2 Symbolic "Clue" "Anagrams" "Number Hunt" "Naglc Square" 2.1.1.1.3Semantic "Alphabet Appetite" :',F(axietreddie Fights Fires"

2.1.1.2 SOI Lessons 2.1.1.2.1 Figural. "Thinking with Shapes" 2.1.1 2.2SymbOlic "Th(hking With Symbols" 2.1.1.2.3 Semantic "Picture Perfect" 2.1.2.3Shape Perception 0 2.1.1.3.1 Basic Plane and Solid Geometric Figures "Polygons" 2.11.3.2 Symmetyry "Snakes and Swans" 2.1.1.4Color Perception

2.1.1.4.1 Hue . "Rainbow Colors" 2.1.1.4.2 Intensity - pure/neutral range "The Dull and Bright of It!" 2.1.1,4.3 ialue - light/dark :fangs "The Dark 3nd Light of It!" 2.1.1.5 Spatial Orientation "Dizzy Directions"v 2.1.1.5 Visual Adjustment 2.1.1.5.1 General Introduction to Perspective "The magic Window". 2.1..,5,..2 Linear tyrspactim "Th. increginie /anisninq 2.1 2 Instruction in Using Basic Processes 2.1.2.1 Acouisition, Translation, Interpretation. and Extrapolation of Basic Knowledge "Lord and Lady" 2.1.2.2 Application of Specific Higher Level Thinking Skills to Knowledge "Life" 2.1.2.3 General Reasoning 2.1.2.3.1 Hypothesizing "Hypothesizing" 2.1.2.3.2 Elimination Logic "Mini-Mystery" 2.1.2.3.3Deductive Reasoning "Deduction" 2.1.2.3.4 Principles of Aristotelian Formal Logic "The Big A" 2.1.2.3.5 Inductive Reasoning "Induction"- 2.1.2.3.6 Principles of Non-AristotelianGeneralSemantici "The Big Non-A" 2.1.2.4 Communicating 2.1.2.4.1 Description "Description" 2.1.2.4.2Narrafion (No lesson included) 2.1.2.4.3 Exposition "Exposition" 2.1.2.4.4 Argumentation / (No lesson included).

2.1.2.5Evaluating / 2.1.2.5.1 Distinguishing Reality From Fantasy (No lessonincl/uded) 2.1.2.5.2Oistinguishing Fact From Opinion (No lesson inclluded) 2.1.2.5.3 Distinguishing Among Several Kinds of Truth "Several Kinds of Truth" and Value 2.1.2.5-.4 Distinguishing AMong Reports, Inferences, Judgments "Reports, In erences, and Value Judgments"

2.2 Creativity. 2.2.1 Experience in multiple talent Areals 2.2.1.1 Basic Creativity: Fluency, Flexibility, Originality "Silent Spaghetti" / "Marshmallow Madness' 2.2.1.2 Planning: E)aboration Sensitivity +o Problems, Organizing

Abilities . "Jazzy Junk" 2.2.1.3 Communication: Expr ssional Fluency, Associtioral Fluency, Word Fluency "Thimble Thoughts" .2.2.1.4 Forecasting: Conceptual Foresight, Penetration, Social Awareness ,,,whA4- If 7" / 3. PSYCHOMOTOR DOMAIN - DOING

3.1 Physical Effectiveness 3.1.1 General 'Movement Thinking Activities ta. "Push Me-Pull You"* *These lessons were adapted "Mapping Acrobats"* from Thinking Goes to School "Hop-Skip-Jumo" by Hans G. Furth and Harry "Quadrant Man/Quadrant Woman". Washs, (New York: Oxford University Press, 1974.). 3.1.2Discriminative Thinking Acrivities "Jumping Eyes"* They could not be included "Tongue Thought"* in our guidebook because "The Eyes Have It" Permission had not been "The Great,Eye Hunters received to use them before 3.1.3 Visual ThinkTng Activities our publication deadline. "Parclug-try"* _.."pegboard" "Hodge ,Podge", -3.1.4Auditory ThinkiMg Activities Nan or Beast" 3.1.5Hand Thinking Activities "Thinking Fingers" 3.1.6Graphic Thinking Activities "Caligraphy1' 3.1.7 Techniques of Relaxation Activities' "Magic Movements"

3.1.5 Self-Expression Through Movement "Beat of the Drum" 3.1.9Mind/Body Integration ActiVitles "Concentration-Espanol"

3.2 Recreational Integrative Activities 3.2.1 Games and Equipment "list of Games and Equipment" 3.2.2 Arts and Crafts

. "Kaleidoscopic Symmetry" 3.2.3 Special Projects in Art, Dance, Drama, Music "American Indian Dances" "Sleking" "7-Jumps" Lontepv Lomperencp (idea) (knowledge/skill)

This is a statement of the concept,idea,. A MODEL FOR SETTING OBJECTIVES AND understanding, knowledge,Nandcompetency IDENTIFYING BEHAVIORS or skill the studentshould have as a result of experienc!;;g this. lesson.

suggested -time LEVEL grades TIME

ENTRY CONCEPTS: MATERIALS:

This is a summary statement of theentry , behavior of kind of background thestudent should possess. .;

TEACHER TASKS: STUDENT

ENABLING BEHAVIORS: LEARNING INTRODUCTION: The ,student: In oadet to; #k!q .14C LISSOM DEVELOPMENT: Physical Thinking Specific Skills Behavior learning Recall explored Application ,:k Analysis Synthesis Evaluation 44/ O°

End goa Oh inatnuctionat objective.

11 8 g,oncepv comperencp (ideaor knowledge/skill)

This is a statement of the concept,idea, DETAILED understanding, knowledge, andcoMpetency EXPLANATION OF FORM or'skill the studentshould have as a reiult of experiencing this lesson.

0C+ A suggested"guide of grades approximate time LEVEL , TIME

ENTRY CONCEPTS: MATERIALS: List materials the teacher will-need to prepare. rhis is a summary statementof-the entry It is often assumbd theteaCher will have access ,ehavior or kind of backgroundthe.student' equipment such as tables,'/ It may.be written as a to standard classroom should possess. chairs, chalkboard, etC. statement or as a behavior,beginning with "Ability to---".

AMMEMMIII(IIIMMEL, TEACHER TASKS: (What the'teacher does) STUDENT

TNTRODUCTION: Teacher tells, reads;asks, ENABLING BEHAVIORS: LEARNINGS: dgscribes, shows. etc. in orderto provide The Atudent: In cadet to; an experience forchiidren.* (physicalskills) (thinking LESSON DEVELOPMENT: behavior) Activities move generally (onBloom's speaks recall and Brief statement Taxonomy) from:, moves understand of specific Recall plays apply learning.explored Application listens analyze or discovered. Analysis reads synthesize Synthesis writes. evaluate Evaluation interchange, or stress (Bloom or Each lesson may vary, Iuilford certain categories. terms)

*It, is to be expected that thestudents worl< toward attainment of the statedgoals End Goa 04 InAtkuctionat Objective ,It c4 expkezzed in opekatiOna terms in the Onm: and activities in acc_rdancewith their "Given the oppoktunity to . , the ztuden4 ability and.maturity levels. witt " 04 "Az the kezat o expetienaz wVh the ab'ove pueezz, the ztudent mite (know, demonztute) g5 119 urricru turnintt

a affectitte tiuntrpv twumptttliLe , GROUPDYNAaMICS

11045to-mm Stient witt tem gtoup ptocwing white ming deiemed judgment,

, Tig 20 min: - 1 hog Dgvatopect kionia 641i LEVEL K 4

WRY COUCEPTS: MATERIALS: -Blackboard, chalk,'

--Increase awareness of owncapabilitiei Written rules for brainstoreng

in contributing to group process Paper for small group work.

--Ability to defer critical judgment

tt TEACHER TASKS: STOW 0 114

ENA6LING BEHAVIORS: LEARNINGS:

The 4tadent: In otdek to: 741 listens recall rules of brainstorming INTRODUCTION: Call the children into a

circle, Explain the rules for bra.ip t storming, saying,'"This Is the waylig

companies solve theirprroblems or develop

products, What can we. come up with?

Explaillrules of brainstorming,

LESSON DEVELOPMENT:

(older prepares brainstorming to 1. Select a chairperson and recorder problpm. children can work together in smaller

groups),

possible problem , investigate 2. Students "brainstorm" the characteristics participates r I. solution& of a good leader,

121 g g Brainstorming meaningful problew re-arranges create characteristics anddecide solutions. Discuss the solutions as a groupwhich are morerelevant.

PALUAT I :

Discuss the Brainstormingexperience and the control necessaryto defer judgment * * * *- * *. * * of others'suggestions.- BRAINSTORMING

1. Think-'of as manyideas as you can.

that. 2. Call out every idea comes into yourhead; the more thebetter.

3. Add on ideas orcombine two or more.

Given an oppottunityto 4. Do not criticize any expetience brbstwuning idea, your's or anyone discovek else's. the student witt * ** * * * * ** \ssNan opetationat tootiox * * * * * * * imptoved idea ptoduction.

ESOURCE: Based on an,ideapostutated by Atex F. Osbotnin 1948 and since devetopedby many otheu.

gq123 ,4,uurpt,/

GROUP DYWS

Leamag totigen can be accompti4hed by tegning 114 pooti we aten--and

taik.

TIME Appnox. 15 10 min. Dodoot b 1(1ndo. Balt LEVEL

MATERIALS: EWTRY CONCEFTS:1 Large ear with mouth for talking

as display material

--Ability to share whispering messages.

--Ability to cooperate witk a group

in resolving problems

ti TEACHER TASKS: STUDEVI

P1(1 ENABLING BEHAVIORS: LEAPNINGS:

(1) The gudint: In Wet to;

INTRODUCTION: Say, "Today we are going

tt to play a listening game but wewill . ears." 14.1 talk, too--you'U like "talking

LESSON DEVELOPMENT:

1. Arrange children in a circle in groups participates restate message delivered

of five. Whisper a simple message in by the receiver.

one student's ear; he/she returns to

the circlenand whispers the message to

the person on his/her left. The message

continues around the circle until every-

one has heard it BUT the starter.

125 1 2 4 4d1Klny corb

poor communication Passing compares discover When the groups have finished of whisper4ed message the messages, ask the messagekeeper messages to repeat what he/she heard. Then ask the message starter to repeatwhat he/ ^she heard and compare discrnancies. translate more complicated Repeat the activity with morecomplicated participates L. messages. messages. Then discuss the experience: again been involved in a - -Have you ever _causes of poor message that got mixed up? discusses discover communication. What happened?. How did it feel? Did the message ever getstraightened' out? - -What causes messagesto get twisted? - -Can youthink of a situation when it would be extremely important tokeep a message straight? conduct more effective 4. Repeat the activity. Stress the participates Urge the students communication need for accuracy. patterns--new to do whatever they must do to assure 'solutions to the that the message will be passed problem. correctly. Note their solutions. After several attempts, discusstheir .new solutions.

EVALUATION:

The students try the recommendations to determine the most effective solution.

Given the oppottunity to peqatin tatking and tihtening Akitt4, the student Loaf. develop concentnated tistening_and demonstkite eigective Communication skills.

II Vevaopment,Sqttabus, 1975, by Ada0-i'ed-r;tem Leaden4hip Skittz Los'mgc,f2k.Oned Schoa DistAict. Used tuth permission 6nom Los Angetes Uni6iedSchoot. Dizttict. 12a cts tomptiLumpetw

GROUP DYNAMICS

Theta ate a vaititty oi tooth to exptea

each Wing we have,,

TIME Appkox, 30 min, LEVEL. 1 -4 Develi nda

MATERIALS: ENTRYCONCEPTS:

Stop watch or clock wlth secondhand --Ability to pantomime feeling words Papers with feeling wards in a box --Ability to cooperate in,group activity

of guess ng x . Ui

TEACHER TASKS; STUDENT

ENABLING BEHAVIORS: LEARNINGS:

The htlident: In oAdex tc;

INTROUCTION:

Say: "Some words in bur vocabulary.eXpress

our feelings,sowell the words almost reach

out and grab you."

LESSON DEVELOPMENT:

Interpret word message to No. 1 reads 1. Divide the class into iwo teams.

be delivered. . Team sends the first pupil to draw a

word from the box. He then must make up composes a' illustrate word to be a descriptive phrase orsentence which discovered. communicates the word without sayingthe sentence

word itself.

I Z7 _17,t Synonyms, gestures, posturesand facial

expressions may be used but the feeling

word must not be spo4n.

EXAMPLE: The word may be la. The

student, may say, "I am so filled with

happings I am almost ready to burst."

2. The guessing team must identify the word

within 30 seconds. Equivalent words we

acceptable, i.e. joyous for joy.

3. If a player uses the actual word, he/she

loses that turn. Men a team guesses

the word, they win I point. If the

player's taro does not guess accurately

in 30 seconds, the opposing team gets a

chance to.guess. The teacher calls time

and keeps'the team scores and judges the

equivalent words.

NALUAT1OP:

The teams take alternate turns. le highest

Scoring team wins.

A LIST OF FEELING WORDS:

anger boredom compasslon

grief envy happinoss

loneliness guilt pain

shame jealousy respect

sadness . horror joY disgust fear love 0arlwwwwwormeme=1L delight .hate pride

Given a list o eeting wo46, the 4tudent uU evand,ha qiective Adapted ion Leddemhip SkU Deuetopment ocabutany by gting out hih choice S ttabah, 1913, byE-04 AnyeleA Nal oi equivatent wortd.4. c7ii1i4,alsolo,ith peAma PON LO4 Angela Ued Schiot

)28 cf3 LUITCCputurapaencp

GROUP DYNAMICS

(X6C Facia expke44ion4 au' a non-vekbat oi communication,

0 Deseac.ibILL.(ionact Bail LEVEL K 2 TIME 1 houA

ENTRY CONCEPTS: MATERIALS:

Hty to relate. feel ings to facial Pencil

Paper expression . Ditto sheets of statements and faces

11J

1,4

IL TEACHER TASKS: STUOENT

ENABLING BEHAVIORS: LEARNINGS:

The 4tudent: ln oAdeit to:

INTRODUCTION. t Recite a variation of the old nursery' listens recognize feelings show

rhyme: 'Sticks and stoneslill break my in our faces,

bones, But pulling faces won't hurt me!"

Discuss how we can send messages with

our faces if we choose--"Sometimes our

feelings show on our face even if we

don't know

LESSON DEVELOPMENT: 4

relate foling to 1, Ask children to complete the faces on draws in

both sides of the statements (ditto) so the faces facial

that they have illustrated the statements, exprbssions,

tof 131 discusses analyze the most difficult When the children have finished aspects of relating drawing, (10 minutes), ask: feeling to - -"Was iteasier to show the expression by drawing the eyes or mouth?" expression "Why areour mouths usually more expressive than our eyes?" . - -"In ourdrawings we have been express- ing feelings through facial expressions. What are some other ways to express feelings?"

I'm happy!- I really like that!

I feel good! I like that a little.

I don't know. I don't have any feelings in particular.

I'm not pleased I don't feel go d-about that.

I hate it! I really dislifke it! 4

trying to frown Comes participates gxperience Teach children thegame, "Here while another expressions An Old Woman" using facjial attempts to make irjstructions. rather than nonsense us laugh with-a wn while !It" S. Those not "it" must f ,facial expression tries.to make them1au h. I. Discuss how children folt.when they 4 shares examlne the experience could finally smile; the kinds of things of forced . that caused them,to smile or frown; how smiling or it feels to see someone frowl ng. frowning.

5. Selet pupils in groups of three to act 4.acts out compose skits using out facial expression found in a picture specific facia by making a story about it. expressions.

EVALUATION: lave an ugly face contest. Take.pictures )f children with Polaroid camera. Haye them orite a short story about the face.

Given the oppoAtunity to penliotm and 4e0ohd to tiaciat expke44ion4, the 4tudent.wit2 be abte to ketate the 6eeeing4 communicated to.pot.sate camae4.

t. dapted wJnteadeirihip Ski-as Development ;yttaba4, 1975, by-Lo4 Angetes UnLed kMpot DiAtAict. Used with peAmiszion tikom Ad Angetes Unitcied Schoot VistAict. 433 1'16 the aimoli inteRectuat titaining i4 to OAM the intetti.gente 'Lathe/t than to.4toCk the memmy, and to pkoduce inteetectuat exOtoicen4 natheic than : me.e audition, then ttaditionat education i4 mani6e4t.ey guitty o6 a gliave deliiciency."

--Jean Piaciet

134 GI 7 Cotutpt/Compttentp

fiTaUP DYNAMICS

,Teetive non-vetbat communication i4 a

eombiliation o 4ciat, gatige and putmat expke4Sion4

1,e41(3 ecib Klonda

MATERIALS: Stop watch or clock with second ENTRY CONCEPTS: hand

--The ability to combine facial expression, Messages written on slips of paper

gestures and postures to communicate in small box, hat or can

Jeeling

wtiti

1 ,01111=1.1=IMMIMIM11,

INTRODUCTION: w TEACHER TASKS: 'STUDENT

Li. Say, "Today we are going to communicate

without words. You must SHOW ME what ENABLING BEHAVIORS; LEARNINGS: you're trying to say." The 4tadcd: In ondet to; IMY.IMIMINIIMIM.I.E10.1.111111 ur

LESSON DEVELOPMENT:

1. Divide class into two charade teams. A reads message distingus what must .be relayed

person from team #0ne will select a by pantomime.

then , , message, give it to the teacher,

"act-out" the message without speaking. performs improvise messageor pantomiming.

Each player is allowed one minute.

The team tries to guess the message and, guesses predict message' being

if they guess correctly within the time pantomimed.

limit, 1 point is scored.

2. The first player from team #Two draws a reads message distinguish what must be pantomimed,

message and the procedure is repeated.

The teacher keeps score and the time.

EVALUATION:

The, first team to score seven points performs create non-verbal message. 135 wins the game. 13 136 dorq-wan++0do

Given the oppoktamdy Wewon, to ptayChaude4, the student wigdemonstute the.cdaity to communi,- cate non-yetbutey. :

, 'AdaPted.ptom Le4det4h4 SkithVueZopmet L Syttabits, 1913; by LO4 AngeteaUnig ge oo IkatiCt. U4ed withpvunin itom Lo4.Anyete4 Unt6ie4Schoot Diattie. 138 Eonttpt/Compettricp

GROUP DYNAMICS

GeAticutating4 a aim* Ottm oi

non-uabat communication,

K 4 TIME 30 min. i De Veroiod b Omit4II ,LEVEL =.111111.an

ENTRY CONCEPTS: MATERIALS: Recording.of the song,lesticulate"

frocthe musical, ITsmet, --Ability to demonStrate min-verbal

'communication throughgestur'ing

--Ability to utilize non-verbal

communication to tell a story

TEACHER TASKS: STUVED*

INTRODUCTION: , EN6BLING BEHAVIORS: LEARNINGS: Play the song, "Gesticulate" fromthe musical, Kismet. The htudent: In mkt to;

t1i LEARNING'DEVELOPMENT:

defines describe actfons of gesturing. r" 1 Have the students define the term

"gesture". Ask: "What does gesticulate word U. U. - mean?"

Ask students to volunteer to act out ,performs apply non-verbal gestures simple gestures used in our society. in communicative

These may include: form.

--handwaving "hello"

--arm extended palm at right angle .

"stop"

--finger to lips - "be quiet"

--cupping an ear - "I can't hear"

--upturned palm - "give it to me"

--A.M. sign - thumb and finger forming

a circle, other three extended

--beckoning with forefinger - "come here"

--fingers crossed - "good luck". v [39 100 Class guesses at what gestures mean. unknown gestures Next ask' the students, one at a time, gestures model while,others guess 0 demonstrate these gestures to the class:

--clenched fist - anger --blowing a kiss -"affection' --clapping hands -"appreciation --shaking finger -"displeasure" --stroking an index finger with other - "shame" - -pattingstomach -"enjoyment - -holding nose-"displeasure" - -tappingfingers -"boredom" --fingers in ear =hnot want to hear.

Discuss with clasS the feelings that each gesture communicated. non-verbal Then ask: "Which gestures communicate investigates analyze communications negative feelings?'-"Which positive?" they have experi- "Can anyone demonstrate other gestures mented -with they use or have noticed other people fusing?" y- ALUATION: /- a non-verbal Ask for volunteers to "gesticulate" a acts out originate performance to This may go on for several days. story. share with the

group .

Given an oppottunity tocommunicate .non-vekbatty, 4studentz witt.&arm Adapted 6kom Leadekahip Slatta to identy the 6eding4they exptess Devetopment Syttabua, 1975, by with the ge4tukes they u4e. LO4 Angete4 Unigied Schoot Di4t 'U4ed with peutiaaion LO4 Angete4 Unigied Schoot Diatnict Concept/Co mpeten cp LEADERSHIP

It is impolaant to each student to expetience ha/het own peuonat signicance and impact on the wotfd--tolieet that what he/she dou can make a di66etence.

DEveLoPED F54 : KLON tA,,BALI- LEVEL K 4 TIME 1 howt.

ENTRY-CONCEPTS: MATERIALS: --Ability to make independent decisions Book about King Arthur and Merlin --Ability to Tnvolve a group in creative

,v) fantasy that is uniquely each child's own

C.13 as

,u tt TEACHER TASKS: STUDENT \

,ENABLING BEHAVIORS: LARNV

The 4tudent: In oAdet to: /'

INTRODUCTION:

Read description of Merlin from a booK about King Arthur's Court.

LESSON DEVELOPMENT: a demonstrat 1. Say, "Now we are going to play a'game like listens observe Simon Says, only this game will be more . of structure Magical. It is called "Merlin Says" and rules of the Merlin has +he power to turn everyone into to be played animals, cars, ballet dancers, waddling ducks or howling wolves.

Reptinted by speciae permissiono4-LEARNING, The Magazine 4o4 aeative Teaching, Manch, 1976. 1976.by Education Today Co., Inc. The teacher begins the game by calling, "Merlin Says all boys to this Side of the room, all girls to that side."

directs texPerience strength in .sel 2. Choose a chi-ld to be Merlin. Allow the child to direct theigroup iar four validated by minutes--then let the child choose a experiencing se child to replace him/her. Give every as the Magical. student a turn in several sessions of Merlin. activity.,

EVALUATION:

DiscusS the experiences of power. .partidipates relate feelings.about "How.does it feel to be powerful?" wielding or "Was there something you did not like being %,eielding power:, .told to do?"

411if

Given an oppohtunity, each chad, inztead o6 4eeing hkm4eWhetisetti a inzigni4icant, get6 a chance to extmehh hi4/4e4 powequt 4a6 in 4 cheatiVe manneh. uttept/tOmpttencp

DISCUSSION SKILLS

Decision-making inciude4 uspon41bte

action in idediiying atteknatives,

setecting the atteinative4 most con-

sistent with stated goatz and taking

steps t:o imptement a COU/at q action.

LEVEL 3 4 TIME 45 minutes 141°P,...24 .11

ENTRYCONCEPT'S:. MATERIALS:

--Ability to Communicate and interact with Pencils and paper

others

14. TEACHE? TASKS: 14. STUDEWT

ENABLING BEHAVIORS: LEARNINGS:

The 4tudent: In onaek to:

1 INTROUCTION:

II' c.) Seat students in circle, The teacher gives tu '4. ONLY the following instructions: IA. a

"You areJo calculate the average height in listens 'determine the procedure to

feet and inches of the mombers of this group, be used ip calcu-

If a member does not know his exact height, lating aver8ge

he may give an estimate, \The group must agree height,

on the answer and appoint someone to submit

it to the teacher," (A variation might involve

calculating average weight,)'

tql

v 1 LESSON DEVELOPMENT:

eracts organize for group I. Repeat the directions.Aotil allstudent's- problem-solving. understand them. Then move away and do . not-talk to dr interfere4ith the group

until the problem is solved,. . how to better -Repeat the game_several times until the focuses examine organize the group learnS.td quickly organize itself.' on task group for problem- solving.

EVALOATION.::' .... . Though the problem may have been solved, the chaos may stillhave existed. Help the students understand ways of organizing by discussing:

What were you trying to a:hieve? Did you look for alternatives? How did you decide what alternatiye touse?

What slowed the group down? . What problems did you have in organizing? Getting together? Did inyone take over theleadership? Is this good or bad? Was a leader needed? What responsibi(ity did each member have? How could the group solve theprolilem faster next time?

Given a ptabteril-zaeving-taak, the ztudent witt devetop the abitity to coopenate with a gnoap lion the Noose ongaftiz-ag pubtem-4ottling Atutegie4.

1°5145 I. mi-uncepv =perm cp

CLASS MEETINGS

Spea que42on4 pkov2deoppo4tunitie4 04 one to exp4e64 pattieutat idea4 and act)i c30°E) attitude4. Deve.lopect Caevls Draper LEVEL K - 6 TIME 15 minatea

ENTRY CONCEPTS: MATERIALS:

--Ability to express oneself verbally NONE

3 TEACHER TASKS: STUDENT

. ENABLING BEHAVIORS: LEARNING 54 The 4tudent: In ortdeA:to:

INTRODUCTION:

The teacher will explain the purpose of listens understand objectives of Boundary Breakers: the creation of an Boundary. awareriess of 5elf and others by the use Breakers. of quGstions which tend to go beyond 4 superficial depth; to create.a,sense of belonging; to bring people closer together in gro6p situations.

, The class memiders are to sit In a tight circle on the floor,if carpeted, or in

A thought-provoking question (s '"thrown out" to the group. Each.personis to answer according to. hOw he/she interprets the queitIon. There'is no discussionor debate. listens comprehen'd itiehticarresponsesmay be Made if the response ru.les for .1S an'honestone for the participant. Boundary Breakers. Each'person Is toanswer the question. The fIrst:time aroundthe circle a personmay "liass" if.heithe hasno response at that HOWever, the next time, thatperson.' rait reslond If at.ail.pos'slble. Explain to , the students that the Wayword is LISTEN. listens to develop ks each personanswers the c%.hers need to awareness of responses others. :ollect bls/her responses intheir heads in ,rder to'develbp an Idea ofeach person. :MON DEVELOPMENT:

After explaining the rulesfor Boundary forms circle arrange self in relation Breaking, the teacher will havethe class members forma circle. to other class members. The teacher will then proceed to throw answers verbalize feelings and ' out a particular question. Each child question is then expected.toanswer the given ideas on specific question"fIrsty9r second time arOund: questioht.

. - Samples of these types of cpestionsare:

1. What color Is love? 2. If you cOvid.be a flower, what. flower would you be? 3. If you could bea color, color would you be? Why?. 4. 'If you could viSitanywhere in the world-for one day, where wouldyou visit? - 5. 11 you could speak withanyone in the wor;,, livihg or dead, who would you visit with? 6. What.is the title for the last book you read? 7. If you could smash one thing andonly one thing, what would you smash?

071 4 7 VALUATION:

NE, teacher will_ask questions like the listens consider insights' gained ()flowing: and by participatir respends in 8 Boundary', rhat did you learn about yourself today?' Breaker sessior rhich per..son did you learn thost_about today, n this-session?

!hich person do you feelis the thost like ou? rhich person do you feelis the least ike you?

Given thdroppoktunity to Aupond to a 4peci4ic gout-ion, the4tudent wit/C. be abte to expAu4 venbatty hi4/het pocAticutat 6eeting4 Azdby peAmizsion litom Dotothy Si4k, and idea6._ 444:4e o.-6 Gilited and Taeented, d4hington, D.C.', 20202.

Iog 14s To tive ih io have pubtems, and to soeve pAobtems is to.gtow intettectuotty. It ih pubabty 4a6e to say that at no time hah a &Age /L. numbeA o6 inpAmed and othemise intettectuatty abte, individuath tived on this ptanet, yet the pApbeems to be hotved seem atmost oJetwheeMing how to keep the peace, how to 6eed and etothe an expanding poputation, how to keep the poputation 61tom expanding too Aapidey, and how to educate t. Education in the mote entightened countAies has been Aathethuecezqut in tAanhmitting to younget gene/rations the accomptihhmenth.o6 otdek genertati.on4. But....teaching has been much too authokitative. Lt hah not given theyounget genmation imhtkuction in how to use in0Amation in cteative ways, ofc even the oppoAtunity to do so in many cases. CneatiVe education, on the athet hand, aims at a seeti-staAting, ke2ouitee6ut, and con6idemtpekson, mady to 6ace pethonat, intaperthonat and othet kindh o6 pkobtems. Becausehe, con6ident, he -a atho tote/cant wheite them hhoutd be toteAanee. A wolad o6 totercant peopte woutd beone ati peace- 6we and coopetative peopee. Thuh emotivity the key to education in its 6uLeest sense and to the sotution o6 mankind's most seAious pAobtems..

J.P. Guit6ond (pncept/Competentp

,SELF CONCEPT

( De4exiption oone motile&hap each indiuiduat to know hime4

and dims bettek.

Dv/eloped 11: KIoncia 1.11

45 LEVEL 3 - 4 . TIME

MATERIALS: ENTRY CONCEPTS: Three 6" circles for each child-

WHO, WHAT, WHY ,

--Ability to evaluate others openly Pencils

--Ability to trust another in paired-off

relationship

14)

ti1 INTRODUCTION: IL TEACHER TASKS: STUDEWT Share large wheels withchildren: "Today

we are going to help one another get to ENABII'NG BEHAVIORS: LEARNINGS: know ourselves better." The 4tadent: In ondet to; c/1 '..10

LESSON DEVELOPMENT:

1. Have students pair off with a fHend, pairs off identify chooses a partner

Each puts his name on the WHO, WHAT and he/she trusts,to w.. < WHY wheels, work with,

Students trade WHO wheels, then each trade wheels produce lists observe characteristics

writes five adjectives which describe of partner

their partner. For example: friendly,

outgoing, bookwormish, athletic,

outdoorsy,

3. Then return wheels to original owner who reads 'react asks for verification

chooses one characteristic he is surprised of perceived talents

at or one he disagrees with--places a or characteristics

star near it and gives both the WHO and

WHY wheels back to his/her partner to

elaborate on,

1/0 151 0

The partner next takes the.WHY wheel surveys analyze understand re(isons

and gives reasons WHY that particular for making choices

Ojective was chosen to describe his/

her partner.

EVALUATION:

finally each person takes his own WHAT reviews synthesize traits in order to

wheel and Writes ways to change., choose how to change

Cultivate or enhance the trait. THIS IS PERSOFICE IS NO LONGER TO

BE SHARED-NIT IS FOR ONE'S SELF ONLY..

iGiven the oppwAtJnity totail;with anotheA

lindividuat, the student wial be abte tw /descAibe that petson and befabte tojustiy

/. that desaiptiwn,a ll a lean:mote

i about himsei.

15)

/HI, Dv/eloped' by:

ENTRY CONCEPTS: / - -Ability to exeess a pc self r - -Ability to shareaposl a classmal:e negath

TEACHERTASKS:

INTRODUCTION:

Introduce the strategy b) Teading the story of Snov Magic Mirror.

LESSON DEVELOPMENT:

1. Pass a framed mirrort the class as they sit that you, have a-Magic but that with this on(

154 Concept/Compe ten cp

SELF-CONCEPT

When we 40CU4 OWL assets, we &tad a Atnong keting o4 4e2 4

LEVEL K - 4 TIME 45 minutes

MATERIALS: tement about Story of Snow White; Mirror with handle; nent about Large decorative mirror for hanging in classroom; is allowed) CardbOard mirror' shap&for each student

STUDENT

ENABLING BEHAVIORS: LEARNINGS: The student: In Wen to:

or the

N. le around , listens experience the game will be one e. Explain that ' of looking for D, positive attributes say. . -in self. -

on the wall,- Mirror, Rirror, say,what you see-,' st one of. all? Say what you 'like ,the best about me.", 155 :1 I So, I, I I, "Av.,

reinforce recall of rhyme 2. Each student holds the mirror up to his speaks and ear as if the mirror were telking to him.' repeats in order to play rhyme game.

decide. what he/she likes 3. He/she puts the mirror down. thinks best about himself.

what the mirror has 4. The mil-ror is passed on and each student reports share shares a positive attribute with others said it "likes best" about the or passes. student.

statlng what he 5. Variations might inaude a neighbor listens speak listening for, then responding to, a likes best about friend's duestion. his/her friend.

positive attribute ! 6. Make.mirror shapes from cardboard. labels reflect Place one on each desk. Have every te/she sees in student go around the classroom and others. write one positive compliment about every other student in the group on the other student's mirror. Those unable to write may attempt verbal sharing.'

EVALUATION:-

Students gather.in a group to discuss how shares experience how ottiere felt it feels to be told something "good" aboUt reaction frying to atcept positive compli- oneself. ments about -themselves.

Rom PERSONALIZING EDUCATION: Vatues Ceacation and Beyond by Leland W.' Given an oppottunity to neceive Howe and Malty MaAtha Howe, Copytight0 and give positive comptiments, 1975, Hatt Pubtishing'Company, ITC. which may be di46icutt to accipt in 'out society% the student mitt devetop an undetstanding that it £4 met 'Eight to be comptimented and teatn haw to Gime with it.

)13 156 Latittpt/LOMPUttlq

SELF CONCEPT

Po4itive 4appottive tetation4h1p4 in the dam* build a climate

acceptance and tiut,

LEVEL K 4 TIME 45 minute4

MATERIALS:

--Ability to glve positive reinforcement 1 basket or box

--Awareness of diffkulty in keeping a Folded papers with childrens' names written

Eti secret on them

Iu =-U 4.) 'TEACHER TASKS: STUDENT

ENABLING BEHAVIORS: ILEARNINGS:

The 4tadent: In Wm to.

INTROpUCTION:

1- u Seat students in circle and uplain the

41- ..purpose and procedure ofactivity.

LESSON DEVELOPgENT:

identify who Secret Pal is. 1. Have students draw names from a basket; draws name 001I% The name each.student draws is his or

her Secret Pal for the week, Students

do not reveal their Pal. to.anyone.

157 gift of acceptanc During the week the student MUST give writes Itve 2. to unknown friend at least five special things to his types when receiving Secret Pal without being discovered: sends nothing in return a compliment creates a typed note chooses a tlower a poem, picture or smallgift. to develop friend At the end of the week students reveal shares name reveal Pal 3. in an accepting their Secret Pal and Thank Youts.are 11. way. shared.

4". Students may want to keep their Pals forrn longer periods.

EVALUATiON:

Observe the continuation of Secret Pal relationships,after the initial time period has ended.

Given the oppottunity, the 4tudent &lee ta \ develop pozitive 4eZation4hio.

Rom PERSONALIZING EDUCATION: VaEue4 CZati6icktion and Beyond by Leland W. Howe and. Maky Mattha Howe,copytight(E) 1975; Ha/ft Pubt,i4hing Company,Inc. twuncpv

SELF CONCEPT

Vekbat 4ha4in9 ol ati 4044 aid4

?; in developing initial gagi4 oi tug

in gtoup ate/cation.

4 Tig 45 Aladth Deoloped by: Klohcia Ball LEVEL K

MATERIALS: ENTRY CONCEPTS:

Record of the "Minute Waltzsung by --Ability to volunteer for participating Barbra Streisand; before a group OR'tape of one minute o". music. --Ability to verbally share important

biographical facts about self

TEACHER TASKS: STUDEW

ENABLING BEHAVIORS,: LEARNINGS:

The eudent: In ondek

JUTROPUCTION:

this '4 The teacher will explain that IL experience Is a get-acquaintedstrategy

for a new class.

LESSON DEVELOPMENT:

In small group three, groups. ', participtte I. Divide the class into groups of interaction. preferably with,students they do not

know.,

volunteers share history of himself/ 2. Let the participants decide who will herself In one go first. That person shares as much as minute. he can about himself in cneminute. The

others then take their one-minuteturn. organizes present feedback on Next, participants #2 and #3 take one shared bio- they and minute to tell participant #1 what graphies with discusses heard him say. Afterwards, #1 and #3 others. repeat the process for #2 and #1 and#2 for participant #3. analyze and Information abol Resolve the experience byal[owing the questions synthesize new acquaintanco participants to informally quettion in class. 'one another for three additional minutes.

EVALUATION: to the 5. The group discusses reactions experience of spending one minute becoming acquainted with-another person.

Given the oppottunity to intek-Actate with otheu in a Ahott time peod, the AtadentwLL buad an acceptanceamd t/cuAt o6 otheu th&ough men4haning ot5 6e2ve4. unapt/ tompuencp

SELF-CONCEPT

Rods: title humana, have detent ehakaeteWties c shape, tabu, size, waght, shaApness,

hakdness smoothness,

hogs K 4 TIME 1 Developed by Kloputo..80 LEVEL ..=1.1,111

ENTRY CONCEPTS: MATERIALSi

I medium rock for each child --Ability to differentiate between Jocks

I bag of small rocks kinesthetically paper and pencils --Ability to classify inanimate objects

--Awareness of ability to relate to inanimate glue, paint, bits of felt, construction paper z objects Lu

TEACHER TASKS: STUDENT 1...nurroo....r...

ENABLING BEHAVIORS: LEARNINGS:

The Adent: in oltdek to: 1.,...... 1=r

INTRODUCTION:

Share a pet rock with the children, Explain

the rules for caring for the rock and why

this particular rock is a favorite.

LESSON DEVELOPMENT:

chooses familiarize identifying I. Empty large,gunny sack of golf-ballsized .self with interesting rocks on the floor--each child chooses charaCteristics one he is attracted to. in object,

and closes eyes choose his/her own 2. Have child experience the rock; rub familiar rock feel, close eyes, rub face with rock-- which can be examine each detail. Then everyone put identified by their rock back in the pile, move away,. feel only. CLOSE THEIR EYES and find their own rock

by feeling. 118 162 3. Pair students off in two's. Have ,one investigates experience and relate body 1 lie flat on th,., floor, eyes ciosed, the p rock Weight senses to rock other carefully sets the owner's rock on , to become AWARE his forehead. The student lies quietly of its charac- 'feeling the rock for one mihute. Trade teristics. positions. Jr/

StOents share expc iences. ells others analyze how the rock helped each student respond and to know self better.

4. Let class suggest areas of similarities lists and develop skills in and differences in rocks. Develop tssities classifying

, different areas of classification. ro,As objects.

5. Can people be compared in a similar way? compares analyze similarities and differences.

6. Have each student wish for a magic rock. creates and gather assorted Imagin- "Pretend your rock is special! How will writes ative facts intc it .be magic? What can it do?" a new whole.

7. Students share: "If you could give a imagines synthesize assorted magic rock to the world, what would it imaginative facl be? Why?" into a new .whole

8. Assign students to.each take a rock. decorates create a new Item from "Think of all the different things a a rock. rock could be..Choose a rock and turn it into something different."

9. Share "Stone Soup" and the "Myth of listens integrate creative uses Sysyphus". rock can be put to in folk tales and myths.

EVALUATiON: As a teautt othi6 activity, the 4tudent mitt be bettet Have students tell which activity they abte to tetate to ha/he& liked best. own chan.actexiAticz a6ten. having become acquainted with an inanimate object.

q vanctpv,vaptrencp,

VAL118

The ue o4ymbot4 may encomage

(14 to think beyond woltd4.

I hog Developed bc, Klond.o. LEVEL TIME

WRY 'CONCEPTS: MATERIALS:

--Ability to express desirable qualities 1 picture of a coat of arms

about self 1 cardboard Coat of arms for each child 'y --Awareness of differences between what Crayons

1412' is and what could be in self

TEACHER TASKS: IL STUDENT

LEARNINGS:

INTRODUCTION: t>.

1.1

Show the coat of arms picture. Explain

the use of symbolism ln commercial logos

and coats of arms.,

LESSON DEVELOPMENT:

analyze chbices the), have 1. Share coat of arms chart saying,"You reviews in order to choose are to draw 'a picture in each square sentences what to illustrate. in answer to the question.. Draw

desirable qualities with which you

would like to be associated...NOT in worWbut in pictures Li7pliiv words

fo0ounger children)."

( 65 120 1 6 in, considers synthesize Illustrations' 2, Have the students keep fhese questions on coat of'arms mind as they complete their shields,. and ' questions with each student's

Discuss:

reactiOn to '-710o I see my life as just a

others, to outside events? lift? --Am I doing what I cap to control my --How.cah I get more out of life?

This is a variation:

1), What,ls something you are very, goodat? of artqCbart: What Is something you are struggling to 1 2' get better at? Draw two pictures,

2) What is one value, a deepcommitment, What 'dip you Whit do you negatd'

from which pu would never budge? up! 44 yout 0.4 yout iamity's 3) What is the material possession most gteatest wood gteatut 4ttength

significant to you? achi,evement Ott ,o4 achievement? of 4) What Is your greatest achievement ,sticength?

the past year? 'What is your..biggestset- back, failure or defeat of the pastyear? What i4 the one34What do you negaAd Draw two pictures, thing that othet 0.4 yout o teate4t 5) What.would you do with yourlife if peopte CU do to petanatiaitme?

you had it to liveover? e you masthappy?

6) What three words (qualities)would

you like to haveassociated with you? What woad you do 6.464thtee wit&

These could become your personalmottos you had one yeato woutd you tike

to live by, tive and ate guman- haVe 4Sol4 about

teed 4acce44 in what yodii yOu died?

EVALUATION: even you attempted?

Discuss reactions to flleexperience of making

the shields:

"What did you experience?"

Given the oppottunity,the Adapted pcom Me Yogset Hat 4tudent wilt be able ti) ase ValesCk "think" ke4 ,o4eac as and abeAact 6ymbol4 to beyond woAd4 in de4iigning a y ney , 4mon, gu omm,, 4tatement about hi4 ownWe 7led aith peAmiuion choice4. Sidney 8, Simon,

167 168 VIAMICCPVL0111PCtCHCP

VALUES

The de4h 4eateh heto each audent

undeutand 44 own hubits o 4aving,

both whaehe doe4 and doe4 nat vatue. 0

Min

Devtio. d LEVEL 2 - 6 TIME 30 + minute4

ENTRY CONCEPTS: MATERIALS:,

--Ab,flity to: sort itros acdording to use, Paper, pencil, crayo:ns;

fondness for and for discarding Manila folders; Desks for each child jammed full of assorted

belongings ,/ z rWeix 4.)

0,TEACHER TASKS: STOUT

ENABLING BEHAVIORS: LEARNINGS:

The4tu'dent: In oAdek to;

INTRODUCTION:

an Illustrated "QuickrY, without thinking about why you are .surveys produce ' list of the' doing it, take everything out of your desk -articiet

contents. . and make a list naming 'each item." In desk

(T4 teacher does this too!)

(Make a list of common items for young

children on the blackboard or have them

illustrate the items.)

t69

122 /

LESSON DEVELOPMENT:

1. Have children code each iteni with.a P, co.Jes items analyze usefurness of PR, or F. Anything coded with'a P is of articles in the no further use, unless they are very CODE pastpresent special--th'en- they will be saved.as a or future. MOMENTO. p Pasi PR- Presen+° F Fu-Fure.

2. Code PR on anything being used right codes item identify those useful in AO' now for school. the present for school.

3. Code F on any items that will be used codes items identify those useful in in the-future. the future for.... school;

4- View the three separate stacks of items. studies items decide if.Child is.past, Say: "From the collection ot things present, or .other than school 'books, can yOu say _future oriented. something about who you are? Do you have many personal things? Do'you find you think aP-Iot about the future?"

5. Make and decorate foiders to store decorates create:, 6 storage area MOMENTO items in. folders for saving valuabl momentos in. ,.

EVALUATION:

Discuss,"What's In My Desk" 0it relates to the students' lives and says a_lot about me A4 a kezatt o Amting deAk 4.tem4 in tetim and-what.I value, oi the pazt, pkezent and liutate, the Atadent Conclude: wilt become amte o hL4 te4pon4e to tilie in "Sometimes what we do.says moreabout what we tegaruca to the pa64age 66 time,,whethet he yalue than what.we say." pazt, pkezent, ot Pitute-otiented.

"Sometithes we need o do something about what we Value.°

/23 1 EtnOpf/Eottipetencp

VALUES

The choice o4ymbot4 0. a hv 4ignj witt aged what the 4tudent vatue4

and hopeh tz putect.

Klonoia TNE 1 + houm Developed by: LEVEL 3 6

VITRY CONCEPTS: MATERIALS:

Oaktag for each student --Ability to, make value choicesfor Pencils, crayons symbolizing Balsa wood, acrylic paints

, Strips of leather

h .11

TEACHER TASKS: STOW; IQ

ENABLING BEHAVIORS/ LEARNINGS: )- (,) t. The 4.tudent: In ,oldeic to; 74....

INTRODUCTION:

listens 'assimilate 'background infor- The Pennsylvania Dutchdecorate their barns mation on hex with hex signs to wardoff evil spirits.,A .

/. signs. hex sign with rain dropspainted on it is

believed to help insure cropabundance; a

heart is.to bring love and romance..Thus,

a hex signoften reflects the values of the perm who displays it.

LESSON DtVELOPMEUT:

participates clarify purpose for which 1. Discuss hex signs and what/p rpose hex signs are they serve. designed.

172 M^,O1411Q

' Provide students with sheets of oaktag, draws identify hex signs which penclI:.. and crayons. Allow them to choose reflect values of three or more hex design symbols from importance to the HEX DESIGNS chart which reflects some him/her. of thu things they think are important in life. Symbols may be repeated to designs organize picture symbols of provide balance. val,ues.

For example: HEX DESIGNS

66rraindropS for = maple leaf star for al.undance and for beauty success raindrops for o prosperity abundance and = bird for prosperity = oak leaf for happiness strength to meet life's = dove for challenges peace and

. tranquility eagle for = heart for independence love and = rosette romance for joy

(Di= tulip for = star for religious success faith

- eagle for = unicorn for independence. honesty an'd integrtty clover leaf for good luck

Make hex design necklaces on balsam designs art formalize concepts by creatinc wood; pairt figures With acrylic.ras. objects new designs to wear String on leather strap for wearil.: on a necklace. around the -neck.

1 7 "41c VALUATION: ave students invent their own symbolsand invents create a different set esigns to represent other things in lift symbols of value symbolism in a hex sign. hat they value. which values are ave students examine each others'hex signs examines decide most importz.nt: nd decide which values are most important 'o the group.

Star for success

Heart for love and romance -\

Unicorn for yir4 Y honesty and t.;;VV7 integrity Given the clopmtunity to de4ign theix own hex symbotis, the 4tudent4'Jet become mo4e awaite (1.4 the.tt petzona vattle,s and Aep4e4ent them in a tanaitlec. Otm. FAOM PERSONALIZING EDUCATION(Va1ue4 4-121- *r-e.t1;4(t CtatiTiCaTion aRTBeyond by Letand W. abtoe and- ,Totty Maialia--ge,co pyiLigitt 1975, Hant Pubtahing Company,Inc.

I 2,6 toricepvtomptuntp

CAREER MARDERS

Noe() CO ad vaita0 tip.4 c ci.th.Pch optioR4 ak qvaLEM.

Socut dato LEVEL K O.. 1 .10....1 MIN

ENTRY CONCrPTS: MATERIALS: .

--The ability to understand that most people Nooks, magazines, pamphlets, filmstrips, people, etc. that pro connor.ted with specific careers. are involved in me type of career

Ck , 'LLJ

-TEACHER TASKS: STUDENT

ENABLING BEHAVIORS: LEARNINGS:

The 4tudent: In oAdex to:

NTRACTIN:

The teacher will first begin workingwith

an intermediate group. She may want to introduce the area of careers by asking recall family career the students what their families' careers names choice(,, are, or theirrelatives' and/or. friends'.

She will list these responses on theLoard

and ask ,the students if.they can thinkof other cuices that are not listed, The ists, fill in othJ carwr teacher will then list these.

76 7 ESSON OULLOPHLW: career choices From the list that was forled theteacher selects identify . to research. e:..ilains that each Ldild is to select one career that he/she would like tore'learch, or... if there is a career ri ot. linted that hasho would rather Jo, then select that one. on career choice After deciding on a choice, the student researches find begin -. researching, using basic research information skills. career. After cempiling his inform,tion on his develops explain cireer choice, the student decides on materials methods of drsseminating the information, such as a report, a mobile,a fact file, a graph, etc.

The teacher will then explainthat all the s'udent's information will be incorporated into a CAREER FAIR for the younger students Each student is responsible (primary). information of for constructing a booth on his/her const-icts provide. career choice. career choice. booth

i. The student willinclude all of his/her means of disseminating theinformation.

watches be acquaintedspecific careers 3. .After the ca-uer boo*hs have been construct(J, te re!, will then listens with, be explain to the yomne, grJup that they looks aware of, become will be t.-lkin(, thei.ie career observes notices familiar witti booths iH r-J- +0 .-r.'e aware of or dein know- to increase knovieu ci certain ., ledge of

gain know- specMc career rh iénti..,. encouraged to ask asks ledge of choices. hout the ccreers. inquIres /ALUATION: le teacher and students will discussthe discussrs decide on career he/she 3reer booths that they saw. The students career found most III decide which career, or careers, they booths interesting. )und most interesting and stimulating. le student will write, tape, ordraw an writes, conceptualize important ideas nportant concept of the career they are tapes or about careers. pst interwlted An. draws

Alr MAMA, The 6tudent wiet 6ccome a1xt& o4 the deaent 1zinc/6 oi cc/items and undet4tand how vatiom. carteerus ake ketated to each othet.-

'14 179 tonceptpumperencp

FIGURATIVE LANGUAGE

.caticattite exametate4 tilt: teat. laaphot 4u64titute4 a 4ymbot Ok t4e teat. 6oth ate cued to attuct out attentionand a make comptex, ab4ttactidea4 mote cone/tete' and acee44ibte.

LEVEL 3 - 6 TIME 1 hout

TRY CONCEPTS: MATERIALS: lotaphor is one ihing atanding foranother. A variety of political cartoons referrinq to elections and other national and world events, Is an implied culpdrison used to prodce arranged on a bulletin board; vivid Ilental ic Itis related to alogy, tablo, Jnd plrable. Chalk, chalkboard; Drawing materials

ACHER TASKS: STUDENT

ENABLING BEHAVIORS: LEARN1NGS:

The 4tudent: In oAden to;

TROOUCT1ON: listens review examples of metaphor and arelo0y. eview the meanings of metaphor and nrlogy by recalling to the studenis' linds examples of each that have been

,tudied. recalls illustrate examples of metaphor and analogy, isk the students to share additional fable and parable, Domples from their own experience. from their own experience.

I30 IFICUULIFU anu malapnur

)ad the students to generalize from tho generalizes conceptualizethe meanings of camples shared and state in their own words the terms motaphor )propriate definitions of each concept. analogy, fable, )ad them to see the relationships between and parable, and- the relationships le concepts. between them.

5SOM dEVELOPMLNT:

Pointing out the disptay of political examines identify examples of meta- cartoons and giving the students time to phor In political examine them, ask the students to identify cartoons. examples of motpshor.

Using specific examples, ask tho students examines discover the.rea'ities to identify the reality for which a given which glyen metaphor is the symbol. metaphors symbolize.

Ask the students to tell why they think imagines infer why metaphor Is speakers, writers, and artists use used. metaphor. the meaning of Explain that caricature exaggerates a I i stens determine reality rather than substituting a the term caricature. symbol for it.,

-Ask the children to point out examples selects illustrate examples of caricature in of caricature and justify their choicos. political cartoons

caricature and Ask students to compare and contrast compares differen- caricature and metaphor and explain the :hate metaphor. differences.

1_ 8 2 caricature and I. Invite the students to pantomime a moves demonstrato caricature and a metaphor aid see if metaphor through the others can Identify .11.. psychomotor activitY.

Instruct the students to create their draws create his/her own Ideas own political cartoons. Discuss of caricature possibilities. and metaphor.

:VALUATION:

the nature of 5. Ask: Why are political cartoons judeAs appraise sometimes funny? Why do we lough at political humor and Its them? What is their purpose? cArtoons uses.

Which newspaper cartoon do you lhlnk is the funniest? Why?

Which student-drawn cartoon sEi.ms the most effective to you? Why?

Given an oppotiunity to keeognize, xecater, anatyze, eteate and evatuate smany exampte6 o metaphot and_eaki- eatute, the 4tudentwilt dempnatxate an undeutandingo6 the bazie meaning o6 metaphot and cakieatute and the abitity to diztinguish between them.

/32. -

CARICATURE'

=111.111101 )rawn by George Brennan Drawn 'by Jane; Lundquist ith,Grade - Kyr'ene del Norte hool 51h Grade - Kyrene deJ Norte School garitewvainigtrnIe

LITERATURE

Thete 4.4 matuat cauhe/ct tetation-

'ship, in ktion, between action taking

ptace in the Wane settino and 46,

activity taking gace-OhnIteknat

ytt4ng4--the mind4 o he chatactet4,

2 1-houn peniod4 er LEVEL 5 6 TIME 1011MUMMIIMMIME%

ENTRY CONCEPTS: klATERIALS: --familiarity wi,th the first six chapters of &High Wind In Jamaica. by Richard Hughes New York, 1961); A HiNind in Jamaica (Signet Books: Materials for writing and drawing --experience in interpreting fiction

.. AMMO.M.1 TEACHER TASKS: 2 mow .

F4 2 ENABLING BEHAVIORS: LEARNINGS:

, 5

The 4tudent: In oidet to;

INTRODUCTION:

listens recall the six basic elements Say: 'In our study.of literature, we have found In ,fictIon: used six 'question' words --who, where, when, names of characters what,' why, and how--to call attention tosix setting elements found in fiction: characters, time plot setting, time, plot, theme, and style. theme style

setting is the , listens . determine Today we will focus on setting,not only that subject of this in the usual sense of physicaland lesson--in the geographical location, but in another, conventional sense

quite different, sense.' . and in a different

sense.

131. 186 185 IUZ 011U F II CI IC17

ackground for the reacher: At he novel focuse,on children from two easily identifiable and throwing it overboard. of empty trunks, amilies living in post-Emancipation Jamaica: the loud splashes made by a couple indignation from he.English Bas-Thorntogs and, to a lesser they hear an inexplicable roar of xtent, the Creole Fernandezes. Hughes the neighboring barque. escribes the tropical setting and con-, rasting life styles in a series of vivid bnce the sorting. is over, Jonsen prepares to return the children to.the barque and get well cenes. clear while the breeze and the darkness last. Jter a particularly destructive hurricane, Ir. and Mrs. Thornton decide to send John But Marpole's lively imagination had misinter- Since there was no longer any 12), Emily (10), Edward(7), Rachel (5), preted the splashes. Ind Laura (3) to boarding schoolin England. reason,to wait, he ordered his crew to unfurl every 'hey are placed aboard the barque Clorinda sail. And when Jonsen looks that way again, the There ' n charge of Captain Marpole, alongwith two .Clorinda is already half a mile to leeward. 4 the Fernandez children, Margaret (13) and is no question of pursuing her. And thus, the larr'y (6), who.are also going to England to pirates find themselves saddled with the unexpected ive with an aunt. The children quickly and unwanted burden of seven children. Aapt to thejr new shipboard life.

few weeks later, the Thornton parents 'eceive a letter from Captain Marpole in lavana reporting /hat the ClQrinda War; )oarded by pirates, who robbed her of her loney and cargo, but even worse,took the. :hildren onto the pirate schooner, murdered 'hem all, and cast their little bodiesinto 'he sea.

'he author now returns to the Clorinda, ind tells a version of the capiure con- iiderably more accurato than CaptainMarpole's: lhile the pirates are ran:ipcking the barque Ind removing the booty to the schoonerfor ;orting, they also take the children aboard hhe schooner to eat supper. In the natherinc: larkness,.the pirate Captain Dnsen and his late, Otto, are sorting out anythinc too

187 u cillu 1 11 GI1 v-

ESSON VEVELOPMENT: demonstrate the major settings ,Say: "What major settings has Hughes recalls, described in this novel? These are the responds, knowledge and incidents in settings in which the action of the story discusses of Chs. 1-6 of A Hfah Wind in Jamaica, has taken place." (Discuss.)

"What major i:Iciden.ts he 'aken place determine a possible relationship in each of tnese settings? information between setting How did the settings help to determine and incident., what kinds of incidents might take place?" (Discuss.) in addition to Say: "In addition to the external listens become incidents, there is another and very aware conventional actior .impOrtant kind of activity taking that in a conventional setting, there is place in this story. In Chapter 6, Hughes described at some length the another kind of other kind of setting where this activity action in another kind of settTng; takes place. Both kinds of action and both kinds of settings are essential to both kinds of action and both the.plot of the novel. kinds of settings are essential to the plot of the novel .

what is known aboul See if you can a_aply what you know listens determine about conventional action and settings that conventional actior and settings can Ix to help youlearn about this other applied to this kind of action and setting. kind of action and setting.

something importaw Here's a clue:Something very.important recalls remember, happened to.Emily at the beginning of that happened to Emily at the 'Chapter 6. beginning of Ch. 6. What was it?

2.3b To rephrase it: For the first lime, listens,\ Emily's new , Emily became consciously,aware of tler responds, cw)sciousness to own personal identit_y_. With this new discusses 'hn im.:idents whici consciousnesscame sharp new perc6ptions mirffif hAve trigger( and new anxieties. What incidents might have triggered this sudden new awareness?" (Discuss.)

"Now let's back track. considers the analogous What's my analogy? further relationships: In the passage just discussed, what was mind/mental activi* the 'settingt,and what was the 'action'?" setting/action. (Discuss.)

"To sum up, we,might say that Jamaica, sums up assimilate the an- logous the Clorinda, the pirate schooner, and relati nships: Santa Lucia are the externak..4aItings external settings 'where earthquake,and hurricaneea and action/ voyage, imprisonment, and accidental !liL9rnal settings death take place; while the m!nds of and men al Emily and the other characters are the activit internal settings where mental activity takes place.

What are the implications of this event-- speculates predict the poss'ble Emily's personal 'awakening'? implioat ons of How do you think her new-found awareness Emily's new will affect how Emily sees the world consciou ness. and what Emily does?" { (Discuss.)

\ prepares to notice whether Highes - "As I read Chapter 7, notice whether .Hughes expands and develops this idea listen expands a d of the internal_ setting7-the human develops he idea mind." of the in ernal settinc, - he human.miri.I.

137 (Part i): /9' I Say: "Hughes begins with a descriptive listens comprehend the continuing 'and arialyze story. . passage about shipboardlife and the different ways In which the children have adapted...to it.

- You may draw portrait sketthes of . Edward and Harry or of Rachel and Laura

while I read."

(Read the first five paragraphs on p.107.)

Ask: "How do Edward and Harry differ compares examine the ways in which from each other?" and Edward and Harry contrasts differ from each other.

(Read the long paragraph beginning at tbe bottom of p.107.,) the ways in which Ask: "How does Emily differ from both 'compares examine Edward and Harry? and Emily differs contrasts from both Edward and Harry.

What elements fFom Emily's experiences and emotional responses are'combined in her dreams? Now is reality transformed into night- recalls analyze -how Emily's mare fantasy? and experiences and relates emotional response! Is Hughes saying something here about are combined and transformed in her the effect incidents initle external setting have on activity in the"' dreams. internal setting?"

1.50 1.35" . . (Read the 'bridging' passage boginning listens comprehend 'the continuing 'at the bottom of p. 108 and continuing and story.' to the middie of p. 111. NO special analyze interpretation is required.)

Say: "Hughes.goes on to cOmpare Rachel listens become Hughes describes and Laura. He'describes them from the aware Rachel and Laura outside, telling of their characteristic, that externally activities. Then he goes inside and through their attempts to describe their minds. activities and

go. and internally through their mental processes.

One of Hughes' major tenets is that listens determine, Hughes.belleves adults and childreh think in quite that that adults, different terms from one another, children, and, while babies think quite differently babies think in from either. This leads to problems entirely different in understanding and communication. terms and categories from one another.

Do you agree with this in principle? considers determine the radicalJy- See if you are able to agree with whether different kinds Hughes' elaboration of this idea!" he/she of thinking of the believes three groups'lead that to problems ih understanding and communication.

(Read from the middle of p. 111 to listens comprehend the cnntinuing story. the end of section i on p, 115.)

191 139 Ask: PHow do Rachel 4nd Laura differ compares examine' the ways in which from each other? and, Rachel and Laura How does Emily differ from both? contrasts dlffer from each other; the ways in which Emily differs from both.

Hughes uses many analogies which contain listens become the author's use references to history, mythology, and and aware of of analogies other literature. A well-educated adult assimilates containing will pick these up immodiately. A less refei-ences to ekperienceeyoung person somefimes has history, mythology, :to dig'a little harder! and other literature.

Here's an example: Hughes says of listens, comprehend a complex histori- Laura that 'the child mind lived in responds,' and cal analogy. the midst of the familiar relics of discusses judge the baby mind, like a Fascist in Rome. What does he mean? (Laura's child mind existed What was going on in Italy in 1928 at among many traces of her the time that this novel was first baby mind just as a Fascist published? in the Rome of 1928 lived What had gone on there many centuries among 4-Fie ruins of-Ancient earlier?" Rome.) -(Discuss.) (Some research may be needed.)

"Is the-comparison an apt one?"

(Part i):

(This follow-up can be done as homework or during a work period.),

192 'Ads and plates

Instructionsl

Compose a story in throe paragraphs. composes demonstrate the subjective ln the'first paragraph, make up and a story an 'under- Interpretations 01 narrate objectively an incident in the standing reality py differ external 'setting of the- pirate schooner. that ent minds can In the second paragraph, tell how Rachel differ vastly responds to theincident internally.. from each other In the third paragraph, tell how Laura as well as.differ7 responds to the incident internally. ing radically froe the objective reality itself.

. (Pai-t i):

Ask: "What do you think of Hughes' considers accept or Hughes' assertton assertion that babies are not human and and reject that babies are children are not sane? discusses not human and Do you think he is really serious? t children are not sane.

If you don't like it...then can you refute it? (Discuss.)

(Part ii):

Say: "Today I will read Part ii of listens determine the importani Chanter 7. things to notice Lii;ten anajytical:11. as the story . Notice whether dnything Hughes has said proceeds. Previously hefts to explain what now --happens. 'r%)L, ray dr,2w skPtch of Emily while L real.

I4.1 Kids and Pirates

115-125y I

(Read Part 11., pp. , qtroight listens , rfind out' how the forces through with very little.interpretatron that Hughes has so that the students will feel the been describing swiftness of the action and the 6motional come together to Ipact of the shattering climax.) produce a catas- trdphe.

,Ask: "Why did EMily act as,she'did? conducts a exp.lain how and why the Step by step, what incidents in the post mortem catastrophe extgrnal setting and responses in occurred% EMily's internal settingled to the catastrophe?" (Discuss.i

I. (Part ii):

(Allow the students to respond td the responds synthesize the elements of story in any way they deem appropre and 0 the experience. to help them assimilate the experience interacts and "au-fit all togetMbr.")

(Part i):

Say: "This grotesque mischancemight listens, conclude the process of have"been prevented if Emily had been responds, that evaluation, able to make adequate use of an discusses adequately used, essential thinking process. is essential for Which process? (evaluation). determining a Why was Emily unable to use this rational and process adequately? appropriate Might a more experienced or wiser person course of action. have evaluated the situation differently and thus acta differently?" 4...... (Discuss.) .Given a.gaided ti6tening' exper4ence wit:f Ch. -7oç 'MutArlov: A High Wind in Jamaica, the student wia demonsbLate the See Activity,115 for rar) and Activity #5' ahitity to idenWy both or Part ii.) ceeknat and iateknat 6etting.s. and actibu, acd to expfda the FIETTOcaluse/Weet Azationship between them._

1194 tusbo in teaching the_ Ihmanitie.s , ace: "LORV LAIN ',p.p. 244 255 and A1FE", p.p. 256 -263.

195

/1+3 tionctpvtentpctcncp

BACKGROUND IN MUSIC,

ART AU0 DRAMA

110)14,U44 o evety waiety--teat and

make beLieve--have ,an impottant p/ace in human hiemy, knotedge,

and betiei,

Fteate Deo loped io Susan Sa er LEVEL 1 6 TIME

ENTRY CONCEPTS: MATERIALS: tnsters Who's Who by Dulan Barber (Crescent Books:

--ability to distinguish fantasy'from reality New York, 1974) and other books about monsters;

'--interesteqn monsters, make believe and real Selected classical music; selected art books: selected filmstrip-record dramatizations;

materials for art and writing; equipment for

making slides and tapes

c4 TEACHER TASKS: STUDENT

E: (Note: Thio mode/ imon:gute's a geneaat LEARN110: pTLFEiduicethaeinay.be adaptedOa teaching ENABLING BEHAVIORS:

any theme-centenectunitd The ,itudent: In Ala to;

INTRODUCTION:

This unit of study may be initiated in a participate: a theme-centered lotal'e4erience, number of ways. The teacher might read in a unist integrating 10. aloud one of the'excellent books on monsters about rts and humanities, currently available.Or a television show,or monsters

current movie might spark the students'

already existing interestin monsters: The

teacher' 'task"is simply to cultivate.and

guide ths interest so that itwill yield

the grEal testl possible richness of cognitive

and affective experience.

197 au. onster Mania

ESSON DEVELOPMENT: a rich backqrounc Encourage the students to find out as gathers acquire of knowledge much as they,can-about monsters. Sources information about monsters. of information can be folklore and mythology, factual and fiction books, reference works, television, and rirvies. A 3" x 5" reference card may bekept on every different kindof monster, and .filed alphabetically. acquire familiarity with Have the students listen to musicsuch visualizes selected . Bald Mountain" monsters while as Moussorgsky's "Nigh on classical music. and Stravinsky's "Rite of Spring"and listening to let their imaginations visualize the music monsters suggested by the music. familiarity with pictures of examines 'acquire Allow the students to examine selected example ! monsters in the fine arts in booksabout pictures of monsters of work from Ancient Egyptian and Mesopotamian the fine arts. cultures, Classical civilizations, Medieval bestiaries, and individual artists such as Hieronymus Boschand Francisco de Goya. familiarity with to views and acquire Have +he students view and listen dramatized filmstrip-record dramatizations of -listens to versions of well-known stories dealing with monsters filmstrip- well-known from folklore and mythology. record stories folktales and myths,

193 pf5 a Monster Have the students make a Monster selects, help assemble Alphabet. Alphabet. Individuals can select and draws, and draw portraits of one monster for every writes about letter of the alphabet. The portraits a monster can be displayed, withsentence-strip labels, acrossone wallof the classroom. A brief,descriptive article abouteach monster may be included. When the display is taken down, it may be made into a permanent scrapbook for the class. an auditory Allow selected students lo tape an matches assemble Monster auditory Monster Alphabet. Each monster monsters and Alphabet with name, preceded by an alliterativedes- and music .tape appropriate criptive word (for example, Abominable musical Anthropophagi...Bilious Blob... selections Circumnavigating Cyclops, etc.)may be suggesting expressively spoken, followed by an monsters. appropriate brief musical selection. The tape may be used by older students to teach younger children a lessonin creative movement. a slide Have some students copy art prints copies help collection of previously studied, using a 35-millimeter . art prints assemble monsters in the camera and a copying stand. fine arts.

narrative form Encourage interested students to, dramatizes translate a story into dramatic . dramatize "Beauty and the Beast," form. "Perseus and the Gorgon," orSome other well-known story JI I 1 GI 1Ici I I I ca

At this level,- lead the students to defines, isolate the specific develop--analytically-a comprehensive compares, characteristics definition of monsters.. classifies, which identify and monsters; .The>dictionary recognizes the.following categorizes the/innumerablei characteristics as possible indicators monsters ways in which monsters can of monsters: be categorized. 1) abnormal form or stucture, 2) enormous size, end/Or 3) excessively wicked or cruel behavior

Have the students classify the full (Responses will vary.) spectrum of monsters they have studied factual/fantasy according to the standard system above. living/extinct In addition, have them cateaorize traditional/modern monsters in asmany ways as they can folk/literary think of. organic/mechanical humanoid/non-humanoid monomorphic/polymorphic etc.

Have the students analyze--for logical dissects and demonstrate the ability to soundpess.and adequacy of eVidence-- examines analyze--for .arguments for or against the existence arguments logical soundne ! of Bigfoot (Yeti,Abominable Snowman), and adequacy of the Loch Ness Monster, andother eviden6e--; disputed cases. arguments.for or against disputed cases.

< /4-7 260 Provide students the opportunity to: music and monsters, 1) compose and perform songs about composes and synthesize monsters; performs synthesize art and monsters. 2)'create a fantasy world mural creates a populated with student-invented mural monsters; these could be nolymorphjc creatures, composed of parts of natural animals--but in unnatural combinations; synthesize drama and 3) write original fantasy fiction or writes monsters. write and dramatize ar original a play play with Monsters as characters; the humanities Or...put it all together and create produces a synthesize 3nd monsters- and produce a multimediapresentation multimedia for other r:lassrooms. presentation fALUATIDN: clarify ideas and beliefs Lead a class meeting or round table discusses about monsters. discussion on One of the following: and- and, interacts evaluate o 1) How can we- tell whether a monster is reaLor 'make believe? What are the tests for reality?

2) How important have monstersbeen in hdman affairs throughout'history? Why? Given the oppoktumay toacquite, appty, anatyie, synthes.ize, and evaeuateknowtedge about molututz, in a vakietyo6 ways, the student Witt. engage in a tick'and enjoyabte tota expekience integkatingthe a/Lts and humanitie6. enctpritaitiptrencp

HISTORICAL PERSPECTIV5

Each nu geneation hah to bice nox

*Wmd4the wall o meant . thaw. The ttateA change Ls attngPli'tIP71me66.itatneo ptobtem-mtvinq 4k4244-70.4 attah a

,, ...... iciAmawe ai vailasciboutdm -we Ant togo. b: LEVEL t3. ME 4°30-inin, petilicL6 41.11..11,

MATERIALS: ENTRY CONCEPTS: Charts illustrating family treesthat --ability to deal with concepts involving (I) "grow" down, generations, ancestry, and descent (2) "grow" sideways --ability to draw reasonable conclusions when Duplicated branching diagrams for students; analyzing data, HIstory resource maIeriats

Writing paper and pencils

TEACHER TASKS: sTuvtur

ENABLING BEHAVIORS:, LEARNINOS:

The Adent: In Wet to:

INTRODUCTIOt

listens, gain. , a "family tree" (Ask the students whether theyIflow what responds, awareness is a diagram of an a "family tree' is, Discuss the ideas that discusses that individual's are contributed, Ask whether 'The students , ancestry, relatives know the purpose or possible benefitsof irOhe same ;Jena- tracing one's ancestors. During the ation.and/or course of the lesson,clarify any ,Jescondents, unfamiliar terms.)

202

NDTS ana orancnes

MON .VEVELOPMENT:

If you feel as the author of this lesson listens \become\ certain incOn- does, say: "Something has always aware of gruitieS involved bothered me a little bit about calling a in calling a diagram of ancestry a tree. diagram of ancestry a."family tree."

'Trees grow 42 out of the soil, with their listens review the basic structurE branches reaching skyward. Their roots\ and of a tree. reach down into the soil, seeking water \ visualizes and nutrients. ,

If we see our self as the trunk of the listens identify ,a personal analogy: tree...then the roots represent our and with ancestors,and the branches represent discusses branches = our descendents." \ descendents (Discuss.) // trunk = self

roots = ancestors

"But a 'family tree' isn't shown like observes notice some family "trees' grow down tkis. It eems to grow in the opposite . a chart that direction--'down' instead of 'up.'" : instead of u2, (Show i.11ustrative chari-.)

"And often it'even grows sideways:" observes notide, some family."trees" (Show illustrative chart.) a chart that grow sideways.

0 ts and Branches

determine we are qding to "B that as it may; let's talk about our listens, talk,about our ancestors. responds that discusses own ancestorS; and how many we How many parents does every human have in each being )1ave? (2) generation. I mean biological parents, whether present elr distant, living or dead.

How many andparents? (4)

Great-grandparents? (8)

Great-great-grandparents? (16)

'What_happens to these numbers as we go back each aeperation?" (They double.)

(Discuss.) one kind of (Distribute duplicated branching. accepts become diagrams with a s:ingle line on the and studies familiar "family tree" . branching diagram. right for the student's name and a branching with birthdate, .and two, four, and.eight diagram Tinestanning out to the left for the nameSand birthdates, of parents, grandparents and great grandparents. gain the names and .Have the ,studen,s fillin as much of fills in birtbdai-es of their diagrams as they can. Diagrams the lines information about his/her own may be coripleted,at home,using -family of the ancestors. members as sources of information. diagram the ancestry As an alternative, a student maymake a cOmpletes gather of a famous 'famlly tree diagram for a-famous person another information person. such as Oueen Elizabeth II ofEngland.) family about tree

2 151 ts and Branches

(Have students analyze and compare whut. investigates deVelop the ability, to Was going onduring the time segments and analyze and .delineated by the births of the four researches compare historical oenerationsin'technoregical develop- generational conditions-during- ment, historical events, popular,culture, time spans different , etc.). generatrons.

The general form of the questions:. a sufficient body "In tht year you (your parent, etc.) answers demonstrate of data from were (was) born, questiOns that he/she -which to draw what important technological advance has valid conclusions. (historical event, etc.) acquired had ust taken-place? What was the population of the United States that year?" etc.

(Through research and further comparison probes develop a sense of and analysis, lead the students to further historical develop a sense of historical sequence sequence and continuity.. and continuity.

They should also be led to discoVer analyzes discover significant trends such significant trends as accelerating data such as acceler- technological development and geometrically ating technologiCa development and increasing population.) geometrically increasing population.

20'

152 (As students become famitiar with the synthesizes compose a story about a hypothetical history of their own and their historical typical day in immediate ancestors' generations, information the-life of an have each student write-a story about and ancestor at the a hypothetical tYpical da in the life imagination students' same of a 'parent, grandparent, or great grandparent when he/she was the same, age. age as the student is now. 5

Using resource materialS as well as uses resource integrate historical information and personal interviews, students should materials small persanat. include as much historical information 15nd personal details.; 1 as can be integratedinto their stories. interviews But there should be small, personal details bf the kind that seldom get into history books.

The stories may be displayed on the reads appreri3te the way of life_ of each generatiC classroom wall in different rows for stories that differs from that each generation.) written by class, of preceding and following generations.

/ALUATION: (\i the rapid develop (During a class meeting, discuss the listens, conceptual- ments that have 'developments that have'taken place discusses, ize taken place in in transportation just during the 0 interacts. transportation litetime of ohe student's. grandmother during, the life- .or great grandmother.) time o4 a still-

: e" , I Questions to consider: implications of "What are the implications of such rapid listens, consider such rapid change change? discusses, Whai effect has it -had on our life styleT interact.; problems that , might result fron Has it hod this effect uniformly through- such rapid changE out the world? possible wa'ys of Have all the changes been gains...or have 'dealing v;ith.thes there been losses as well? What effect has rapid change had on complex problems; the kind of worlc our values and beliefs? Why has the rate of technological that is desirablE development accelerated faster and the best ways tc achieve such a faster in recent years? world. Whydoes the, population continue to increase? What are the "best" ways to deal with such conditions? What kind of world do we.want to live In? Why? How might we,best achieve such a world?

Given theoppottanity to. wvAk with 6ami1y times and dotesea&ch about the time segments daineatedby Kamity gene/cations, the student witedevetop a sense histonicat sequence and continuity and an awatenesso6 some oti the conditions andptobtems cteated by accettnating change.

203 'lb

Cognitibe

1 209

.16 5 DIDACTUEQUIOMENTI:. FIGURAL' A btock patter:A iiigarte on*a 41144egitound 'can,be dupti.cated (tf'atetacited),CM..itcan bk tkanqoAffied (I) by consekvinj itz-aitea'but changing it& 4hape,a) (21 by conzetving"ZU zhape but changing .it4 caea thtough ditation o4 ;as attentdb.Ort thicOughkaZETZ'orr

kegection. . , by r 7 -5-el 9 ce TIME 3 .30-miA. pekiods .LEVEL . K 4

MATERIALS: " Several dozen Parker Brothers ted Pattern Pending design blocks; ials. Pencils, scratch paper;. 2 tO Graph paper or dittoed grids; ral Book - Seeing Shapes; Duplicated exercises for evaluatior

STUDDu-

. LEARNING : ENABLING BEHAVIORS: The.4tadent: In okdet

intro-. manipulates become 'Pattern Pendir llocks. familiar design_blocks for with designs. of the s.

ion) a circle XIS amine, ' '210 Pattern Pencring,..

c. basic properties "How.many faces,does any cube have? observes idenifv Ask: of cubes. How many edges? HoW many corners? How manY faces meet at each torner? How many. edges? specific charac- How many black faces does each of these observes identify teristics of cubes have? How many white faces? How Pattern Pending many.black and white faces? How are design blocks. 'these cubes constructed?" a problem on area. "The square 9round fur a figure applies math solve . Say: you wish to construct may be_made upof concepts different numbers of smaller squi..res, .called cells. See if you can figure this out: How many rows of how many blocks would be needed for a four-cell design? (2 rows of 2) A .nine-cell design? (3 rows of 3) A 16-cell design? (etc.) (4 rows'pf (Usually we multiply the.facors and , How is the,computation on theseproblems In-ths problem, different from that'on fTlated problems generate the product. product an worked you may have solved in thepast? we began with the backward to the factors.)

the task to be ,Shortly before an activity period, say: listens determine . performed. "I am going to ask, one of you to construct a design 'on a-nine-ce1.1 squareground. " verbal instructions .(41low time for a studeRt to du this constructs translate into figural form. while the rest of the group observes. s a design soon as the design iscomplete, have a tangible construc anther student record-it on graph.paper records the translate into a pictorial "P or a grid.). design

, frr 7 constructs transform the original '"Now, I would Ilke a second student to construct a nine-cell design. The a design figure Into an equar-area .figure on your ground will be equal. In EI area to the first figure...but different figure of a in shape." different shape:

(Allow construction time and have the design recorded as above.)

"Take a good look at the iwo designs and analyzes the calculate the least number analyze them. Can you calculate the least designs of moves needed number of moves i.t woulA take to change to transform the the first design to the second? Record first design Into your solution." the second.

(Allow a small, interested group to pursue this investigaion during the activity period.-)

At another session, say:'"In our previous considers and appraise and the kind of shift' exercises, we have conserved the area of designs synthesize In viewpoint the figures but changed their shape. needed to look It is also possible to conserve the shape, at geometric ,of a figure...but change Its area--size-- figures in.new way or its orientation--direction inwhich it is pointing.

Thousands of years ago, a Greek mathe- listens and learn the mathematical meticlan named Euclid stated that observes vocabulary: . gedMetric shapes,have four invariant translation, dilation, rotation properties." reflection.

(Write on the board, read aloud, and

explain: . 1. Translation - Duplicating'exactly 2. Dilation - Expanding or contracting 3. Rotation - Turning around 1 4. Reflection - Mirroring an I age.)

- *(1

chart e thts 12 Have students demonstrate understanding manipulates demonstrate understanding of these terms by producing block patterns. blocks of terms: translation, dilation, rotation, reflection.

(Invite the students to create original arranges create a.variety of block patterns and record their designs blocks original on graph paper or dittoed grids.) patterns.

AALUATIN:

the instructions . "I have here an exercise with pairs of listens determine figures for you to evaluate.' to be follOwed in doing the evaluation exercise.

If you think a pair of figii:es illustrates translation, write I. WI AU1ó1I 111 If you think it Illustrates dilation, write 2. Given the oppoAtanity to take para If you think it illostrates rotation, in a vaAiety oactivitiza with write 3. Pattelm Pending deaign btoch,s, the Atudent witt demonatuteundex- If you think it illustrates reflection, Atanding oti concept4 invotving write 4. (1) conAmation o4 artea and Be prepared to defend your answers." tAan40Amation o6 Ahape

(2) conamation o6 41.1ape and trianalioulation 06 alma 04 oAientation. aa 111Z

151 2-13 Eoncept/Eompttentp

DIDACTIC EQUIPMENT: SYMBOlg

To hobe a moteq, it Pat nece44any to ident4y the dement othe

moteny luch o4 the etime, CiACUM4tAACe4,

4u4pect4, motive, and oppoktunityl, and then

to 4e2eet the mot ooductive 6tmA43ito

cove/ging on the atution.

!).veloptet by'.51.4.San $aler LEVEL 3 - 6 TUE 3 451,61.ppkindA_

ENTRY CONCEFTS:' MATERIALS:

Detectives seem to use a systematic One or more Clue Games (Parker Brothers)

step-by-step process to solve mysteries. Chalkboard, chalk, pencils,

Writing Paper'

Legal-size envelopes

Book Of short mystery stories

TEACHER TAS's: SItIODir

ENA844G BEHAVIORS: LEARNINGS:

.1 The 4tudent: In otdeA to: LU

4*- INTRODUCTION:

:during a class meeting, ask: 'How many remembers recognize general processes

of you have read mystery stories or of' investigation

watched them on televisiOn or in the and detection used by solvers of '3 (reinetsi?uon can be made of Ellery Qus mysteries

Columbo, Cannon, old Ilrry Masori reruns,

or other current television shows, and

such recent films as '!urder

Orient Express and Nurirei'by death.)

Say: "Let's nut get involved in rehashing

the plots of half a dozen TV shows. Whet

,I would like to have yuu fucus on are the.

general strategy and prucesses used by

.tne investigator to solve a crime, rather

tun the details pf ahy individual story

plot. 215 214 1 60 (As the discussion progresses, help the discii'sses clarify understanding of deductive processe ! students keep to the purpose of extract- ing and generalizing about the deductive mysteries.) . processes used by solvers of

SSON DEVELOPMENT: the game of Clue (Have the 'students seat themselves in a listens become semicircle at a table facing the board.) observes familiar with

Holding.up a Clue game box, ask: "How ffeny of you are familiar withthe game of Clue?" (Note show of hands.)

"Good. These people will be able to help the rest of you learn this gaMe during , our activity periods. Meanwhile, to refresh the memories of those who have playedClue and introduce it to the rest of you, Clue is like a 'whodunit' mystery story.

The 'drama' takes place in Mr. Boddy's magnificent mansion. Mr. Boddy himself is apparently the victim of foul play. Fortunately, discovering the solution to this crime is much less complex than solving a mystery in a story orsolving GRQ a crime in real life.

The object of the game is to answerthese listens determine the elements and processes used in three questions: observes playing Clue. 1. Where was the crimecommittedr? 2. By whom? 3. With what weapon?

216

lel The solution lies concealed- in the case ,file, which contains three cards answering these three questions. The solution is to be deduced logically through the process of elimination."

Indicating the equipment, say: "Here Is the game board with the floor plan of Mr. Boddy's mansion. The crime was committed in one of these nine rooms... (indicate each in turn.)

The crime was committed 121.one of these six suspects...(Name each while holding up the card.) Here are colored tokens PROF. PLUM to represent each one.

The crime was committed with one of these six weapons...(Name each while holding up the implement.)

At this pOint, have the students play plays Clue acquire experience in ,the game. using deduction- An a game situatio

"Now, I'm going to ask a question to see transfers solve an unfamiliar how well you can apply your knowledge learning problem related of mathematical operations. to the Clun game.

If we are limited to nine possible locations, six possible suspects, and .six possible weapons...then how many possible solutions are there to 'the crime?"

(Notice how students attempt to solve this problem: Do they use blind rules of thumb? trial and error? logical reasoning? Help them to "map" suggested solutions on the board. Fbr example, )

217 /62 list the nine locations, six suspects and six weapons in three columns and have the students speculate about how td determine'the number of possible combinatiohs.)

If students are perplexed, say: "Okay. simplifies extract Maybe we need to stmplify this a little in order to discover the principle we're looking for. What if we only had two locations,, two suspects, and two weapons? How many possible solutions would there be then?"

After students have worked this out by (2 x 2 x 2 = 8) trial and errqr, ask: "Can you state your method of solution'in the form of a specific.equation?

.Now...Can you state your method in an .x 6 x 6 = 324) equation.that will give us the solution to our larger problem with the Clue game?"

(As this may be beyond the computational ability of some of the students, help them to work it out in steps.)

"Now...Can you ...state this equation as a ( L xS xW= N) formula--a kind of universal equation that would :live us the number of possible solutions for any numberof locations, suspects, aod weapons?How will you go about this? Will you need special symbols and a key?

2 I 63 Now let's try some probability. If you reasons solve a probability just guessed wildly,at a solution to a problem Clue' game mystery, before you started to i)lay, what would be the chances--the probability--of your being right?.... Those aren't very good eAds, are they? Now could you improve your odds as the game progressed?

3. During our activity period, six of you plays Clue practice basic elimination may play Clue., You will use Aeductive logic deductive reasoning and elimination logic tossolve reasoning the crime. Each activity period, another group of six may pTay Clue until everyone can use efficiently the processes necessary to reach a solution.

4. "See if you can write a good mysteiT composes exten& an original story that a clever reader could.solve comprehension mystery story logically by using the clues.that you provided. Write the solution to your crime, with supporting evidence, on a separate sheet of paper which you fold and place in an envelope;.,..

Nave a friend Critique and 'proofread critiques extend skills in proof- your mystery. Then make a fair copy, reading, editing, wri.ting An_onlyone_side of the,paper, and evaluation to,poSt in our,Mystery Corner where everyone will have a chance to solve it,

2 1 9

/6* EVALUATION.:

5. What is the best way to solve a logic considers judge the best,way to elimination, problem? the worst way? solve logic Why? , elimination p4,13I problems.

I am going to read you a short mystery story,but leave off the ending. See if you can guess the aprrect Solution to

the mystery. Be prepared to defend . your answer.

c o s.T etit P

Given the oppontanity"to become 6amiZia4 with the game o6 Ceue, gay it, and panticipate in a vaniety oi netated activitie4, °Pe-Neat 14 the atudent wit2 become pu6icient MRS. in identi6ying the etement4 in any kind o6 peApLexing pub.tem on mpteny and in 4etecting the mut puductive 4tAategieh zaving

Lettering from Fantastic Alphabets, Jean larcher, Dover Pub., Inc., 1976. 2ZO

I165 Lulitigany

DIDACTIC EqUIMENT:SVPBOLIC

II )àkd4 ge immed though the we oi

d:al:dud tettem,

TNE 30 minute4 Developed 4: Carole Prop LEYEL .41MMEM/NMMINOM AN.ww/m

ENTRY CONCEPTS: MATERIALS:

z --The abi 1 ity to spel Anagrams (separate small wooden squares with a

--The abl ity to react quickly letter printed on eacq,

110111==...... Nwwr.mom.m.www.m

< TEACHER %SKS; z STOW

ENABLINO BEHAVIORS: LEARNINGS:

The 4tudent: In mdek to; Ommilwr ).4 Oinsm.1.,......

INTRODUCTION: 114;

The teacher displays the game and discusses listens ' comprehend the rules of the

the rules of the game., absorbs. understand game,

ti (1) All letters are turned face down on the

surface. s

(2) The children take tuins turning over

individual letters until someone spots

a word spelled out.

(3) If the word is correctl.that child 4tS

the total number of points listed on

each letter square.

/66 222 221 LESSON gVELOPMENT1

1. The 'students begin playing the game and uncovers sYnthesize the spell.Ins 'continue to do so until someone achieves recognizes construct of words. the 'gcralset by the group, dUch as 100 analyzes poirfts. responds identify new words.

build vocabulary.

EVALLIATT4:

Me teacher will askthe) st4dents f they acpuired any new words while playing the Ome.

F 1 Did it help their selling process?

Did it increase their capabilities of spottipg a word quickly?,

Did they likethe game? iow did they feel when playing the game? / / /-77 The..student witt inetea4e vocabutaky 6hat4, 11i4.4patim9 AL./La, and,. Ilia eye-hand cooAdination thkough the uze o6 manip,i7 'utative matekiatz.

167 Lunewtoluiroptlaup

DIDACTIC GAMES:, SNOLIC

Spediie 6.00 contAin'aimon

oppettiez

30 minute4 41EVEL., K 6 TIME Devf. lopedby: CaroleDra per

ENTRY CONCEPTS: MATERIALS:

Mini-learning Center 4; --The abl,lityo ascertain that certain

objects may contain common properties. Pencil c) Paper w 14.

w.. , lu

1.. TEACHER TASKS:

ENABLING BENAVIORS: LEARNINGS:

The 4tudent: In milk 4: AM110...,mr.

w INTRODUCTION:

The teacher will explain to 4he child that

he will learn what to,dobKeading the

c. directions given in the mini-center.

LESSP OEVELOPMENT:

examines answer specific questions 1. The student is to answer questions found about the attributes in the mini-center in relation to these Of certain shapes in' shapes: (following page) relation to certain

numerals.

Rom the book, IDEAS FOR LEARNING CENTERS,

by Etaine Mote and Jekki Gkeentee.

Copyaight 0, 1974 by Feakon Pubti4hek4,

Inc. Repainted by p¢kmiaion o Feakon 224 kbahheith 225

i4.51 Numper munT a

2. The questions are:

(1) What numbers are in the rectangle but not in the circle, square or triangle? (2) What numbers arein the triangle but not the rectangle? (3) What numbers are in the square but not in the circle? (4) What numbers are in the rectangle but not in the triangle and square? (5) What numbers arein the square but not in the rectangle? (6) What numbers are in the circle but not in the rectangle? 9 (7) What is the sum of the numbers in the square only? (8) What is the sum of the numbers in the rectangle only? (9) What is the sum of the numbers in the cfrcle only? (10) What is the sum of the numbers in the intersection of the circle and square? (Intersection: the area where the geometric figures overlap.) (11) What is the sum of the intersection Given the oppottunityto do

of.the triangle and square? . th,L6 exekcise,the student (12) What is the sum of the intersection witt. become awakethat many of the square, rec+angle and triangle? ideas, objects,numbens, concepts, etc., have common EVALUATION: atttibuteis.

1. The teacher and students will discuss the answers to the questions. The students will design their own questions in relation to the shapes and numbers.

226

169 y.vitLLtIk/ UouliiiAtt.1110e

DIDACTIC GAMES: SYMBOLIC

No4d4 can be*Amed by the intetchange

oi a gtoup otetteks.

LEVEL K TIME 5 30 minute,6

ENTRY CONCEPTS: MATERIALS:

vl --The ability to spell' Mini-learning center

z --To possess a basic vocabulary Paper . pencil

TEACHER TASKS: STUDEUT

ENABLING BEAVIORS: LEARNINGS:

The 4tudint: In oAdet to; IMIarmari.mo IMMMmilie.101

WRONCTION:

The teacher will explain that the child is to lisfent understand procedure, read the directions at the mini-center which

will explain what he is to do.

LESSON DEVELOPMENT:

1, The .childrls to listUSmany words as indicates discover words created by

he can form from the letters in the lists the interchange

magic square, Each of these letters of specific letters,

must touch each other.

227 228

110 mpgic .zivare

81 x 11 File Folder

G. , R

Such words include: girl, croW, grid, arrow, Mini -Learhin4 mirror, grow, give, row, came, rave. Certter J

EVALUATIOM'::

The teacher 'arid students will discuss the words the stddents discovered. The students will create th.,eir own magic square.

Thtough the use o4 a "magic quartz, the student wiet become mote ptotiicient in 4oAming wort.d6 and imptoving ha spetting capabaities.

222, 171 CUMIN

71, DIDACTIC GAMES: 'SEMANTIC NINA S

A 4tay can be utitten whieWe4 the

atpha6et a4 a oattetn 44 the ao4d4

to be med.

..///1/A

LEVEL K 6 TIME 20 30 ninute4 It 171110171 o

BOY CONCEPTS: MATERIALS:,

Pencil. abi I ity to kr_pw... the, seguence-ot _71 ilie,a.litaberti"--- Paper A

4.1 liACNER TASKS: STOW z A

ENABLING BENWORS: JEARNING$:

LU< The 4tudent: In ordek to;

INTRODUCTION:

The teacher will explain that the students understand directions..

are going to write an alphabetstory. They

are to write their storyaccording to the

sequence' of the alphabet. Thus, the first

word will 6egin with A, and the last word

will beginyith Z.The child may include

other words if necessary in order to have

the story maice sense.

230

231. liz 11,(0111:14,[1( turrpturr cp

d)IDACTIC GAMES:SEMANTIC ast-1re.,bdoz_e A/Mut:ton iA a technique wed to ptomott l7eS meative uftiting, Am/ai

30 minute4 K 6 TIME 20 Develo ed b CarolOra er LEVEL

ENTRY CONCEPTS: MATERIALS:

Paper and pencil ki --To possess a broad-based vocabulary

111 /awmwsp.M

. 7r1 .1mMh...... TEACHEZtASKS: STUDEI,IT

-;.,... ENABLING BENAVIORS: LEARUINGS:

The 4tudent: In oAdek to; 14

ggimii.impERNIMINEWI061=11110M ImmilailleM110 JUTRODUCTIM:

The teacher will explain whatalliteration all the 8 is: A form of expression whereby words; or the main words, in a sentence or

short verse begin with the sameletter.

For example: "Fast Freddie Fights Fires

Furiously" or "Silly Sue SavedSausages Since

Saturday."

23`, 711. 3' I V1 M. GIG. 1 IVVVI.

LESSON DEVELOPMEW:

I. The student will write a creative story, writes compose using the alphabet in sequential order. creates produce He may write on any topic he wishes -- imagines real or imaginary. develops

EVALUATION:. rile students will share their stories with :ach other.

MIME. MIMI momm. ALPHABET STORY By'Patti Drake (HIP Student)

ant and a bear came to a dam where an hant found a goldfish. He had indulged lim elf to a jaybird he had killed. The lion an led the bird. "Now," said file fish. Given the atphabet, the 40221hat pest."Mr. Quail walked up to the 4tudent wilt mite a ckeative -est by the dam. Mr. Quail said, "To mangle 4toky putting his wo4d4 in with som ne else's bird is to make a wrong 4equentia2 orcdet -acco4ding mderstan of yourself."The lion vowed to the aphabet. lever to ME gle with no bird other than his awn. "Moral of this storyis never mangle with stuff th t isn't Vours," said the tebra.

234 MQI IIGM.IG

ESSON DEVELOPMENT:

The student will-write 5 sentences (or writes arrange and phrases, sentenca as many as they want) or verses using records create or short verse in an alliterative form. composes alliterative form formulates

VALUATION:

he students will.share their compositions ith each other.

.The 6tudent wilt be abte to ckeate a bkie.6_ zentence, phkaze 04 4h0tt vekze in N aaitetative trokm, LGactpvLompernicp,

DIDACTIC GAMES:, SEMANTIC

Speak wo4d4 have 4pecikmeaning..

Deyti,l'opeiby: Carole '16t_gei. LEVEL 4- 6 TIME 30 mina&

EffTRY CONC'EPTS:' MATERIALS:

The ability to use a dictionary. ini-Learning Center Paper and penCil

Dieionary

TEACIIER TASKS: STUDENT 4 ENABLING BENAV1ORS:1 LEARN1N4: . The gudent: In adek, to: 1-4

; INTRACTION:

1.4

The teacher will kplain that the child is

to use the mini-center tofind out what he

is to do, The teacher willencoura:ge the

child to reid amid follow the directions.for

himself, '

'LESSON DEVELOMENT:

decide correct response I. The child will have a specific number chooses

of words from whqch to choose the to the question.

correct response to questions concern-

* their definitions, The words are:

ildicate adjudicate

syndicate lubricate

allocate' eradicate

educate authenticate' 236 reciprocate - , The questions' the child will answerare: ames tell meaning of selected word.

(a.) Hew can Kate spread her knowledge?

(b..) Hpw can Kate keep the wheels turning? 5 X I2 FILEFoL6ER

(c.) How can Kate point the way?

(d.) How can Kate :live a fair share? M - ,(e.) How can Kate act as judge? LEARNING. (f.,) How can Kate declare it's the real CtNITEK thing?

(g.) How can Kate repay in Wnd?

(h.) How can Kate weed out and eliminate?

(i.) How can Kate pool together?

The child may need to ifse the dictionary finds gain the meaping of a,. to find out thepeaning of some or all of knowledge of particular the words. word. VALUATIN: _ - he,teacher and students will discuss"the ANSWERS:, IAdapted Pcom Gamez oswers to the questions. The teacher will a. educate To Impkove Yout sk the students to wrlte or discuss orally b. lubricate . Chi.ed'4 Engtak 64 ther sentences for these words. c. indicate atakmm -8. Hurwitz d. alloca-te and'Alahun Goddatd e. adjudicate Simon g Shuzten, f. authenticate Inc. 1969. The ztudent wiite be abZe tb 0 g. reciprocate 1 U4ed with .peAmi44i( dcetentijtte among a gib:nip h.. eradicate 4tom Simon and o4 tiptd4 havcng "cate" az an i. syndicate,- Shu40,4, Inc. ending. - -

Lettering f'rom Fantastic Alphabets, Larcher, jean, 'Dover Pub., Inc., 1576. 177 23C q1,m1141,11Implartt

SOI. LESSONS - FIGURAL

We can potm att.4ve thakag opeutionhCognition, MemOty,.

CoNvengent Ptoductioni Vriviiugent Pkiducta)n, and EvatuatTonon wifk Shapes Figuitat content.

45-min. petiod4. Dtve loped by:514sartSager LEVEL 1 4 TIME 2

ENTRY CONCEPTS: MATERIALS:

When dealing with figural content, we can Pattern blocksi

notide likenesses/difNrences in shape, size, Duplicated' study pages and.test pages from '..he

SOI-M p. 49; color, complexity, directionality, and other .

attributes. Tangramuzzles; pencils and crayons; Dittos pf "skeleton' drawings;

Box of/kitchen matches. g TEACHER TASKS: STUDDIT

1,u

ENABLING BEHAVIORS: LEARNINGS:

LU.J

The 4tudent: In otdek to;

INTRODUCTION: H listens review conceptsdealing Hz 'Say: "In tnis class we have done a lot of. E work with-figural content. That means with Filural

CY shapes, $Izes, colors, lines and so on. content.

Today we are going to think about shapes listens and grasp the concept that

In several.different ways. Did you know observes there are five

that your brain cap do five kinds of intellectual

thinking?" operations: cognition, memory',

(Write each phrase on the board and then convergent pro- )

read it aloud:) duction, divergent production and

evaluation.

176 Thinking About Shapes Cognition Units CSU Memory Classes CSC Cognition--Recognizing shapes CoNvergent Relations MSR /71emoryRemembering shapes Production of Figural Systems > NSS "-cpNvergent Production--Producing known Divergent Transformations DST shapes 6 Producflon Divergent ProductionCreating new shapes Evaluation Implications .-&aluationMaking choices about shapes

SSON DEVELOPMENT:. the process and Say: "For our first thinking activity-- listens identify Cognition--we will use the Pattern material to be Blocks." used for the first activity.

(Gather the children into a circle on manipulates determine their charac- the floor and give a generous portion of biocks teristics.. blocks to each one. Allow time for free exploration.)

Holding up different shapes one by one, observes identify indivjdual shapes. ask: "What's this?" blocks

To lead students to classify and,analyze, examines' discover ways to classify blocks, relation- ask. such questions as: "Which shdpes have 3 sides? 4 sides? ships among the 6s4des? shapes; modular Which small shapes can be put together characteristics to make other, bigger shapes? of the,blocks. WhiCh big shapes can be taken apart to make other, smaller shapes? You be able to use these blocks again during your free period; if you wish."

179 241 . Iwo Say: "For our second thinking activity-- listens identify the process and Memory--we will use these study pages. material to be Later, we will use test cages to help used for the you test your memory of these shapes." second activity.

(Direct the children to take seats at studies page memorize related pairs tables. Distribute study pages dupli- of figures. cated from SOI-Memory Workbook, p. 49. Ask the students to study the pairs of figures and inform them that they will be asked to draw the members of each pair. Allow the students to study the pages for approximately 60 seconds.

Remove the study pages and present the recalls draw the missing test pages. Ask the student to draw members of the missing member of each pair.- Provide related pairs' pencils. i!ksk the,students to turn their of figures. papers'face down as soon as they complete the task.)

Say: "For our third thinking activity-- listens identify the process and material to be . CoNvergent production--we will use tangram puzzles. A tangram is a square used for the that has been sectioned into seven third activity. pieces. Your task is to take these seven pieces and reproduce the system-- that is, to.reform the,original sqUare. As you have discovered during your previous work with tangrams, there is only one way to do this. With most CoNvergent 'production tasks, there is ("Drily one right answer."

(Distribute manila envelopes containing organizes consfruct a square from the tangram pieces. Place the model square seven tangram on the chalkboard:tray so that the pieces. children can see the figUre they are to reproduce. Allow time for work.) "When you have formed the square, see if listens identify' the additional you can form these other shapes from -figures to be the same seven pieces: the triangle, formed with the the parallelogram, the rectangle, and tangram pieces. the trapezoid." (As you name each shape, place its modelin the chalk tray. NOTE: .These further tasks involve NFT-- CoNveigent production of Figural Transformation.)

To encourage insight and analytical organizes- construct a:square, a, thinking, say:."Usi, ng twO of-your triangle, and a triangle pieces, can you form a sqUare? parallelogram a bigger triangle? a parallelogramT -- using two Put your seven-piece square together triangle piedes again. Do .you see the two several-part only. triangles that it is made of?

Do yOu see how you could make a seven.- organizes construct a square, a piece triangle? parallelogram? triangle, and a parallelogram and then a rectangle/and a trapezoid:', using all seven pieces. what transformations would you have to states describe the proasses make? What further transformations used to,con- would you have to make to produce a struct,eacn rectangle? a trapezoia? r figure.

When you have finished these tasks. replace the tangram pieces in their envelope."-

243

11 -1'81 vvos.1 f

the process and .. Say: "For our fourth thinking activity-- listens identify Divergent production--we will use f material to be Tskeleton' drawings, like this one." used for the (Hold up a 4ittoed 'skeleton' drawing.) fourth activity. "In the last kind of thinkhg we did-- CoNvergent production-7we looked for thelone right answer. In this kind of thinking--Divergent production--there is no.one right answer. Many, many different solutions are pos,..ible."

Hold up the drawing one way and ask: eXamines discover many possible ideas on which "What does this line make you think of?" . Rotate the drawing and ask: "Now what to build a does it remind you of?" picture. Rotate the drawing.twice more.' Each time ask: "Now what could it be part of?" (Allow time for many possible answers.) Say: "This is called a 'skeleton' drawing because it is just the bare bones of.a drawing. You have to supply the flesh. You are to build a drawing around this line.

Everybody will have a different idea, imagines create an original and everybody's drawing will be different ,drawing built from every other drawing. Vihen you around a finish, this origipal,line should still' "skeleton" line. be visible and should be a logical part of the drawing you have created. You may.begin." (Allow time for students to develop drawings.)

Say: "For our fifth thinking activity-7 listens identify the process and Evaluation--we will be doing some match material to be tricks. You will try to decide the best used for the solutions to the problems presented." fifth activity.

244 15z (Gather the Children into a circle on examines discover possible ways the floor. Lay out four squares com- to solve the posed of 13 matches likn the diagram first match right.) Say: Can you remove just one problem _Match and have three squares,left?There must be no matc1Yes left over. They must all help to form squares. Can you figure oUt before removing any matches which one would be the right one to remove?"

(Give each child a chance.to visualize experiments test his choices of the best match to remove and then have possible solutIon ! .him check it out .be removing it'.) to the problem.

When a student.discoverthe solution, states explaln the reasons for ask: "How did you decide that that his decision. would.be the right match to remove?"

(Now lay out nine iquares composed-of examines discover possible ways to 24 matches like tte diagram right0 solve the second Say; "Can you remove exactly eight match problem. matches and have two squares left?As before, there must be no matches left over. They must all help to form squares. Can you figure out before removing any matches which ones would be the right ones to remove?"

(Give each child-a chance to visualize experiments test his choices of the best matches to remove and then possible have him check it out ty removipg them.) eolutions to If the students seem baffled, say: the problem. "What if the two squares don't have to be the same size?"

245 (If the children are still unable to choose the correct sol'ution, tell them that they may think it over and try again another day.)

VALUATION:

3y: "You have done a lood job of thinking evaluates appraise his feelings pday. about and hich aCtivity did you like best? attitudes toward hat was hardest? the five thinking DW did you feel when you were trying to activities. raw thoSe figures from memory?

0 a have been working with geometric figures moves model -"living" pday:How about some living geometry? geometric figurfas 3n three of you, lying on the floor,' form through psycho- human triangle? motor activities. 3n four of you form a square? a parallelo- ram? 3n six of you form a hexagon?"

Given the oppottunity to u6e and obsetve otheA4 cab the 6ive inteteectuat opetations-on Iiigultat content, the 4tudent wAiL demoutAate the abitity to.tecogni; cta44i6y, notice 4e2ation6 between, comptete patteo auangementso,notice changes that have been made and exttapotate in6onmation 640m item6 06 6igunat content. lapted 6/tom SO1 Abaities Ootkbook by Lty Medea, Ed.O., and Derma Shadduck. sed with pekmasiOn by SO1 1n4-atute, 2 4 r

e "Studentz need to teatn 4ax mote than the bazic Fot chitdten Ao may 4st.LU be in the tabot liotce in the yeat 2030, nothing coutd be mote wacky imptacticat than an education de- zgned to ptepate them eotzpecic vocationz ot ptoliezzionz ot to 4aci1itate theit adjuztment to the woted az it iz. To be "Ptacticar an educdpipn zhoutd pupate them eot wotk that doez. not yet exizt and Aoze natuu cannot even be imagined.

Thiz can onty be done by teaching them how to teatn, by giving them the kind oe inteteectuat dizciptine that witt enabte them to appty man'z accumuiated wizdom to new ptobtem4 a4 they atize-- the kind o izdom .nat U enabte them to tecognize new ptobt.emz az they atize."

ChwaezE. Sitbekman

247 t4alit.Lin/ vAIIIIRE411Le

SOI'LESONS,- SYMBOLIC

We can peltiou aU iive Aiding with opmation4--Cogation, CoNveltgent Foductia, trivagent RUction, andEvaluationon Sywbotic content:

1 1 TimE 2 45-min. 4t44914 avelo ed bSusan Sacts LEgi, - 2

1 ENTRY CONCEPTS: MATERIALS: 0 Ui 1 2 Copies of\dittoed HIP PuzzleScrambled Animals; 4J , --Ability to dealIn a rudimentarOay 1 with numerals and letters .Dittoed exercise based on SOI-C Workbook, p.82;

, E Xeroxed exercise. from SOI-N Workbook, p. 101; tu Pencils, crayons, phalkboard, chalk; IL

14. Ali 5 SOI Workboo4 for teacher information ILI ,.....1 4( TEACHER TASKS: MST

.4 ENABLING SENAVIORS: LEARNINGS:

r. The 4tudent: In Wert to:

Ii INTRODUCTION:

1: I istens learn or the meaning of the, 14 (Say, "Since you have been at'school, you have learned a tot about Symboliccontent such as review term, syMbolic

numerals and letters...Symbol.are, signs that content.'

stand for something e!se. For example, tnis

(writing a numeral 4 on the board) can stand

for these (drawing 4 apples).And this

(writing an s on the board) can Stand for

the sound-'ssss'."

"Today we are going to think about symbols

in several different ways. Do you remember

the 5 kinds of thinking that your brain can

do?" (Write each phrase on the board and

then read it aloud.)

A IP Thinking About Symbols (Units. EEO I) Cognition - Recognizing Symbols. Cognition Classes Remory -'Remembering Symb&ls Memory 2) Re'ations MSR 3) -CONvergent Production - Producing CoNvergent correctly the required symbols Production of Symbol Icj S stems EMI Transformations DST 4) Divergent Production - Generating Divergent new ideas from symbols Production

. Implications 5) Evaluation - Making decisions about Evaluation symbols

ESSONDEVELOPMENT: ' the process and "For our first thinking activity - listens identify material to be Cognition - we will use :these specialHIP used fbr the first Puzzles and worksheets." Distribute HIP Puzzles, worksheets, pencils and crayons. activity. whataninal name "This HIP Puzzle is called Scrambled observes determine willsbe.correctly Animals. Can you tell what animal names spelied'when the these letter.s will ,spell when they are 'unscrambled' and written in the correct letters are placed in the proper order?" (Allow time for comments.) "You may take this puizle hOme andshare it with order. your family. jwords into Now look at the'worksheet with pictureof categories 0 balloons. Eachballoon has a word written according to on it containing aninitial consonant 'the initial blend iik 'bl-'. Underline all the con- . consonant blend sonant blends that are the same. Then which they contain color all the balloons with the same blend the same color. Then find a 'different initial consonant. blend and underline it in eactl_word where it appears. Choose a different color for this group of word balloons. Do this for each different group of initial consonapt'blend word balloons. When all Jre colored, draw a string from,each balloon tothe bow." the process and . (While the students are completing the listens, and identify . material to be 'cognition task, write the following observes used for the pairs of numbers on the board for the second activity. Memory task.)

(3). (4) (5)

6-10 12 - 13 8-4 5-15 2-12

4 - 12 3-18 - 8 1 - 2 10 - 5

"For our second thinking activity-- Memory-- we will look at thenuniers Th the boxes. What studies memorize the relation Look at each two pairs of numbers. involved in each relation is involved? (Allow the two pairs of itiTE-rits to examine and discuss, in numbers. turn, the two pairs of numbersin each' box.) Notice and remember the relation involved in each ti-icT715.1 of numbers: You will be required to describe these relations from memory." (Allow the students to study the board for approximately 60 seconds. Erase.) the relation "Now...Mike, can you describe the recalls describe involved in a relation involved in the two pairs of set containing (Continue numbers in box (1)?"- two pairs of calling on different, students to numbers._ describe the relation involved ineach two pairs of numbers.) identify the,process and "For our third thinking activity - listeni and 3. omaterial 'to.be coNvergent production - we will use observes used for the these worksheets with triangular third activity. patternt of ordered numbers andletters. (Distribute worksheets. As the students are looking them over,write the following example from theSOI-N Workbook, p. 106, on theboard.) 251

B'Ff 1.11tT.111V l U II ..vmwvo.a

- I (A) (B) 2 3 (C) (D) 10 4 5 6 (E) 11

(Explain how the pattern was completedr to obtain the answer.Allow time for discussion.)

"Figure out the ordered pattern of examines isolate the items needed numbers or letters in each triangle on in order,to com- your worksheet. Then choose the correct plete ordered missing number or letter from the five patterns of number ! alternatives gived, and circle it. You and letters. may begin."

"For our fourth thinking activity - listens identify the process and Divergent production - we will play a material to be -6-ame called "Guess My Rule." used for the fourth activity.

(Ask a student 6 name two numbers. plays a game discover the rule by which Respond with one number - the addition three numbers are or subtraction of the two figuresgiven related. \ by the student, for instance. Continue .\in this manner until a student thinks \that he has discovered a rule for naming the number. Then test his dtscovery by asking him to respond to tw6 numbers that yori give. If he does so eorrectly, have im verbalize the

See the SOI-D Workbook, p. 77, #1.)

252

1 fr 7

. l"For our fifth thinking activity- listens and identi fy the process and Evaluation - we will look at given observes material to he 'Fetter sets and then at three used for the fifth alternatives. You will try to judge activity. which of the three-letter combinations is most like the given standard."

(Write the following from the SOI-E considers judge which of three Workbook, p. 97, on the board.) Alternative letter combinations is A. oes 1. oit B. /lee 1. ret most like the givel 2. orr 2. boo standard. 3. ocr 3. cor

C. cde 1. cbc D. dod 1. bug 2. hij 2. dec 3. dek 3. gog

"Look at set A. The standard given is oes. Which three-letter alternative is most like the standard given? Why?"

(Continue in this manner with the rest considers conclude why the alternativ( of the items. Each time, allow chosen is most liki discussion and ask a student to the standard given verbalize the reason or rule.)

ALUATION: You have now done five thinking evaluates appraise his feelings about activities with symbols. Which one and attitudes towar did you like the best? Which was the five thinking hardest? Why? activities.

You have been working with symbols Moves model "living" numerals today. Can you build 'living' numerals and letters through or letters by lying on the floor? Who psychomotor can be,a 1? Can two of you form a 2? activities. a 3? Ca;i three of you form a capital _A? _B? etc." Given the oppottunity to mse and obseue othets using the tcive intatectuat opelcations on symbotic content, the student wilt demonstAate the abiLity to 4ecognize, cZaaai6y, notice Aetationa between, comptete paVeaned akkangememts_ notice changes that have 6ten made in, and exttapotate 44onmation Wm-, item oic symboeic content II 19\0 9 1 FORIIATION OF LETTERS

`11

Folunation o LetteA4) (Thinking With Symboa Unit) dapted ptom Action in Leatning by Adapted 6tom SOI AbiZitim Woabook mma M.Langhout aktrMaitAle L.McPheluon. by Marcy Meeket, Ed.D., and Denni6 ttsed with peAmi44ion .by cleat. Sthoot Suppty Co., Oak Lawn, Mt. , Shadduck. 974. SOI Inztitute.

254

19 tonctpr/Ompacncp

$01 LESSONS: SEMANTIC

Inimation can be ondeked into a

venbItty meanin& expertience.

Vafett

)eveLuELL. by:Carole Draper LEVEL TIME 30 ma.

ENTRY CONCEPrS: MATERIALS: The student is aware that stories have a Several pictures from a familiar story

logiol sequence - beginning, middle, end.

MINI..M....01.0.1.1MINM10.11/ E TEACHER TASKS: sraur

ENABLING BEHAVIORS: LEARNINGS:

The 4tudent: In ovlet to;

INTRODUCTION: the sequence of The teacher will read a story to the students listens and comprehend events in the several times, displaying the pictures as absorbs 'and recognize story, she reads. This enables the child to become

familiar with the story sequence.

LESSON OEVELOPICENT:

obseNes sequente of I. The teacher arranges pictures of the recall

story in a scramble fashion along the the story.

chalk tray.

256 255 jq2. btUre Perfect

the lopical rearranges demonstr3te The teacher has achild rearrange the sequence ef the pictures to show thelogical sequence. story.

The teacher maycontinje doing this activity'with other storiesand .pictures.

/A LUATION: such le teacherwill ash. the stu-ients Jestions as:

--What occurred at thebeginnipg of the story? - -Whathappened in the middle? events occurred at theend? - -What of the - -Can youtell what the sequence story is? story and - -Can youmake up your own illustrate it so we canunscramble your pictures?

or 4, .411r. MI (41171 0 )0 p ar, Given 4evekw t. pictute4litom Source: 4toky, the-otudent p. 172 a tiamitiarl. , SOl Materials,"Cognition", wia be abte to4ucce4660.4 dgmonistitate the'togicat 4equence o a 4toky. Adapted ixom SO1AbaitieA Wokkbook by Maty Meeken, Ed.D.,and DennisShadduck. (Med with pekmiszionby SO1 Imatitute.

257 vanupLOITIMETICP

BASIC GEOMETRIC FIGURES

Potygona can be ciamiiiid by

coating and compalting theik

zide6 and angtea.

Developed St MA 64 LEVEL K 2 TIME I howl. +

ENTRY CONCEPTS:, lokTERIALS: A viriety of.triangles and regUl.ar quadrilaterials, plus one example of each of Experience gained from lightly-directed ithe-reOlarpolygont with five through ten play with design blocks, tangrams, and a -angles; variety of other geometric forms, and Rulersand protractors; from lightly-directed activities with U. Chalkboard and chalk rulers and protractors.

TEACHER TASKS: STUDEV

ENABLING 8EKAVI0RS: LEARN1NOS: UJ

1- The 4tudent: In videA to;

Say: "You have had the experience of listens/ review concepts about

handling many different pianoan solid respolids plane.and solid

geometric figures. geometric figures.

What'does plane mean? (flat;

How many dimensions does a plane figure

have? two;

What are they? height, wiiith)

What does solid mean? (bulky;

, How many dimensions does a solid figure

have? three;

, What are they? height, width,

thickness) 258

259 FOly_gons

Today we will be working with plane listens acquire new vocabulary. figures, which are cal.led polygons. The word polygons comes from the old Greek language. Poly- means many and -gons (Write wd ements and their meanings on tHe bo ,,)

ESSON DEVELOPMENT:

"Here are some examples of polygons. responds demonstrate knowledge of What do you notice about them? (Answers w ll.vary.) concepts and vocabulary relating to polygons.

How would you define the word polygons? (A polygon is a plane Does your definition fit all these figure:with three or figures? more angles.

Figures with three angles are called (triangles; Tri- means three.)

,Figures with four sides are called quadrilaterals. So quadr- must mean (four; and laterals must mean sides)

Figures with more than four angles are named according to how many angles they have. This figure has angles. (five; It is called a pentagon. So penta- must mean five)

(Continue in the same way with a (etc.) hergon, heptagon, octagon, nonagon, an decagon, each 6Milisting the new word element and its meaning on the board.) 2r, 1 9 5 ,ruly9C114b. r

- the ability to !. "What might you see around you that is responds demonstrate shaped like a-triangle? (Certain traffic warning relate mathematical signs, etc.) concepts to life experience. Like a rectangle? (Speed limit 'Signs, mileage signs, etc.)

What famous building in Washington, D.C. (the Pentagon) is based on the figure that has five angles?

What could you eat or walk on that might (certain snack crackers be shaped like a hexagon? or floor tiles)

What do you see every day that is (stop signs) shaped like an octagon?"

L Divide the class into two groups and listens identify the processes and say: "I will give all the triangles materials to be used to:one group and all the quadrilaterals in the lesson. to the other group. I will display the rest of the polygons An the chalk tray." (Distribute the figures.)

"What characteristics do these figures examines, isolate specific cKaracter- have that you can notice? istics of plane figures.

See if you can classify your figures into investigates detect- figures which have, several groups according to some one or more right characteristics they have in common. angles. For example, do the corners,of any figure fit exactly into the'angle Where floor an wall meet or where two walls meet? This is called a right angle."

(Allow time for the students to handle analyzes .establtsh suitable categories.

, and discuss the figures and devise their own systems of classification.)

q6 "Triangle peopl/, what categories have responds describe a system for you establishe ?" (List on chalktoard.) classifying triangles.

"Wadrilateral people, what categories responds describe a system for haiie you established?" (List on classifying_ chalkboard.) quadeilaterals.

All right:Now; I am going to trade off listens determine Procedures to be the figures so that each group gets a used for further charke.to work with.both kinds. -checking characteristics of plane AlsO, Om novugoing to:give yoo some figures additionaltoois to work withrUlers and protractoes.

, Examihe the figures again andrsee if you examines isolate, additional charac- need tq reviselour categories.° teristics of plane (AlloW tiii7O-r this activity as before:) figures in order to revise system of classification.

"Tr7iangle'people, on what basis did you responds describe a revised system deVise or revise your categories? (comparison.of sides) of classification. (comparison of angles)

What categories did you finally aii-ee (all three sides equal; (equilateral triangle on?" two MTS.' equal ; isoceles trpngle;' (Record elicited category descriptions no sides equal) scalene triangle) in organized; parallel form. As you re40, each one aloud, provide the (one angle a right angle; (right triangle; cortect name for the category.) one angle greater than a right angle; obtuse angle; one angle much less than a eight angle) acute angle).

?62

1 cf rulyyuns

"Qciadrilatera people, on what basis did responds describe a rewised system you \devise or revise your categories? of classification. (comparison of sides) (comparison of angles)

What Categories did you finally agree (two equal parallel short (rectangle or on?" (Record category descriptions sides and two equal parallelogram; and prdvide correct names as before.) parallellong sides;

four equal sides; square or rhombus;

one short side parallel trapezoid) to cne long side and two equal sides parallel to each other)

(four right an.gles; -(square or rectangle;

two obtUse atigles rhombus or diagonally opposite and parallelogram; two'acute angles diagonally opposite;

two obtuse angles side trapezoid) by side and two acute angles side by side)

. "After we evaluate our lesson on polygons, listens determine the procedures and you may create symetrice designs using materials to be used these shapes. You may use pattern blocks, for the creative design blocks, or graph paper, rulers, activity following and colored pencils. Do you think you the formal lesson. could build three-dimensional as well as two-dimensional ',symmetrical designs?"

.,\ 195 4

ALUATION:

°What didyou learn about polygons today? considers judge the effectivenes ! What did you learn about the process of of the lesson. classification? Do'you think it is important to be able to describe in words relationships that you can see? Why? What might help you to do this even

better?" ,

\Given the oppottunity to become eamitiat with paygona, telate them to zhapez zeen in the envirconment, compate and anayze themjnumate daign4 with them, : and evatuate Zecuulino about them, the Atudent wite devize a &gime zyztem

. eot ctazzitiying paygon4 bazed on count- .ing and compan.ing aide6 and angt.e6.

2 6 4 '4i111:EiJt/ Lin[IPE[nICP

o.)

SHAPE PERCEPTION-SYMMETRY

Apt an kafrten1kl 0 49ute4 ha4

Watetat47v etm, one ka4 oç 1de

f4 e te teetion 04

04404 ime oi the 0 et 'ana

_.....p.elthtaliby; Susan59er LEVEL K - 2 TIg 2 30-min, paiods

WIRY CONCEKS: MATERIALS: Chalkboard and chalk; Yard sticks 8 le'el cards; z --Abiity to recognize left-to-right Exercises with.4 helf-designs to be completed;

directional orientation in figural Snakes and'Swans puzzles, equivatent;

i tems Two sets of square silhoatte cards-

snakes and swans (backs and fronts have LL opposite orientations) 11J

m sal: and cls,51rs

TEACHER TASKS: STUDEWI

11J

' ENABLING BEHAVIORS: LEARNINGS: LU

r-1 The' 4ttident: In Wm to;

INTRODUCTION: L

Say:,'Today we are going to learn about lisfens become there Is spmet'h,Ing something interesting called symmetry. aware that unfamIller'but

Symmetry is much easier to show than to interetttng

tell about. So we will be doing some fun called sfmetri.

activities that will make it clear to you

what Symmetry iS.

LESSON DEVELOPMENT:

(Draw alarge rectangle on the chalkboard. observes become the first activityj

I3?ewa vertical axis down he center. and listens oriented to building a base of

Tell the students what you are doing.) knowledge and

comprehension.

200 263 Then say: "Pretend the rectangle Is a uses his/her visualize the result caused piece of paper. Pretend that you folded imagination by the action of the paper ilong its axis and cut a design folding and cuttir like this" paper.

(Starting at the axis, draw a shape in one half of the rectangle, similar to the one in the illustration.)

Ask: "When I unfold the paper, what predicts demonstrate comprehension of will happen? a result one kind of What willit look like? cause/effect Who would like to draw the other hal relationship. of the design?"

(Have a student draw the mis,-..;ng half draws the demonstrate the psychomotor of the design in the empty half of the missing half ability to pro- rectangle.) of a duce the accurate symmetrical reflection of an design outlined shape.

26';'

201 Verbally summarize ihe concept: listens and assimilate the concepts: "Now we have a symmetrical design. One observes and symmetrical half reflects the other half. One half integrate refl.ection is ihe mirror image of the other half. mirror image vertical axis Itis identical...except that it points in the opposite direction. This design *bilateral has bilateral--or two-sidedsymmetry symmetry. on a verticalor up-and-downaxis.

Here aro some more half designs, so that cormplQIcs reinforce psychomotor everyone can try drawing the missing unfinished skills and concepts halves. You willbe completing designs symme+rical with bilateral symmetry on a vertical axis. designs involving symmetry.

(Distribute duplicated sheets with four half designs in rectangles for students to complete.)

After most Of the students have had a listens and extend understanding of chance to complete the designs, say: observes his/her bilateral symmetry "Many things in nature have bilateral symmetry, including people."

(Facing the group, stand stiffly, feet slightly apart, arms out,Hke a fold- and-cut paper doll.)

Say: "Imagine that there is aline right down the center of mea vertical

, axis. Whatclo you notice?" (Discuss.) demonstrate the. ability ;.o "People are bilateralin design. So are names recogrize clxamples some other living creatures. Can you creatures with of bilat6ra ! name some?" symmetry in the (Discuss.) bilateral symmetry enviromeni%

2(38 I201 "People can also engage in bilateral listens, develop an the ferm bilatera

activities. Watch what I do now." responds, awareness can refer to and observes that function as well as t.) structure.

(Again, make a large rectangle on the observes see and a psychomotor board, with a vertical axis. Takinj j and .demonstrate activity involvir piece of chalk in both hands, simul- participates bilaterality. taneously draw both halves of a symmetrical design.

Say that everyone who wishes t. try this may do so during the free activity period that follows.)

On another occasion, say: "Let's see how recalls develop the second well you understand symmetry. Let's see knowledge of background activity-7 if you can transfer what you know, and symmetry ne.41.ry application. recognize symmetry in new and different or situations."

(Display the Snakes and Swans* puzzles,

i available, or two identical abstract srr.,es and two iden+ical abstract swans drawn on large squares of cardboard or cut out of wood.)

Say: 1 vill "old up the two swans listens learn t e the concepts: sk:e by side several times. Each time and meaning of rotation

I will do something to one or both ohserves reflection. swa7ls. I will rotate it--turn it areund--or rei-lecT it--flip it over." (Demonstrate.) observes demonstrate and "Each time I make one of these trans- th. responds ility to formations. tell me whether the two disrigguish swans make a symletrical 3rranTjement symmetrical and en both sides ot dr riiiqinury line asymmetrical side- L.iween them. ArIF e'' yes or ;o." by-side arrangements of identical figures. Rae last loge.

203 Change the orientation of the swans to one another seve,al times, each time asking, "Is a symmetrical arrangeMent?

(Do the s,me i the snakes, changing observes demonstrate the ability to their orie 7n to each other on and generalize opposite , of an imaginary vertical responds the concepl of axis. ,Continue until the students can symmetry. identify symmetrical and asymmetrical arrangements with assurance.)

Elicit a g oralization by saying: "How vvbalizes develop an operational can we tel when 'an arrangement is concepts definition of symmetrical?" ymmetry.

(See the Concept/Competency at the beginning of this lesson.)

Say: "Now you will have a chance to listens determine procedures to be arrange many pairs of identical cards used during the side by side with different relation- third activity-- -ships to each other. Then youwill convergent classify each arranged pair as production and Symmetrical or Not-Symmetrical. analysis.

We will work in two groups. I will place two class-label cards on the floor for each group, and separate them by a yardstick.

WArking with your group, you will arranges discover all the possible arrange and correctly classify all the silhouette side-by-side possible different side-by-side arrange- cards symmetrical and ments of two identical cards. How many asymmetrical such possibilities do you think there arrangements of will be?" pairs of identica cards. 2 0 204 (Provide scissors and white paper. Have folds and engage in the fourtl the students fold verticalaxes, then cuts activity-. cut a design with bilateral symmetry. synthesis Show them how to make various cuts. Tell them to try many kinds of cuts and make the designs as complex and beautiful as possible.

Display the completed designs backed on color-J construction paper. Provide a sentence-strip label that reads: Fold-and-Cut Designs with Bilateral (Line) Symmetry on a Vertical .xis.)

ALUATION:

. Discuss: What do you know aboLit symmetry that considers take part the fifth you didn't know before? the lesson in activity-- Whv 1D ycdthink that it might be on symmetry evaluation important to know about symmetry? Which activity did you Hke best? Why?

N 'urchase: "Snakes aric,:w3n.. made in fitzerland for CrPat'-', .,'h:ngs. isigned by Fredun .

Given a va2..(lety o4 expertieneu with symmtty, the student wiLe demonsttate awateness that in bitatetat symmetty, one hat4 c)4 the system is identicat ot ILI/jee/e,;;) simitat to the othen hat4, except that te4Zects ot mittots it.

271 1 LancepvLuuyttalLp

COLOR PERCEPTION

The "tainbow" cotou q the 4a-cotot

what ate ted, mange, yettow, gteen,

btue, and viotet, The ptimaty eotots

ake tied, yettow and Rue. The

acondalty cotou nixed Pcom them ate

otange, gkeen and videt.

LEVEL K -2 TIME One hog pla4 Zen to ed bSum$ 4 r

ENTRY CONCEPTS: WERIALS: Chalk, chalkboards

Different colors are produced When we Set of eight crayons for PP.ch student

mix various combinations of red, yellow Prism, llght source

and blue paint. Newspaper

Drawing paper

Boxes of watercolors

Water jars

TEACT TASKS: 'sruova

ENABLING BEHAVIORS: LEARNINGS:

The gudeht: In okokt to; -r

" k, INTRODUCTION:

I: Say: "Class,I dould like you to close meditates remember many prev ous

Z.' (D your 'eyes and think about color. Try experiendes with

c) to recall some of yoUr expeilinces with color.

color."

(Allow time for recollecticn.)

"Now, open your eyes. What facts can recalls state as many facts as

you tell me about color?" pusjble relating

to color. .

(Conduct concepl diagnosis.,: Accept

without comment al contributions,

correct lr erroneous, and list them

on the 'mod. This indicates the

students (..irrent level of knowledge

about color.) 20i) nulonwyn WW11.11.2

"Today we are going to do'some activities listens determine the procedures and with color that may add to your know- materials to be used ledge about it." during the lesson.

(Distribute boxes of crayons with -eight colors.)

LESSON DEVELOPMENT: Knowledge acquired h 1. "When you )aint, what three basic colors recalls demonstrate 00 you Ose that are not produced by previoUs paint-mixir mixing two other colors? experience with-a limited palette of primary colors only.

-.Remove these three colors from your places ability to translate ,scrayon box. Place them on the table crayons verbal instructions with their points touching so that they into tangible fom are like the spokes of a wheel. Leave an equal amount of space between them, //like three equal pieces of pie."' (Allow students an opportunity to arrange crayoris Correctly.) o "These are called primary colors. Prim-. informaticn about comes from the old Latin language. It English word elemenA means first." (Write the element and that come from Latin its definition on the board.)

"These colors are called primary colors listens learn the definition of because they are the first, most basic primary colors. .colors from which all other colors can be mixed. You can.produce other colors by mixing tWo primary culors. Can you produce a primary colorbi

mixing two other colors? ,

27e; "Colors are used in many special ways. reports relate

For example, some colors are used as signals. Can you think of some examples in which colors are used this way? (red-stop light, sign What about red?" (etc.) fire truck nu parking zone

yellow-caution light,/sign

school bus ' waiting zone

green-go light mileage sign

blue-signs indicating traveler facilities along highways

orange-signs indicating road construction

etc.)

L "What color would.you get if you mixed considers determine red and yellow paint?Take that color and place it between the red and yellow crayons in your co or wheel.

What color would you get if you mixed yellow and blue? Place that colur between yellow and blue.

What color would you get if you mixed blue and red?Place that color between blue,and red.

2 '7 5 he colors we produce by mixing two compares distinguish contrasting character- rimary colors are called secondary istics of primary and plors. secondary colors.

DU nOw have a six-color 'wheel'. Leave 1 equal amount of space between your spokes' like six equal pieces of pie. hat does this six-color range remind you f? Why? examines discover the similarity between a color wheel and a rainbow. a will now create a rainbow right here listens investigate the behaviOr of lignt our room. To do this, we will shine observes with a prikm. lite light through a prism in a dark )om." Set up and utilize this demonstration. Ilow the students the opportunity to Iscuss the results.) lis range of colors is called the 'examines analyze the etymciogy and

)ectrum. Spect- comes from the Latin meaning of'the word . WriTeihing to see." spectrum . 4rite the element and its definition on le board.) le spectrum represents the range of investigates discover additional concepts )lors we can see when white light is about the nature of !parated into the different colors Tight and color. lot it is made up of. If you, want to low more about how this works, look up le articles on color, light and rainbow an encyclopedia.

20,1276 .e "Now you may crpate a crayon drawing hypothesIzeS9 predict how colors will of a rainbow. How will you arrange the be arranged ln colors? Which color willbe on top? a rainbow.

(Allow discussion of this point.)

If students are divided between red and violet, say:

"You're both right. Do 'you know how this is possible?"

(After allowing further discussion, listens augment. knowledge of tho explain the primary and secondary arcs 0. charaateristics of a comrlete,rainbow.) of rainbows.

"If you will put 4onydurrainbow color very heavy and waxy, you may paint over your picture with,watercolor and produce a watercolor crayon resist mixed media work."

.(C9stribute newspaper's and drawPng composes create an-attractive paper. When .the students are well , watercolor crayc advanced on their drawings, distribute resist picture c boxes of watbrcolors and water ;Jdrs.) ~ a rainbow.

277 2 /0 ALUATION:

"Now let's look at the Ilst of facts appraises decide the correctness you dIctated to me at 'the beginning of and completeness) the lesson. Do we need to eliminato of previo4sly or modify any of theso statomenis? Ilstedstatemen14

What do we need to add? Whal hP'/e about color. /. you learned aboUt color today 1").t you diOn't know before?

And ret's look at the watercolor crayon conslders evaluate watercolor crayor résiSt drawings. Which ones have rich resist pictures coldrs that show brilliantly through of rainbows. 1.4 Natercolor? Which ones have placed ,the rainboW In an interesting setting?'

W'hich.look stormy and dramatic? , /peaceful and tranqull? /.1-low were these effects produced?

, ,..

Given app4optiate expekienca with coto4, the

.. L. -...... ------I'm

121/ Loup LumpuiLF

COLOR: INTEUSITY

Puke cotou ate mote inteme and Remto

. The iD311 advance,-- in conttag with neuttat cam

whilch'ate tea iRten; aRd dseep to tecede,. cowl 2l@g1 A caot ig made 1)14Aingtyneuttat ah mote oit4 comp&ment L4 adde',I to L. H/i I \ 45-min, petioths + LEVEL K 6 TIME 2 Developed Soso, SA er 4,

NTERIALS: Cr ENTRY CONCEPTS: Uolor wheel / Large color intensity demonstration iprds; there seem to be several different kinds of any Small paint color chips in a rangeor intensity one color. Some kinds are brighter than for each priMary and secondary color; t \others. Some are softer -- not as bright, Painting materials, including red, orange,

yellow, green, blue, and violettempeh painfl;

Art prints

mt TEACHER TASKS: STUDENT

14.1

ENABLING BEHAVIORS: LEARNINGS: UJ

The.4tudent: In Ada to; 1.4

WROACTIOM

identify different ESay:, "Boys and girls, when we name acolor, listens and intensities of talking about observes ti such as red, we may not all be the 'same' the RN thing. ,There are manydifferent color (huel, kinds of red, Look around our classroom,

Who has on a bright red shirt?Whose shirt

is less bright -- a softerred?"

.(Repeat with several other colorsi

LESSON VEVELONEUT:

listens and learn the meaning of 1. Say: 'When a color is as bright and clear the ,terms pure/ as it can be, we saythat it is Ere. observes neutral and more When it has been softened and changed intense/less' intense. until we almost can't recognizeit any

more, we say,thatit is neutral.' 273 212, le Dull andel:Wight of It

(On the chalkboard, d-iagram the continuum:

pure ( ) neutral.

Place demonstration cards from both ends ,of the red continuum under their respective labels.)

Say: "Pure red, neutral red." (Repeat foryellow and blue.) Summarize: "Pure colors are more intense. Neutral colors are less intense."

(Have pairs of students work together to arranges demonstrate the ability to arrange paint color chips for the primary color chips perceive and secondary colors in continuum series gradations'in from pure (more intense) to neutral color from more (less intense)). intense to less intense. Ask: "If you Were mixing colors, Aow would hypothesizes speculate how pure colors you make a bright pure.color more neufral?" can be made neutral .

(Allow students to experimentin mixing experiments determine what happens colors with tempera paints -- red, orange, when its comple- yellow, green, blue, violet (no black or ment is added to white). Lead them to notree vilat.happens a pure color. when a drop or more of its.complement (opposite)is mixed with a pure primary or secondary color.)

(Provide severallarge art prints for the examines distinguish what pure colors students to analyze.) art prints seem to do in contrast to Say: "1ook at this print. What do the (stand out, come neutral colors. pure, b.rjght colors seem to do? forw,ard, advance)

What do the neutral, dull colo't-s seem (be less noticeable, to do? go back, recede)

2.13 2.81 Why do you think the artist used pure, ponders inquire why artists bright colors for this part of the choose .intense colors for som,: picture?" areas of their paintings.

thepulposefor Say: "Today you will create your own listens determine paintings, using what you have Learned and the procedur in studying and experimenting with color. to be used in tl Decide which part of your picture will be. activity. most important -- which part you want to stand out or advance. What kind of tolors will you use for that part?" (pure colors)

0(Provide painting materials and informal synthesizes create a painting in which the guidance. Circulate`among students and learnings verbalize what each studentis doing with intensity of . pure and neutral colors.) colors,is consciously controlled to produce desired effects.

:VALUATION:

3. Discuss:

"Why is it important for artists Lto know considers . judge which occupatiol about intensity in color? require a know-- What other occupations might need to ledge of-color know how color intensity works and how the ability to it skillfully. it can be varied?"

Given the oppottunity to expetience and use vatied intensities og catoA, the student will. demonstAate an undetstanding o6 the terms pute/neutta2 and mote intensegess intense .and th ,?. ability to use this JAdetstanding in his/het own woo/Lk:

II 2.14282 "We mut cuttivate tatent in the way soit nuictuAes a

-Sidney J. Pa&nes

10Je ate totd by one and att. to dace &eatity. The question is, uhoze &eatity?"

-Geokge StoddaAd

'To const&uct and to cuate ake quite diddekent. A thing conzPutcted :an onty be toyed adte& it is const&ucted, but a thing c&eated is '.oved belioke it exists."

-Giebeitt K. Chezteitton

0 283

215' C°11CCPV CUMPCMICP\

COLOR - VALUE

401. Cotok4deem to advance. TheDARK VaAken,cotou deem to kecede. Tintd o, a cotok canobe pkoduced by adding a dmattamouat

the cam to white. Shaded can be pkeduced

by adding btack to the cotot. Gitadat1on4 in actLAE tightneu/dmknesd ake uttedvaue

TIME 45-min. pekiodd lave loepbtSusanSafer LEVEL 1('-6 i

ENTRY CONCEPTS: MATERIALS:

There are several different kinds of any one large value demonstration cards; small paInt

color. Some kinds are lighter than the basic -.cOtr chips in a range of value for, each primary and secondary color; painting materials, Including, color. Some are darker. . Ted, yellow, blue, black, white tempera paints;

art, Prints emphasizing value

P. TEACHER TASKS: sruour ,

ENABLING 8EAV1ORS; LEARN1NGS: LU

The agdent: In okdet to:

INTROUCTION: identify different values Ask. "Who is wearipg the lightest color listens and of the same color-- today? Who is wearing the darkest color? observes light/dark;

. We are not including white and black as tint/shade. colors today. Who is wearing the lightest

tint s,f red? Who is wearing the darkest

shad& of red?"

284

21.6' VEVELOPMENT: the meaning of "We start with a bright,pure color. listens and ,learn Say: the terms tint/ When wo lighten the color, we say that observes shade and lighter When we It is a tint of the color. value/darker valu( darken the color, we say that itis a shade-of the color. The" range of light and dark we See in a pictureis called , value." r . . (On the chalkboard, diagram the continuum: tint(4._ _pure ...... ) shade color1 "

Place demonstration cards for pure red and for both ends of its valuecontinuum under the respective labels.).

Say: "Pure red....tint of red....shade of red."

(Repeat for yellow and blue.)

Summarize: "Tints of a Color are lighter than the color. Shades of a color are, darker." the ability to together arranges demonstrate CHave pairs of students work perceive gradatlo for the coLor chips to arrange paint color chips in value of a giv primary and secondary colors in a color from lIghte contyluum series from tint (lighter tint to darkest value) through pure .color to shade shade. (darkr value)).

280

2)7 hypcthosizes speculate.. how pure colors Ask: "If you were mixing colors, how can be made' lighter? would you make a pure color lighter or darker, darker? determine . what happens when (Allow students to experiment Inmixing oxperimonis a pure colorIs colorS. with.tempera paints -- red,yellow, addod to white, al Lead them to notice blue, white, black. when black Is addl of puro wnat 'happens when a drop or more to a pure color.. color is added to white; and whon adrop to a pure color. ' or more of'black Is added Notice that lV1hter tints aremostly white; henco, color Is added towhite. Black darkens:colors very guickly;hence, black is added to colors.) what light'colors large art examines distinguish (For analysis, provide several seem to do In important art prints prints In which value is a more contrast to dark , element than hue.) colors.

Say: "Which areas in this picture seem to advance or come forward?Which areas (lighter areas) seem to recede or go back? (darker areas)

We might c9mpare light and darkvalue Is .11 to being out in thesunlight'or deep in a shadowy cave." the purpose for "Today you will have an opportunity listens determine . Say: and procedure to palette'-- to paint with a very 'limited be used In the only black anO white! activity. See how great a range of values you can mix. See if you can make parts of your painting advance -- come out in the sunlight -- and recede -- sink backinto the shade." 287

218' syntheyzes create a painting In Informal . Provide painting materials .and which gradeitIons Circulate among studen'ts and learpIngs guidance, in value aro verbalize what ouch studont Is doing conr.ciously con- with light and dark values.) trolled to producc dosirod effects.

ALUATION:

corisiders judge why vaide is Ask: °Why are we able to 'seo' whatIs Important In happening In black and whitg photographs, helping us soe in fulr even though the'roal' world is what is happen;ng color? in photographs ond in tho real Why is value important?" world. % Discuss.

wee' Given theoppok,eumay to expmZenceand use gkadation4 in vatue,the student demonsttate anundastanding o6 the termstint/shade andUgh-telt vatue/ daAkeA vataeand the aWity undeutanding in hiz/hen to use th,iA own wokk.

21,4 28s WIGITV

PERSONA!, SPATIAL ORIENTATIO,

z COM0444 help U4 to detovnineihe eakdimat and intekmediate dikettion4. '9 We an detemine ou4 own bootion Waive to given.Oced DIREcTioNs

LEVEL K 4 TIME 45 minuteh DevekelLitSu6OMSclo r

y) ENTRY CONCEPTS: MATERIALS:

2 , The directions are north, southeast and Compasses;

west. Large label cards for north, south, east, west;

Duplicated quizzes (optional)

6.4g TEACHER TASKS: STUOENT

ENABLING BEHAVIORS: LEARNINGS:

The 4tudent: In oAda to;

INTRODUCTION:

p.4 the concept of Say: "We are always located somewhere in listens comprehend personal spatial space. We can help to describe our location .

by referring to the points of the compass." orientation relative to the

points of the

Compass.

(ShOw the students a compass or compasses. examines become the structure and function of the : Allow them to examine ft.) a compass , acquainted with compass.

220 29,0 4:'!Th'is.:needlei 'alwayspoiiifsnorth. If listens become aware when the direction e roeatefthe'Composs'until the needle 'point that north is ascer- iles-up with the- line labled N for north... tained, the other hen we can also determine which direction three cardinal s south .(S): and which directions are east directions can also E) andweSt.(W). be determined.

ESS.ONDEVELOPMENT;

(Place the properly aligned compass at places identify north, south, east, a:central place in the rooM. Provide labels west walls of the four students with direction label 'Cards classroom. (Vary with tape hinges on the backs and.have according to the them correctly label the four walls of characteristics.of the classroom. the classroom.)

Ask the children to lie on the floor with, lies in experience a body image of their heads pointing north, legs tegether, the shape the four cardinal arms straight out,- so that the body forms of a cross points of the a cross.) compass.

As-k: 'When your head is pointing north.... responds demonstrate knowledge of the which direction are your feet pointing? four cardinal Which direction is your left arm points of the pointing? Which directionis your compass.

' right arm pointing?

If you traveled the direction your head extrapolates visualize eventual destina- is pointing, where would you eventually tion if northerlY direction is per-, come to? What might yoy-see there? sistently followed.

If you traveled the direction your legs extrapolates visualize eventual destina- are pointing, where would you eventually tion if.southerly - come to? What might you see there?" direction is persistently followed. 291 . Have the students sit up.

Say: reinfjrce a concept of "Girls, Q0 and touch the northwall. touches designated through the cardinal Return. psychomotor points of -the Boys, go and touch the southwall. walls activity -compass. Return. 'Girls, go and touch the east wall. Return. Boys, go and touch the west wall. Return. identify the intermediate Now, you are. going to have to do some relates previously points of the fast thinking. learned facts compass: north- Nancy, go and stand in thenorthwest west, northeast, corner. southeast, south- corner. Sam, go and,stand in the southeast west. Ed, go and/stand in thenortheast corner. Wendy,'go and stand in thesouthwest corner..

Very good, students. You are applying what you know about directionsto a new situation."

3. Sa.y: deduce his/her own am going to ask ycuto stretch performs "Now I direction Oglativ People in mental your minds alitt e further. to given fixed direction transformations the center of the room, what points. are we from thenorth wall? east wall? south wall? west wall? What direction are we fromNancy? Sam? Ed? Wendy? How'did you figure this out?You are doing a good jobof reasoning!"

292 1.

(Have the childremsit in fourlines to form a square in. the/centerof the room. The four edges of fhe squareshould be parallel to the four walls ofthe classroom. plays a gain greater production of Teach them to play a variation on alliterative , game fluency in "Alliterative Add-a-Word" in Games adjective-noun to Improve Your Child's Englishby pairs beginning Abraham B. Hurwitz and ArthurGoddbrd. ith N, E, S. or V)

The first person in the northline-says,

n , "I went north and I saw n filling in any adjective and nounpair beginning with the letter n.

Play proceedsclockwise to the first person in,,theeast line, the first person in thesouth line and the first person in thewest line.

Each says a sentencecontaining his/her 4.11. direction and an adjectiveand noun' beginning with the-sameletter as his/her direction.

The game is cumulative. So when play proceeds to the second personin each line in turn, the secondplayer repeats the adjective/noun paircontributed by the first player andadds a pair of his/her own.

293

6 223 (Responses will vary:) Examples: ...naughty nuisances went north and I saw neat nephews, etc. ..endless klephants, went east and I saw , evil eaglag, etc. ...sorrowful secretaries, I saw I went south and silly serpents, etc.

...wonderful weasels, went west and I saw wild winters, etc.

.Stres5

EVA LUATI oN: judge his/her mastery 5. When the students have had ample completes opportunitY to become familiar with test-items of .concepts of personal spatial the di rections and their personal orientation nalative to the points orientation relative to the of the comPass, administer the follow- points of the ing oral or written quiz: compass. (1) North is the opposite of (2) East is the opposite of (3) Tre corner joins the south well and the west wall. (4) Tile corner joins the north wall and the east wall. Is between the (5) Tile west wall ty to worth, with wall. Given the opp9k4.: well and the in a vakiety (6) TPe south wall is between the compau.e4 and paktieipate o6 activitiez, the atudent witt beabLe well and the wall. to determine the cakdinat andintermediat( dikectiona andjo detekmine theikown wren I am in the center of the room &cation ketative to given iiixed poimt6. i am... (7) of the north wall; (8) of the east wall; -of the northwest corner;

(10) . of the southwest corner. 294 ...ovek time, a,continuing and4tea.4ast 6ocu4 on the pozitive in ti6e; on OUA ztkengthz, and on theztkengthi g othem can' hetp to teztote in uuk ztudentz theik pekzonat enekgy,theik 6eeting4 o poweA, the-it zenze owoAth 40 that they can zee themzavez az pozitive Otcez who can contkibute to thetazk g buitding a bettek wont.d.

RObekt C. Hawtey Human Vatue4 in the'Cta44Aoom

Catetpittak: ...and who ake you?

Atice: I...1 haAdty know, Sin, juzt at pkezent-- at teazt I know who: I waz when I got up thi6 maiming, but / think I,muzt have changed zevekat timez zince then. Lewiz Cawbott 'Vice in WondeAtand I

No moAe 4.iendi,sh puniAhment coutd be dui/Led, wete zuch a thing phoicatty .po4.4ibte, than that one 4houtd be tukned tooze in zociety and /remain abzotutay unnoticed by att the membekz thekeg.

Wittiam Jameh The Pkinciptez o)i Nychotogy

295 225 I Nlitlf1C14111 U114,4'11:11 Le

, GENERAL PERSPECTIVE

Ulu OA judging the beation oobjett4 in thue-dimeaLonat 4pace - OA that

kepkesentation on to-dimensional ptane sulqaees au: (1) Adak appment size; (2) ovektapping; (3) *cement in the *tun gane; and (41 Adobe intensity tam

...=1....=1.1

MATERIALS: ENTRY CONCEPTS: , Standard optJcal illusions mounted on large When we look at scenes around us, orat' cards; study'prints,'photographs, sljdes, view- pictures of such ,cenes, we areable to master sets; cha[kboard and chalk orchart judge that some objects arerelatively paper and marker;Materials for collage-making near to us, whileothers are relatively and/or painting. far away.

1.1wwwwwq...

z TEACHER TASKS: STUDENT

ENABLINGIESIORS: [EARNINGS: 1/1

The gudent: ., In Wet to;

INTRODUCTIO:

Say: "Today we are going to investigate some interesting things about seeing."

views perceive: apparent felation (ShOw the gtudents aierles of standard shJps of lines and optical: optical illusions displayed onlarge cards. shapet 1n-common illusions .Ask the appropriate questionabout each. one: optical Illusions, Which line is longer? etcj

hOwthe reality Subject each,vjtual judgment to areality measures determile lines, etc. of these figures check: Measure the lines,efc. differs fromthek

appearance.

?9'," 29G

vim 226.

HE MAGIC WINDOW

why appearances n summarizing, ask: "Can we always be sure hypothes(zes consider hat what we apparently see is what we know to differ froth reality. e true? Why do things often appear to be ifferent than they actually are? How were hese optical illusions able to fool us?" iscuss.

ESSON DEVELOPMENT: the clues which (The Knowledge/Comprehension activities views many acgui_re much visual help us determine for this unit consist of a wealth of , actual and gpportuni-ties for conscious seeing. It is represented experience how objects are --fortunate if your schoolyard has an scenes regarding located in space. unobstructed view of a variety of objects in deep space buildings, streets, trees, hills, mountain ranges, etc. But whether or not this is the case, seeingac.tual objects in three-dimensional space must be supplemented by many experiences with seeing study prints, photographs, slides and other-two-dimensional representations of objects in space. This is essential, b6cause coMprehension of the analogies used to describe the appearance of objects that are nearer or farther from the viewer depends on theability to compare what is seen to a picture hanging vertically on a wall - the plane of visionor.picture "plane.) clues that lead After an experience of,intensive -seeing recalls 111r..0.4a5. verbalize 'out-f-doors, ask: visual him/her to recognize that (How do we know these houses and trees are impresSions some objects are ilear to us, while those houses'andtrees near and others are farther away? . What are the visual are fqr. clues?"

298

227 (Elicit olx;eryations about apparent size overlapping, placement in the plane of vision, and intensity of color.)

(After returning to the classroom, have organizes make a chart the students help to systemati-ze and his/her presenting a chart the results of the investigation. observations list of visual' Materialin Oarentheses may be oMitted clues to near/far foe younger children.

Visual Clues to Near/Far

(Linear Perspective) Size - larger/smaller, Overlapping - in front of/in back of Placement - lower/higher (below. --horizon) higher/lower (above horizon)

(Aertial Perspective) Color - more intense/more neutral less bluish/more blui.sh

Discuss and analyze: ponders list discover possible reasons of visual for the visual phenomena clues to near/far --'"Why_do things which are farther away.

appear-to-be, _ (than) things which .are nearer?" ....smaller...... in back of...... higher in the, piCture plane (sometimes)...... mbre neutral or-blui.sh in color...

2 25 (Depending on.the maturity of the students, engages in synthesize concepts about have them do, at different times, one or creative and basic linear and . both of the following: activities utilize aerial perspective. (1) Have the students make collages - using geometric cutouts or magazine picture cutouts- which give the illusion of objects in space through differences in size, overlapping, and placement.

(2) Have students paint pictures of'three mountain ranges, one behind the other, representing depth through size, overlapping, and placement, as above - but primarily through differences in color intensity.)

VALUATION:

(Conduct a group critique of the artwork appraises decide which works most produced.) art projects successfully to create the Music Ask: "Which collages/paintings give an of objects in especially etfective illusion in deep three-dimensional space? Why?" space.

Given expeki_ence with muchconscious viewing o6 objectis in thkee-dimensionat space and thein tuo-dimensionatkepte- sentat,Lons, the student wittbe abte to detekmine the visuatctues that hetp him/hert judge the tocationo6 objectz in space, and devetop theabitity to keptesent these ketationshipsvertbatty on a dumt and vbsuattyon a 6heet o6 papert. (!:(111:4) ti/I(CI Pete It I:1?

LINEAR PERSPECTIVE

C. in ont-point peupeCtik, hoaiontattineh

A)ch ix aeatity ake patattet

(11 !cemaii.npt4tet when patattet,to the R[Plouer"vANI5illt atane o awn; Oly 1 POINT (2) appeak to convele and vani4h at one

point on the hoaizon when:pekeendi'Cutak

to the ptane o viz:ton,

3 Developed by; &San &ler LEVEL 6 TIMEILLIk..12i1 ,-,,------,-----.....- MATERIALS:, I 61TRY CONCEPTS: ) u) Yardsticks, sheet of rigid clear plastic, 41 When two otherwise identical objects are z cardboardcutouts of geometric plane figures, 141 iccated at widely different distances from including rectangles and trapezoids;chalkboard the viewer, the near object sometimes seems 1.14 and chalk; two cardboard boxes and low table; C..) to overiap..and appears to be larger,lower/ uJ drawing materials, including rulers; dittoed 4. higher on le picture plane, arid brighter in incomplete drawings in one-point perspective. ui color than- the far object..

TEACHER TASKS: STINENT

ENAKING BEHAVIORS: tEA,RNIRGS:

The 4tudent: In oadea to;

INTRODUCTION:

learn or basic terms and . Review or introduce the terms vertical - listens and review concepts about horiZontal - diagonal; perpendicular -' observes lines.and, planes parallel,- convergkig; "magic window", and their relation.; pictare plane, or plane of vision;rec'tangle,- ships.in space trapezoid,.

demonstratecomprehension of Have students demonstrate their meaning manipulates these basiC (I) with objects such as yardsticks, a sheet objects and meanings of rigid clear plastic, and cardboard draws

cutouts; diagrams

(2) with diagra6s at fhe chalkboard.

301 302

23 0

SSQN DEVELOPMENT: percave and Visual Illusions: (Arrange two cardboard boxes on a Icwtable observes All verticals which objects in describe 1. parallel to the edge of the lable, remain vetlical. represents, the plane of vision. Have space 2. Top ahd base students kneel at a point midwaybetween - lines of walis the the twr, bokes and sight toward parallel to the Have them state in their own "horizon." viewers plane of Discuss.) words what-seems td bappen. vision remain hor1 . zontal and paraLle and these wails re gain rectangles. 3. Top and base_. lines of wallseper . pendicular to the viewer's plane.of vision appear to converge toward a point on the horizon -- and these' walls appear to become trapezOids.

makeS discover the pattern of (Have students to outside,'take an consistency and analogous position, standing, between additional observations regularity in tWQ one-story building's, and sight 00 these visual toward the horizon. What hOpens? phenomena. Have them mentally extend the roof - .and base lines of the perpendicular walls to the horizon. What happens? sights at, Aiscover the horizon Is Have students squat down well below synonymodsmith below normal that , normal eye level and sight toward eye level and eye level and the horizon. What happens? seems to sink or above rise according to the position of the viewer.

303

231 Ask students to "pUt it all together" in organizes apply subsequent ;their minds. What generalizaiions can be and relates, generali- experiences riade as a result of these observations?). observations zations to in visual perception

(HaVe students attempt to explain: examines explain how or why At normal eye level, why do roof lines of visual these laws perpendicUlar walls seem 'to slant down, phenomena ooerate while base lines seem .to slent Analyze and Oscuss.)

(Depending on the maturity and interest of.the students, have them engage in one or more of the following activities: I/ (1) Give students dittoed drawings in extends roof make construction tine ode-point perspective with no lines and visible end vantsh_in: visible construction lines or points. base lines of point useein Have students lay rulers along roof perpendicular producing the lines and base lines of Oerpendicular walls. to drawing walls and extend them to the horizon. horizon What happens?

(2) Give students dittoed drawings in one- rules,lines sCipplY- Missing perpen-, point perspective with no visible- from 'torrA diculpr walls perpendicular walls -- but .with a bottom "inside" vanishing point marked on the hOrizon. cor'ners of front Utilizing only what is-given, have walls to vanish- student's correctly supply the missing ing point; lays walls, inchiding the vertical edges in verticals where the buildings terminate. 'where side walls terminate

() Interested students may'be encouraged creates utilize understanding o'f to construct simple or complex one- "building- the rules of one- point perspective drawings.from scapes" point perspective

. scratch.)

3D4

I.232. .#(1.(1ATION:

creates a judge transformations ,,. (After extensive eXpertehca_in, observing visual phenomena of One-point Wgpective, mental picture that would occur . 'and translating, interpreting and based on in these visual analyzig these phenomena, have students verbal des- illusions whep diagram, Or write what would seem to criptions of the eye level of happen under the following conditions: visual situations the viewer'7 was raised or lowered You have an unobstructed view, stretching away to the horizon, of:

1. a road or railroad tracks 2. rOws of:trees or power poles 3. rows,of -Clouds or hot-air balloons

....which you view while standing:

a. in ahole up be_your eyes b. "on the level ground C. on a mountain top.) leVel5ro4not

f C. ON A; INOLA kop

Given ex2en4ive guidedexpenience in viewing Aectangutak zoLidospatat4e2 to hiA/hen peane cl6vizion, the 4tudent the impoAtance otc V wite become_aate o6 eye teveZ andptane ovLLon in dam.- mining the appeatance o objecto in' .40r, a. ahole 4pace, and wit/.0Amut7te and u4e.the 'tutu ()lc one-pvintpeupective. .0.110111!.%110'4111111r

i3O5

2.33 MODEL FOR FIRST INCOMpLETE PERSPECTIVEDRAWING

MODEL FOR SECONDINCOMPLETE PERSPECTIVE.DRAWING -1 Cdncepe/tottlpetettcp

Vocabulay Etementh:

OPPOSITE ACTION VERBS

Recognizing hpeciiic dement ix cookd 'teal to andemtanding the "bah&

meaningh oi many tattge 9t22.11q wotd4,

rImE I hog -Dt velopQ,.d b uscun Saler LEVEL 3 6

EWTRY CONCEPTS: MATERIALS: z Many,English, words contain elements from Lists of words containing the bases it) Latin and Gceek, '22117, L - (push)

tract- (pull) (I Chalk, chalkboard u, u. Pencils, paper Ui

z TEACHER TASKS: STUDENT

ENABLING BEHAVIORS: LEARN1NGS:

The 4tudent: In mkt to; 11.01eilii.11MY

,11 INTRODUCTION:

Tell the students that many English words listens review word elements with, 1-1 which he is already ri contain elements from Latin and Greek, familiar,

Introduce two new bases from Latin which listens and recognize .6e contrasting

-are opposite action verbs: observes bases meaning' pushandpun,

ai7 (Push)

,tract, (pull),

List on chalkboard ESSON DEVELOPMENT: words'that contai Ask the students to think of as many recalls list f puls7 Pei and words as they can which contain these . tract. elements. List them on the board in two contrasting groupi. (impulse tractor impel traction expell retract repulsive subtract)

the meanings of Ask the students to pantomime the moves differentiate !. words containing meanings of selected contrasting contrasting action words. elements through psychomotor activity.

produce as many words Teach the game "Derivation."bcplain plays a 5. as possible lhat many words can be derived from a game through the single base word through the addition prOcess of Invite of prefixes and suffixes. derivation. pairs of students to the board who wish to chalrenge each other. Call out a base word, and see who can write the most derived words in a given timed period. Write the words in columns.

Example: pulse

impulse repulse impulsive repulsive impulsively repulsively

etc.

236 the meanings of Ask-the students to compote sentences .composes iriterpret of two independent clauses connected sentences by /but/ to show Examples:

I found the lady attractive (1) contrasts in the meaning of two (1) base elements, and /but/ she found me repulsive!

(2) contrasts inneaning that can (2) The invaders propelled result fromUsing different themselves toward the prefixes with one base. castle gate with a battering ram, /but/ the defehders repelled them by pouring boiling oil on them.

The emphasis here'is on playing With the humorous possibilities of the words being studied, and on the enjoymentof language.

VALUATION:

Instruct students to fill the blanks of considers judge the words most appropriate to incomplete sentences with words, alternatives the meaning of containing studied elements, which given sentences.. are the most appropriate to the meaning of thc sentences. They should be weigh the value of the prepared to justify their choice5'. appraises just-concluded lesson on Latin elements in English words.

tecognize, tecate and Given an oppottunity to Ir4 u4e woluto containingthe ba4e etements pui4-, pet-, and ttact-, the4tudent witt demon4ttate an undet4tRid the ba4ic meaning4 and U4C6 o6 two cont4a4t4n9 946,4,4o6 uotd4.

123 1 vanttpvtompttencp

FUNCTIONAL GRAMAR

Ramat 1nvottre4 pots oi 4peech

with diiiekentkmiand unetion4

4nd the okdeA ok 4equenee l. W wokd4 akiiiinged; U 14he Wit

kgaemokk otthe tangugge.on Which

t On4tut oukaegning4;.

.DeVelopea b Susan5a.e 10EL 3 .

EN7RY CONCEPTS: MATERIALV

14) Duplidated word lists for analysis exercise; 14j --experience in working with parts of speech

--ability to identify Rjectives, nouns, Chalkboard, chalk, writing paper, pencilvv

13 verbs, and adverbs Dictionaries; Medals for draWing;

, Bkkgroupd sources on graMmar for the teacher IL 41

0.0r0101..Mormsmom' z TEACHER TASKS: MUT

ENABLING BEHAVIORS: LEARNINOS:

The 4tudent: In okdek to;

.11,ITR1DUCTIOW:

listens become a commonly held Say: "You may have heard that 'grammar is , aware that attitude toward a lot of nonsinse'7-especiallyfrom someone grammar states who has had an unhappy experience in an that "grammar EngliSh class. is a lot of,

nonsense."

listens assimilate a statement can , Thestatement is quite true in a sense. be nonsensical in Absolute nonsense can be written in the idea . meaning while absolutely correct grammatical form." that being quite

correct in

grammatical form.

311 312

2351 fter writing them on the chalkboard, say': reads become the opening four, Withess the'first four lines of !The and familiar lines of the

abberwocky,' 'from Alice Through the Looking listens . with famous nonsense 4ass: poem,"The Jabberwocky." 'Twas brillig, and the slithy toves Did gyre and gimble in the wabe. All mimsy were the borogroves, And the mome raths outgrabe.'

hese lines are perfectly 'grammatical'... responds develop the idea of ut does anyone really know what they and structure versus mean'?" discusses content--grammar, Discuss.) versus meaning.

ESSON DEVELOPMENT:

Say, "Such stuff may be nonsense; but listens realize without grammar, without the 'nonsense' called grammar, that neither nonsense there could be no sensible sentehces, 'sentences nor either. sensible sentence: would be possible.

Grammar is the dasic framework of the listens grasp a definition of language on whicia we construct our the term :grammar. meaningS.

Put certain partS of speech--nouns, listens become grammar involves verbs, and 90 on--in a certain order... 7 aware that parts of speech and presto!. You have a grammatical with different

sentencewhich may also be nonsense. forms and . functions--and th( order.or sequence in which the word ! are arranged.

313 I I y Sentences

gr:.mootical determine agiven. After writing the seven headingsbelow listens, or:' .sequence observes, that in across the.chalkboard, say: "Here's can befilled and make one possible sentencepattern. with Woro Can you fillit in with words tomake( contributes asenTelrh=la. 'a sen'tence?" words

Adj. Adj. Adj..

Example:

ladies rapidly. Big green monsters devoured beautiful (Responses will vary.)

when adifferent suggested suggests demon5trate (Have a different series of words serieS Ofword5 alternate that that will fillin these same "slots." is SIONa students realize series of Repeat the process ultil the same re0 that the grammatical patternremains words calbatt4n the identical although different words are patt5a_ree4"5 substituted.)

demonSlrate . (To reinforce and apply what wastaught suggests that in the first activity, havevarious alternate grammatical grammatical students suggest alternate possible. patterns, and rhave.other studentssupply patterns different series of words to"plug in" to them.) deterMine the listof40 (Give the students duplicatedlists of listens and the+ worPcar1be to the 40 alphabetized words shown onthe examines word lists brahcA dpwn in next pagr Explain that this list can four'seprate be.broke Jown into four separate lists lists(10,00rd!. Nouns; (10 word,, each) of Adjectives, each) C31cadjeCliVrie Verbs and Adverbs. nOUnS, Vq05/ 'adverbs. 314

I24-0 Have the students foldsheets of writing PaPer in halves foldspaper twice, vertically, provide four columns, to and labels Produce four columns..Have them label the columns, columns with the heading! as shown.on the previous - page, with Adjectives, the names of four Nouns, parts of underlined speech. Ver-6-, and Have the Adverbs. students go throughthe list, sorts words beparating outwords of the four demonstrate the ability to parts of different alphabetically speech and listingthem in their classify words resPective columns. into groups according to their parts of There 'speech. are four rules tofollow: changes assure grammatical (1) the forms Begin eachadjective with a that sentences are capital letter. of nouns and verbs produced. (2) Add to each noun.

(3) 'Add.:-ed toeach verb. begins assure correctly marked (4) sentences with Put a. periodafter each adverb. that sentences are capitals and (All regular TrodUced.00., adverbs end in ends them with periods

When we finish, what will, we have? listens determine this activity SILLY SENTENCES!) that will produce Silly Sentences-- eour-word sentences VW-4 gramma:tically correct in form., WM but nonsensical and funny in content.

315

241 WOrd List for Silly Sentences:

alertly dance incubator pajamas appetite directly , intangible posterior arrogant eccentric kangaroo pretend bellow, educator leap pyramid climb emotion loftily reverberate cloudy figuratively lurk ridiculous. - congregation firmly meaninglessly rotate .... continually gather melancholy sacred corpulent aenerously negotiate stupendous curiously horrible nervously weed

310

242. Illy Sentedces

(If the students sort the words out Investigates discover any,combination correctly in alphabetical order; they different that of words--In th will all have the same Silly S.:.ntences. combinations correct forms a But any grammatically correct adjective.- of words the correct noun-verb-adverb sequence Is acceptable. adjective-noun- verO-adverb sequence--wilj produce a grammatically correct Silly Sentence.

. Have students seleci some fancy selects create original Silly vocabulary-with which to create their fancY and Sentences. own Silly Sentences. Some of the vocabulary illustrate more ingeniously ridiculous may be his/her own illustrafed with appropriate caricatures and displayed on the classroom wall:

VALUATION:

(Lead students to express their listens, evaldate feelings and reactions to the lesson. responds, his/her attitudes discusses toward "grammar ,Ask them to describe their former before and afte feelings toward rammar. the lesson on Silly Sentences Have theiratti udes changed since the lesson? Ho ?

Discuss.)

Given inatAuetion in how to lotoduce Sitty,Sentences--baaic adjective-noun- vetb-advetb 4equence4--the Atudent mite demon4tAate an atocuten0A o4 the bazic =tune and 6unction oK gtammat.

241-3 pnctpvtqinpt,ttncp

INSTRUCTION IN USINGBAS,IC'kOCESSES

orb The technique o eto4e keding-- using,the boic pocuaeLoi 44* tuattaion, intet 557aa ptus

at t e meantng odigicutt, but Ita.bP peat,Weitattae, LEVEL S - 6. T143 45-min, petiods

ENTRY CONCEPTS: MATERIALS:

--Familiarity with'Macbeth in story form Duplicated copieS of Ylacbetn's and LOY Macbeth's

--Awareness of figurative language sReeches; , -

--Previous experience in consciously using Taped recdrdinga of the speeches read by actors;

four basic thinking processes, separately, AnnotatPd edition of the Complete text of

in short exercises The Tragedy of *cbeth;

Stories from Shakespeare, by Marchatte Chute

TEACHER TASKS: .srupEkr

ENABLING BEHAVIORS: LEt.tRNINOS:

The 4tudent: In'oit;12A,to;

INTRODUCTION:

listens to, Ocome awaretackling Shakespeare Say: "Many people consider Shakespeare very an analogy that successfully heavy going, They, try to read one of his requires the right plays without adequate,preparation, and they skpls and soon give up in discouragement, lb mako a background comparison: If you're going to tackle experlenc4s, Mount Everest, you've got to have the proper

equipment--and some solid experience in

climbing smaller mountains!

Today ware going to focus on a technique listens and obt'ain an , a lesson on close reading. utilizing called close reading 'which uses four basic obseOves oVerview of the processes:of: thinkix processes: acquisition) trans- acquisition lation, interpretation, and extrapolatioa," translation 31s

318 interpretation exyja&rion, Throughout the lesSon, write the underlined Drds on the board for visual emphasis.)

This technique will help you to understand listens learn that awareness of the rinted material that you formerly thought images Shakespeare as completely out of reach. Keep'that image uses can increase f Mount Everest in mind. ShapeSpeare is our understanding ull of images. And an awareness'of these and enjoyment of Dmparisons he uses so vividly,can greatly his work. 9crease our understanding and, enjoymentof is work."

ESSON DEVELOPMENT: procedures to be Say: "You are familiar with the story of listens determine used for the first Macbeth. Today we'll examine two speeches from this drama,'one by Lady Macbeth and activity,- acquistion one by her lord. (data level).

the meaning of These particular speeches are not partcif listens and acquire the terms: a dialogue between two,or morecharacters observes ' knowledge of dialogue in the play. They are called Soliloquies, from the Latin elements -sol(i')- (alone) soliloquy interior monologue and -loqu- (speak). The character speaks while either entirely aloneon the stage invocation or while standing apart from theother debate. characters.

The soliloquy is an interior monologue, representing what is going on in the person's mind. It may take the form of an invocation--from in- plus -voc-(call) --intwhich the character calls on someone or something to enlist their aid. Or it may take the form of a debate, in which the character considers the points for and against a particular course of action.

245 3;=_:9 background She has just listens acquire First, Lady Macbeth. information received a letter from her husband. necessary for with It tells of his strange meeting understanding three witches, who promised that he Lady Macbeth's Her mind would be king of Scotland. soliloquy. leaps, as his has done, to thegolden rown that lieswaltin§...and to the final step that lies between them and the throne: disposal of the current occupant.

After a messenger arrives with the news that King Duncan is to visitMacbeth's castle that very night, Lady Macbeth, in a magnificent, blood-chillingspeech, calls on the powers of earkness to harden her heart and help her tobe cruel." \ay.,

(Distribute copies of Lady Macbeth's z. bc) speech.) become Lady Macbeth's I play listens "Follow Lady Macbeth's speech as soliloquy on You may not under- and familiar a recorOng of it. tape and in help reads with stand everV word--but you cannot print. sensing an atmosphere ofappalling evil.!: familiarity with speech. responds increase (Play a tape of Lady Macbeth's the speech. ,Afterwards, allow students tocomment and his/her discusses on it.) background infor-. After his arrival home, listens acquire "Now, Macbeth. mation necessary that' his wife hints at the opportunity for understanding' but has come within their very walls, racbeth's Macbeth shrinks from the idea of murder. Soliloquy. Later, restless and agitated, heleaves the banquet hallwhere the Wng is being entertained, and struggles withhimself and with the thought ofassassination." 321

214 (Distribute copies of Macbeth's speech.).

."Again, although you will not understand listens become 'Macbeth's soliloquy every word, you will sense Macbeth's _and familiar on tape and in agony of uncertainty and the revulsion reads with print. he feels."

(Play a tape of Macbeth's speech. After- responds increase familiarity with wards, allow students to express their and his/her the speech. reactions to it.) discusses background for Say': "Shakespeare wrote poetry--and . listens acquire poetry communicates to'us mostly through the second our feelings. It is often difficutt or activity-- impossible.to assign a literarmeahing translati)n to a passaje of poetry, and usually (concept level). unnecessary as well. But when the poetry is part of a drama that tells a story, it is vseful to know how to determine its literal meaning.

Putting a communication into a parallel listens learn the definition of form--for example, changi.ng it from the process'of figurative language into a statement translation. of literal meaning--is called translation. = Today we will translate each sentence of listens termine procedures to be used during our lord's and lady's soliloquies,to see A the activity. if we can get at their literal meaning. Ls 1 11.1:7 First, Lady Macbeth." -I demonstrate4 the ability to (Read the first sentence to the students. listen31 a. d% paraphrase a Then reread it, clause by clause, and rorsesp ///1 sentence from have the students paraphrase it Orally /0/i/ Shakespeare in in everyday, literal language): . everyday, literal ,0-tc( language.

322 247 .(Responses will Vary) Come, you spirits Come, you spirits That influence men's mihds,/ That tend on mortal thoughts, take away my feminine unsex me here,/ gentleness and compassion,/ And fill me And fill me ' from the crown to the toe, topfUll from head to toe 'Of direst cruelty: With the most terrible -cruelty:

(Continue in the same way with each repeals 1/freinforce skillin trans- sentence in the speech, using it as 'the lation. an exercise in oral translation.) process (

"Now, Macbeth. `44.. .reinforce the ability to first two translates Let's transIdte the the first two translate the same /1.1;;;' sentences orally, using sentences Shakespeare's procedure we used withLady iv- poetry into Macbeth's speech." modern-day prose.

Macbeth presents When this has been done, say: "Macbeth learn that goes on to 1\ist five reasons against five reasons . . against doing the deed. He is able to come up with only one reason for doing it, and assassination and oniy one reason that is an inadegUate one. for it.

this passage In thit passage, Shakespeare uses listens determine figurativelanguage heavily in a series that consists of reasons for and of,vivid and extravagant images. against asSassin- ation,imbeddpd,iT a complex background of figurative langue NOTE:

Page:255 follows this . one; then page 249, etc.

3 2 3 -e 21I-K Say: "You have done a good job of - translating these speeches of Lady Macbeth and Macbeth. procedures to be Now, we will reexamine both speeches listens determine used during the' in their entirety. We will see how thIrd activity-- the parts of each speech relate to interpretation the speech as a whole; and how the two Speeches relate to each other. (generalization level). This process is called Anterpretation. understanding :of First, Lady Macbeth. listens, clarify responds, his/her lady Macbeth's character and What does her entire concern seem to be, discusses ,motivation. as expressed in this speech?

.How does each part of the speech support'your cOhclusion?" .(Discuss.) understanding of "Now, Macbeth. listens, clarify responds, his/her Macbeth's character and What does Macbethis major concern seem discusses motivation. to te? "How does it differ from hi's wife's? How does each part of the speech. support yoUr conclusion?" (Discuss.) ability to "Compare Lady Macbeth's charaCterwith compares demonstrate Lady Macbeth distihguish ; that Of her husband. important differ- Who se6ms to be 'the most hard hearted? and Macbeth ences-0 charactE Which character is the most complex? . betyeen Macbeth What dc \the speeches reveal about the and Lady Macbeth'. personalty of each?" 4gittk .(Discuss.)

324 24? procedures to be we can listens and determine Say: "Now let's 22. beyond what used during the these two observes learn from directly examining ,fourth activity-- might -.-'-speeches, and speculatebn what extrapolation Macbeth as happen to Lady Macbeth and (iMbli6ation level they embark cn their bloodycourse of action.

Pro'ectinq into the futureand jqjin

- what might happen is called extrapoltion.

. important basic lady Macbeth's listens and summarize The tendency established iji tendencies in the observes character is her concernwith fine characters of Lady job is to practical problems of how rhe Macbeth and Macbet be done.

The tendency establishedin Macbeth's character is his concern with the moral implications of the act. listens and speculate whether the Will the establishedtendepcles continue responds established and 'become eVer more apparent? tendencies wil.1 Or is there aPossibility triat each continue or character might be changedOy fhe action whether they will. and take on quitedifferenttendencies? be changed by the :actions. engaged in..

whether or not to be listens, judge Will Lady Macbeth continue Lady Macbeth practical and hard hearted? responds, and discusses will change. Or will she become hauntedby moral -coniderafions?" (Discuss.)

325 2 5o whether or not "WIJ) Macbeth continue to be-plagusd listens, judge Macbeth will bY a guilty conscience? Or will he responds, change. betome concerned with the practical and discusses pro-blems of how lo carry out acts and conceal guilt, growing ever morecruel

and hard hearted?" ' (Discuss.) at what point a "Supposing that there is such a role supposes . speculate role reversal reversal as this in the characters of might take place. the lady and her lord, at whatoCint Willit start to take place?"

(Allow the.students to speculate, but 'leave the discussion open ended. Their knowledge of Macbeth is limited, and the purpose here is to givethem' conscious experience with the process of extrapolation, not to reach any definite conclusion.)

VALUATION: evaluate the degree of The students may evaluate the accuracyof reads accuracy,achieved heir close reading in a number of ways. the play matter of.: during tfre.plose 'hose who wish to pursue the reading of N, haracter Aevelopment may Want to readthe passages from-Phe lay, complete orin part.) -

his/her understar deally, this lesson should be givenin attends a acquire ing Of the entire onjunction with the opportunity toattend live production, and drama. live production of the play; view a screening, or enrich creening of ,the 1948 Orson Wellesfilm; telecast of )r to watch the PBSHumanities in Drama Macbeth ,ersion, first telecast in 1975 and since

'epeated. rn this case,-ask the students , -o watch the development ofboth characters Ind be on the lookout for anysignificant -urning points.

2 how action N passage in III.ii. 1-56 reyeals such a closely watches consider modifies \, turning point. Macbeth has just plotted a key scene character. ` the deaths of Banguo and Fleance, but has not yet openly revealed his plan to his wife. now dialogue ensing something, she uneasily asks, listens to judge -reveals "What's to be 'done?"He cynically replies, key dialogue character. "Be innocent of the knowledge, dearest chuck, till thou appladd,the deed." how non--verb,41 In the television drama, the 6amera moves observes appreciate communk4-tio0 Macbethl's face: tody in for a closeup o! Lady underscores dawning comprehension of her husbans language dialogue and intention is followed by an expression gf N , adds other growing horror and dread.) dimenslorl of meaning.

Given .....nstAuctcon in cto4e xeacUng-'-taing the bazic puceszu o6 acquia-ition, tunotation, intapkaation, and extrupotationthe AtudeAt wULdemomstAate the,abitity to get at the meaning' o, two '16amod6 4atieoquie4 in The Tnagedy off Macbeth.

327 11 41 Come, you spirits 42 That tend on mortal thoughts, unsexme here, ''43 And fill me, from the crown to the toe, topfull 44 of direst cruelty! Make :thick my blood,. 45 Stop up the access and passage toremorse, 46 That no compunctious visitinqs ofnature 47 Shake my fell purpose, nor keeppeace between 48 The effect and it! Come to my woman's breasts 49 And take my milk for gall, you murdering ministers, 50 Wherever'in your sightless substances 51 You wait on nature's mischief:Come, thick night, 52 And pall thee in the dunnest smoke of Hell, 53 That my keen knife see not the wound itmakes, 54 Nor Heaven peep through the blanket of the dark 55 To cry "Hold, hold!"

-The Tragedy of Macbeth I. v. 41-55.

GLOSSARY:

45 remorse, - pity 46..compunctious... nature - natural feelings of pity 46 ompunctious - remorseful 48 fie it - that is, between pity and the effecting ofmy dreadful purpose 49 mu \dering minrsters - sPirits of murder 50 sighlless - unseen (invisible) 52 pall- over, as with a pall 52 dunnes - darkest 54 Nor dark - nor Heaven peer through the darkness whichcovers, as with a bkanket

32Q MACBETH

.1/ If it were done.when":1-is done, then 'twera well'

-2 / It were done quickly. If the assassination 5 Could trammel up the consequence, and catch, 4 With his'surcease, success, that but this' blow 5 Might be the be-all and the end-all hare, 6 But here, upon this bank and shoal of.time, 7 We'd jump the life to come. But in these Cases 8 We still have judgment here, that We bUt teach 9 Bloody instructions, which being taught retiirn 10 To plague the inventor. This even-handed justice 11 Commends the ingredients of our poisoned chalice 12 To our own lips. He's here in double trust.

13 First, as I am his,kinsman and his subject, 14 Strong both against the deed. Then, as his host,- 15 Who should againtt :lis murderer shut the door, 16 Not bear the knife myself. Besrdes, this Duncan 17 Hath borne his fatuities so meek, hath been So;clear in his great office, that his virtues 18, 19 Will plead, li,ke angels trumpet-tongued against .20 The deep damhatioh of his taking off. 21 And pity, like a naked newborn babe, 22 Striding the blast, or Heaven's cherubin horsed 23 Upon the sightless couriers of the air, 24 Shall blow tne horrid deed in every aye,,

25 That tears shall drown the wind. I have no spur ).z 26 To prick the sides of w intent, but only oi Vaulting ambitiOn, which oerleaps' itself -t 27 , ->c_l , and falls on the other.

- The Tragedy ofMacbeth

I. vii. 1 28.

. GLOSSARY:

2-4 success- lf,only murder could have no aftereffects but be final and successful at Duncan's death (surcease) 3 trammel - to entanglein anet

, 6 But - even 7 jump - risk 11 chalice - cup 17 faculties - powers 18 21 naked babe - an object which moves the hardest-hearted to pity 23 _sightless couriers - unseen messengers 28 other - other side

323 See if you can hack your.. way through this lists demonstrate the ability to . jungle undergrowth or:metaphor, and Fist reasons separate main the reasons in pl/airy, unadorned ranguage: ideas from the . decorative detaih surrounding them.

(Responses will vary.)

Contre:, Aelainsst

life, (Lines 6 - 7) ,I. To gain a temporary advantage in this we would commit a Sih thatwould damn our souls for all eternity. a. retaliate by (Lines 7 7 12) 2.- When we do evil to others,'they doing evil to us in retu

0 - be (Lines 12-4=-1 1. A king's reletivf_s and subjctsould

, loyal to him.

(Lines 14 16) 4. A host should do everything he can to promote the safety of his guests.

(Lines 16 - 25) 5. The well-beloved Duncan has.used his power so Wisely and been such agood man as king that a tremendous burst of outrage would result if ,he were murdered.

For:

.(Lines 25 - 28) 1. I have only ambition-to motivate me, and ambition can reach too high, leading to a fall.

1-1

I 25tiotI0 J1411ILti1it/

INSTR('ICTION IN USING BASIC PROCESSES

The1 highek-tevet thaking poe44e4-- ap004n, anatpiA, 4ynthe4a, and evatuatton7ean hetp uh,to &made the deepek meaning-4nd 4anee oi

goat Roth4 oi:titeAdge,

t6EL IIME3 45-min. putiodt

ENTRY CONCEFTS: MATERIALS:

--Satisfactory completion of the companion Duplicated, copies of Macbeth's soliloquy) ,

lesson, "Lord and Lady" Taped recording of an aCtor's interpretation of

--Experience in consciously using the higher- the speech;

,level thinking processes in appropriate, Chalkboard, chalk, writing paper, pencils; Background materials.on Macbeth for the teacher exercises

TEACHER TASKS: STUOENT (NOTE: An effort has been made to include some of the concepts that havebeen ttretsed4/116.44 ENABLING BEHAVIORS: LEARNINGS: in group process--thus.using humanities,to help bridge and integrate affective and cognitiVe.) The 46dent: In Wet tp:

/0 INTRODUCTION:

liStens recall and an earlier lesson Say: "We first met Macbeth mdLady Macbeth dealing with early in the drama, at the point wherethey review

Macbeth; , were making certain.decisions,

the names ot the We deveoped close readinq.skills utilizing listens recall basic thinktng thetasic thinking:processes: acquisition, processes: of knowledge, translation, interpretation and

extrapolation, E9.1s.L_rion, translation,

Interpretation and

extrapolation,

331.

266 rhese processes enabled us to get at the basic listens, remember the basic'thinkinc neaning of two speeches by Macbeth and Lady that processes can hell 4acbeth in which one mentally debated the us to get at the advisability of killing King Duncan while basi'c meaning of the other invoked supernatural aid to help materials we are accomplish the act. close reading.

roday we will use the higher-level thinking listens determine the higher level i-ocesses--application, analysis, synthesis, that thinking processe ! and evaluation--in dealing with a speech near application, analysis, synthes the end of_the drama." and evaluation-- will .be stressed this lesson.

(NOTE: It is assumed that during the course pf the lesson, the teacher will clarify the neaning of any underlined terms or other terms and statements that may present obstacles for,the students.)

LESSON DEVELOPMENT: learn that an outline of the 1. Say: "I will summarize the action of listens the plot up to the point %here Macbeth he/she will plot with a delivers the speech that we are going hear catalogue of the killings that havl to examine. Each time I tell of a killing, see if you can identify the taken place. motive for the killing in just one or the motive foi- two words. responds identify each killing.

Macbeth has killed King Duncan, but the (ambition) King Duncan killing hasn't stopped there. He has (concealment) the two guards ) also killed the king's two guards (on

' whom he blamed the king's murder) in pretended outrage at their 'evil deed.' The king's sons flee, ri6htly fearing' for their lives, and Macbeth, next in line to the throne, is crowned king. 333

257 at, even having attained his goal, 3cbeth does not rest secure. He is isturbed by Banquo's probable suspicions nd by the witches' prediction that 3nquo's descendents will be kings, hile none of his own willinherit the Banquo rown. So he hires murderers to (fear, jealousy) ssassinate Banquo and his son, leance. Banquo is,killed,but leance escapes. ..a,dReseZ244 acbeth consults the three witches gain, who produce three apparitions hat (1) tell him to beware Macduff, nother nobleman; (2) assure him that e will never be harmed by anyoneborn will f a woman; and (3) claim that he (FT:\1241.1- ot be conquered until Birnam Wood 1,10.111. omes to Dunsinane Hill, theseat of is castle. Macduff's wife acbeth decides that Macduff, too, (revenge, rage) and children ust be killed--but learns that Macduff as gone to England to seek helpfrom he dead king's elder son. In etaliation, Macbeth has Macduff's ife and children killed, and goes ut to gather an army to resist the oming onslaught by his enemies. Lady Mecbeth-- eanwhife, Lady Macbeth is endlessly (remorse, despair) suicide. eliving all the killings in her mind. he restlessly walks and talks in her leep, and finally she kills herself.

the emotional' ,:.. hen Macbeth is brought word of her listens become atmosphere of the eath, the futility of all theirplotting, aware of moment in which the killing, even, seemingly,of II Macbeth speaks 'Liman life itself, comes hometo him. his soliloquy.

3,34 is, then, is where matters stand when :beth speaks one of ,the most famous Ifloquies in all of dramatic literature." istribute copies of the speech. As listens become Macbeth's udents follow on their copies, play a and reads acquainted soliloquy. ped recording of an actor's interpre- with tion of-the speech.)

acheth.

9 Tomorrow, and tomorrow, and tomorrow day to day, '0 Creeps in this petty pace from I To the last syllable of recordedtime; !2 And all our yesterdays havelighted fools Out, out, brief candle! !3 The way to dusty death. player !4 Life's but a walking shadow, a poor the stage 15 That struts and frets his hour upon It is a tale n5 And then is heard no more. and fury, r7 Told by an idiot, full of sound !8 Signifying nothing.

. 19-28.

Alow the students to Express their responds and share reactions to actions to the speech.) discusses Macbeth's soliloquy.

review a definition of y: "At the application level of listens .the application inking, we apply previously learned level of thinkinc ills to new materials.,

335.

.251 There is an interesting paradox about listens and become this sddegh, this speech: Although it is considerably discusses aware that while apparently shorter and simpler in form than the two simpler in foi-m previous speeches, and contains no and vocabularY, unfamiliar words, it is much more diffi- is actually more cult to translate literally, and difficult (in therefore, to interpret and extrapolate 'concept) than the from. Do you have any ideas about why two speeches this might be so?" previously studied (Discuss.)

"Is this soliloquy an invocation, a examines determine the literary form debate, or something else? the speech of the speech. What might we call it? (meditation, elegy, etc.)

What is Macbeth really saying here? discusses exercise comprehension Is his basic view of life optimistic the speech and test skills previously or pessimistic? learned. , How do you know?" (Ditcuss:)

a definitionof' th( Say: "At the analysis level of thinkina, listens review we analyze something by takingit apart analysis level of and finding out what the parts are like thinking. and how they work together to form the whole. the_separate parts/ Examine the solilo,Juy again. What are examines , isolate the parts of Macbeth's speech? and discusses of the speech; .criteria fOr deter How do you determine this? the speech mining what they/ What images is Shakespeare using here? (Responses will.vary: All of these images are metaphors for Accept .any for whie) are; the images uted; the procest what single process? a reasonable explanation for which the irOago Why do you think Shakespeare chose to is given.) are metaphors; / use these partigular.metapho the reason thete (Discuss.) particular metaphol were chosen, 3 r3

.260 Are there any paradoxes--images or ideas probes further discover possible paradoxes hat seem to be opposite or contradictory transitions from one part to., o each other? What transitions does hakespeare use from one part of the another; the over- allimpression peech to the next? hat dominant impression does the entire conveyed by the speech. peech give?" Discuss.) a definition of ay: "At the synthesis level of -0);nking, listens review the synthesis leve e do imaginative, originalthinking, of thinking. Ind put together something new. everyone has a veryone, consciously or unconsciously, listens become basic world view: as a basic world view or fundamental acquainted., Iersonal philosophy that determines how with the 1) that determines le/she sees life and responds to it. idea that how he/she sees 'his view can be changed by the decisions and responds to life; and le/she makes. 2) that can be changed by the decisions the individual makes.

his/her owri lhat is your world view? reflects become personal view of (hat metaphors might you use to and aware of life:, appropriate *epresent your ideas about life?" discusses metaphors that Discuss.) might symbolize, this view.

the procedures to 'Take a particular stance onlife. It listens- determi ne be used during thE :an be your true view orit can be an Synthesis activit Issumed view that is quite different 'rom your own. Compose a short essay -a poetic statement )r meditation in poeticform. Select composes create about life. ' Ind develop metaphors that are suitable a _poem 'or your chosen view.'

337 J 2G 1 4 (When students have completed their. mutually shares recognize unusual, compositions, encourage hem to sha're his/her and. striking images them with their classmates. Have the composition appreciate and successful students look for, and recognize, syntheses of unusual, striking images and ideas. particularly successful syntheses of ideas that produce a strong emotional impact.)

EVALUATION:

5. Say: "At the evaluation level of listens, review a definition of

thinking,, we first set up appropriate the evaluation 1 standards or values. Then we deter- level of thinkinc mine how closely an object, activity, situation, or idea meets these standards or values.

I Values dilfer from facts in that facts listens distinguish the difference Can be deterMined to be true or false and between facts' but values cannot. Then how do,we discusses and values. determine what is good or bad? desirableor undesirable? Aiscusses consider criteria we.use morally:right or wrong?" to determine (Discuss.) what is good, bad, etc.

"The decisions we make are basod on considers conclude a person's our personal standards, values, and and that system of values .priorities. What do the decisions discusses can be inferred made by Macbeth and Lady Macbeth (Responses will vary.) from'the indicate about their system of values?" decisions he/she (Discuss.) makes'.

338 The decisions they made resulted in considers concludb an artist's system of values cts which set in motion a chain of and . that can be determined yents leading inevitably to the discusses estruction of both conspirators. by examining'the basic themes in, hat does this indicate about (Responses will vary.) his/her work. hakespeare's system of values?" s piscuss.)

This is the traditional theme of tragic listens become an essential rama, first developed by theAndient aware,that characteristic of tragic drama ;reeks: Once that fatal first step is is that the fatal ken, all the rest follows. There is firSt stap sets *in a turning back. This is an essential motion a chain of :haracteristic of tragic drama. events leading inevitably to a final catastrophe.,

in a completed lhat is essential in drama is not weighs conclude work of literature in real life. ideas that lecessarily essential events follow an lhen you make what later proves to order,that remains )e a 'wrong' decision, can you forever fixed; ;ometimes alter your course or while in real .life *everse the chain of eventsproceeding we have the oppor= 'rom your decision? tunity to ."rewrite Row? the script."

the power to ;hie an example from your ownexperience." considers appreciate that re=evaluate the :Discuss and sum up.) personal experience he/she has situation and make new decisions when previous decisions have produced unsatisfactory Given calLe6ut guidance in the useo6 apptication, anaysis, synthesis, results. 4otitaquy, the and evatuation piLocesses incleating with Macbeth's oteat student witt demon4tAate the abitityto get at the deepelt meaning and signi6icance oi the speech and toteeate these discoveties to his/het ,own wottd view andLe expetiences.

2 6:3,333' tOrialit/len411,P1 1:P

BASICPROCESSES aNERAL REASONIO

AitekmuCh inve4tigat1on and expekimentotbn, a *mate hylothe4i6 abut a natvitatphenomenon

may become a tleoty. thae i4 enough ind4-

putlbte evidence to 4uppoitt it, a 4ound themy

my become a tilW, Thi4 Li how the am

knowtedge advia4,

Develo.e4 bj6Asan 5ctier LEVEL 5 6 . rimE 1 hog

ENTRY CONCEPTS: ICERIALS:

Hypotheses are the tentative answers we Source book of science questions and' answers

formulate to questions we ask about phenomena for the teacher;

observed in the world around us. Chalkboard, chalk;

Paper, pencils,

TEACHER TASKS: STOUT

ENABLING BENAVIORS: LEARNINGS.

The 4tudent: In otdeit to;

INTRODUCTION: /

Write the following question structurers on'the listens and review the structuring of

questions that . chalkboard: observes lead to the develop-

Why is(n't)/are(n't) ment of hypotheses.

Why does(n't)/do(n't) ?

What (would'happen) ?

Point out that allinvestigations leading to

new knowledge start with questionsbeginhig

l.ike these, Students have been asking such

questions themselves almost since they could

, first talk,

341 310 2 GA. the students: °What do we call the recalls 'demonstrate knowledge of thl mtative (trial) answer to such a question?" (a hypothesis is subject term hypOthesis mspoken hYpothesis) to revision as soon as and its meaning why such an answer is tentative. further information comes Nperimental, provisional) in.)

SSON DEVELOPMENT:

Post a chart with the following terms listens and idenfify and the formal defil and their definitions. Read and discuss observes recall itions for tha them, asking the students to give any terms hypothesi ! examples of each that they know of. theory and law, and examples of

each. -

Hypothesis EXAMPLES: A tentatively inferred explanatio6 of (Nebular hypothesis) the operation of certain phenomena with, as yet, inadequate evidence to support it; usually, a basis for further experimentation

Theory - A formulated general principle explaining (Theory of evolution) the operation of certain phenomena with considerable evidence to suppor't it

Law - An exact formulation ofthe principle (Law of the conservation operating in ,a sequence of events in of energy) nature observed to occur with unvarying uniformity under the same conditions

Clarify and differentiate these terms discusses recognize as.we go from with the students. Help them to note that hypothesis, the progression from extreme tentative- through theory, ness to relative certainty. to law, we progress from tentativeness to certainty. (Suggest that students do research to find more scientific hypotheses, theories, and laws to add to our collection.)

To give practice in applying knowledge utilizes his dev-i se questions about df this process, invite studente to general natural phenomena formulate sample "Why-,=" and "What.... information c and their corresponding if--" questions. Ask Other students to formulate the corresponding hypotheses. hypotheses.

Record questions and hydotheses on the board.-

Tell the students that they will now listens' determi no. the instructions play a game in which they will have the for playing the hypothesizing opportunity to analyze a question about . a given phenomenon and come upwith as -game. many plausible hypotheses aspossible to explain it.

After puttingthe studentsinto groups of three to six, explain that each group will get a slip of paper with the samequestion. on it.

They will be allowed five (5) minutes to think of as many hypotheses as possible to explain-the question.

The grour,is to select one person to record thc answers. as many plausible Give the students a question selected analyzes the formulate from a source book such as The Question question hypotheses as and Answer Book of Everyday Science by possible that might explain a Sonneborn (Random House, 1961). . given phenomenon,

343

.2 4C7 Examples: Why is the water in the ofean salty? Why doesn't an Igloo moltvinside? Why do we walk in circles when we are lost?.

At the end of the first tiMed five (5) minute Reriod, give the grpup with the most answers twenty-five (25) points. In case of ties each group will receive 25 points. No duppcations are allowed; i.e., the sdrne answer cannot be reworded..

Give each _group five (..)rsix minutes to reviews add as many more review their hypothesesin order to add hypotheses different to the list. hypotheses as possible. At the end of the second timed period, add ten (10) points to the score of the group with the most answers. lLUATION: sk,

Redefine tha task. Ask each group to evaluates choose the hypothesis pick from their list the hypothesis hypotheses that best they think most likely approximates the explains the anwer. Allot 10 to 12 minutes for,this phenomenon. portion of the lesson. Each grOup will have to decide, as a group, wheit their answer will be.

Allow each group to read its final answer, announces share his group's best answer.

Alkow other groups to challenge or challenges require clarification or ask for clarin6ation. other gr ups defense of chose hypotheses.

3 tit

24.7 . Give each group.fhe opportunity to discuss re evaluates choose the hypothesis the hypotheses.presented and choOse the hypotheses that even bett, one they think the most, plausible. The explains tHe recordes. writes down the group's choice phenomenon. -,, Read the:Tcorrect answer or allow the listens or determine .the scientific --gcoups to do research to find thecorrect does retearch explanation of the phenomenon -iinswer.

'Award the group(s) that chose the hypotheses were most, nearly correct 25 points..

Gty,e the group(s) with the correct response.40 points.

01scuss the reasons for the correct listens and learn about evidence , supporting the ansyer. discusses correct answer

100 points -.Master cf Logic 60 95 - SUperb Thinker 35 - 55 - Good Thinker 15 - 30 Youlre.on your way! 10 - Back to the drawingboard!

-The Hypothesizing Game is Given the oppottunity .6 0/mu1ate and evatuate adapted Vtom the Mem:34a hypotheses which attempt to answert. questions Handbook: about given naturtat phenomena, the student witt devetop guency in gene/Eating lotaubib.te hypotheses i'attenson, Jo, Coo&dinatot and 4kitt in evatuating them. ztOty Doesn't (An ktoo !..lett Inside? A Handbook !cot 2.teic4 o the Ac.ademZccttzçj

4., an . emp $choot.s,' 345 1973. 26 5' onapvumponctf

-61WERAL REASONING

In ame etiminationlogic ptob1em4,

the given inimmation con4i0.6 o a 0Algi= 4et eatementh, arceAtain numbek oi which ake known to be iathe-- Whough thete ate not identiPd. Pzth. othih hind ean be handted

eflicientty thkough the uhe oi gkid4 VE0 and the hymboth T and F. LEVEL 3 - 4 TIME 45 min, Developed6 514.5ail§ayer

WRY CONCEPTS: MATERIALS: "HIP Puzzle" elilination logic problem--

--Ability To,use if,and then copy for each/student;

statements and record the Chalk, chalkboard, pencils, scratch paper

results on grids.

TEACHER TASKS: STUDEMT

ENABLING BEHAVIORS: LEARNINGS:

.The htudent: In ortdek to;

im=1.101.1.11w.nor

INTRODUCTION:

systematic listens recall Say: "Wc have tackled and solved eliiMination problersolving, logic problems in which we have matched

persons with occupations,and so forth.We

have found that using grids helpsuS keep

track of the possibilities we elimiateuntil

only the correct solution remains, !Hereis

a differentkind of,"mini-mystery" for you

to solve, See if you can determine, how it

is different and figure out aneffibient

strategy for solving it,"

347' ESSON DEVELOPMENT:

listens determine the elements 01 . Pass out a,copy of the HIP Puzzle* to each student. Read it aloud to them the problem. with SUitable emphasis and pauses.

Shcirty.Finelli was found shot to death one morning. With better-than average luck, the police had three red-hot suspects behind bars bY nightfall. That evening the men were questioned. They made the following statements:

Buck: 1) I didn't do it.

2) I never saw Joey before.

3) Sure, I knew Shorty.

Joey: 1) I didn't do it. 2) Buck and Tippy are both pals of mine. 3) Buck never killed anybody. /

Tippy: 1) I didn't do it. 2) Buck lied when he said he'd never seen Joey before.

3) I don't know who did it.

If one - and only cne - of each Man's statements is false, and if one of the three man is actually guilty, then who is the murderer?

(*From 101 Puzzles in Logic and Thought by C. R. Wylie, Jr..Used with permission by Dover Publications, Inc.

348

270 "What kind of grid will we need on which organizes construct a suitable grid to test the results of the given infor on which to . mation?" _ record nasults. 1 £3. (If studentsjieed more guidance, ask: Buck -"How many suspects are there? How many statements did each suspect make?What Joey symbols usually stand for true and false?") T; PPY

"What condition is given, which, when analyzes discover an appropriate met, will tell us we have achieved the strategy for correct solution?" determining whi( statements are "How will we be able to determine false. which one of each suspect's three statements is false?"

"At the outset, can you eliminate one hypothesizes infer which suspects of the three suspects as definitely can be eliminat( innocent? (Tippy is innocent.)

How did you draw this inference? (If Tippy committed the Express it as a conditional (if...then) crime, then his first and statioment. third.statements are both false, contrary to the Write the tentatively correct symbols given coddition.) in the boxes of pur grid oppostte Tippy's name. ("I didn't do it."-is true.).

buck Joey ppy T

271 Now...if Tippy is inueed innocent, what (Either BuCk or Joey is hyPothesis must. remain? .uilty.)

.How will you test this hypothesis? (If Buck is.guilty, then Buck's first statement and Joey's thirJ statement mut.;t be false.)

(Elicit, by searching questions, a f,But their second state- chain Of conditional .statements ments clearIy contradict similar to the one shown a+ the each other,'.;,0 either right.) Buck or Joey must be lying.)

(ff duck is lying, then he has made two false statements, contrary to / .3 the condition.) "T" F. Bock (On the other hand, if Joey F -r Joey is guilty, then only his first statement must TI ppij 7-- 7 necessarily be false.). (If Joey's second statement is true, then the condition can be met. Therefore, Joey is the murderer.)

EVALUATION: prove the correctnes 5. "How can we judge the correctness of fills in of the probleff t'his solution?" grid solution.

7j- Given a zet o6 statemeiith, a cotain 'lambert o6 which ake known to be Aat4e, the 4tudent wit/. .be abte to pInd a zotution thkough the use oA 4tatement4 and ILeeolLd the tuutt4 on gtict4.

1 Conttpt/Comptttncp

DEDUCTION

In the deductive tenoning pkoce44, we begin with a genetatizationot pumiu-- auumed o be ttue, and wok down to a Deduction patticutnAtatement--ot conctu4ion-- which mut be ;nue ;he genetatiza,Uon

a ;tie,

beveloped bti: SusaR 59er LEVEL 5 6 + TIME Sued 30-45 min, peke

MYCONCEPTS: MATERIALS:

Different kinds of reasoning seem to go Chalkboard and chalk;

through different kinds of processes to Writing paper and pencils;

arrive at their answers. Duplicated exercises for application & analysis; Background material on deduction for the teacher

4.101.1.4111.1.1.

z TEACHER TASKS; STeir

4.1

'ENABLING BEHAVIORS: LEARNINGS:

The 4tudent: In okilet to; 1t-4

INTRODUCTION:

Say and explain; liStens learn that deductive reasoning-- or logic7-is

"The deductive method of reasoning is the one mathemat.ical in

primarily used in the matheMatical approach approach0

to.knowledge.

When we are using deduction, we begin with listens become the basic process

a generalizationa general statementassumed aware of used in deduction.

to be true--and we work down to a particular

stktement which must btrue if the general

one is true. This pErtialar slItement is

called the conclusion."

273 351 ESSON DEVELOPMENT: the.terminology Say, "Here's an example. You.start with listens to .reinforce 'apd.the process the generalization--or first premise-- a sample awareness of used in one kind that... deduction All grasshoppers have six leas. Then you of deduction. take a hypothetical grasshopper named Gus. (You don't have to go out and catch an actual grasshopper, because you are working in the realm of abstract logic.) Your second premise: Gus Is a grasshopper. Your conclusion: Therefore, Gus has six legs."

Gen( lization = First Premise: Ail grasshoppers have 6 legs.

Second Premise: Gus is a grasshopper.

Conclusion - Therefore, Gus has 6 legs. the first activity (To be sure that the students understand listens become building a base of the principle and basic proceSs of and involved in deduction, have them supply the con- Tesponds knowledge and clusions for deductions such as the comprehension. following: demonstrate 'ability to draw First premise: supplies a valid con- All dragons breathe fire. conclusion of syllogism clusion when the first and second' Second premise: premise are given. Herbert is a dragon.

ConclusiO/R: Therefore, ...Herbert breathes fire.

.174. (Note: At this point,pou may need to listens and distinguish the differencre explain or review the difference between assesses between validity validity and truth. A syllogism may be arid, truth. valid, even if the conclusion is not /true. However,if the premises are true lin a properly constructed syllogism, the conclusion must also be true.)

Say: "A syllogismone kind of deductive listens learn the defiration reasoning--consists of two statements of a syllogism. assumed to be true, from which a third .statement follows inevitably if the first two are true.

It is really a way of comparing statements responds demonstrate ability to, , about three sets so that a valid con- identify the =three clusion may be drawn. sets compared in a syllogrsm.

What three sets are we dealing with in (1) Dragons the example? (2) Firebreathers ,(3) Herbert

Notice that we must reword our deduction listens and. learn that in a true so that the verb is always in aform of observes syllogism, to te and the threp sets are clearly (1) the verb used designated." is always a form of to be; (1) (2) (2) the three All dragons are firebreathers. sets are clearly (3) designated. HePbert is a dragon.

Therefore, Herbert is a firebreather.

354 275 (At this'paint, the Students should be listens, learn that a syllogism Can 'cbal/kboard how Observes, be.checked'for . shown on the a syllogism, can be checked validity by drawing_ and responds .ialidity by a circle for each-Ot the three sets and diagramming the seeing whether their relationship to relationship of one another is clear an&unambiguous.) the three sets by drawing circles.:

All dragons are firebreathers. ..(Thereis. no Herbert rs a dragon. :question where Therefore, Herbert is a firebeeather. ,Herbert's circle beiongs. There- fore,.this is a valid syllOgismJ

Ald dragons are firebreathers. (Since it is not 'Herbert is a firebreather. clear where Therefore, Herbert Vs a dragon: Herbertrs circle belongs, no valid conclusion is possible.)

procedures'to be, ?. Say:'You will now have the opportunity listens determine to apply your new skills in deduction to "used lor the a number of syllogisms ornear-syllogisms. second activity-;,- application. If a deduction is not in correct syllogTstic form, reword it so that

, the verb is a form of to be and the three sets are clearly-Tignated.

355

276 A TheW.Check the validity of each syllogism by uSing circle diagrams. You will find that these circle diagrams will not always take the same form as the ones we have used sofar.\, Notice key words such as all, only, op', some, etc." i ability to recas (Distribute duplicated application applies demonstrate a deduction intc exercises: Have the students work in skills to .. correct syllogis pairs to p.romote interaction, question novel ing, and discussion.) problems form; ability to check validity of syllogisms throu the use of circl diagrams.

-3. At'a later sesion--after the students" have gaIned proficiency in .diagramming. given syllogisms a.s a means of testing vaiidity and in making up-their own syllogisms to tesf--present them with an analysis exercise. procedures to Ix Say: "Here are 113\ situations for you .listens, determine to analyze-. ,In each situation, try to observes and 'used for the third activity-- determine fhe point of view.expressed, discusses analysis. arid, list as many as you can of the underlying assumptions thatare implied."

(Demonstrate, using the first situation ,,ces an example. 'Discuss.)

3 K')

217 "Then, construct at least two syllogisms out of each situation, both valid (but not necessarily having true conclusions.) definitions for Tj'y for contradiction--opposite conclusions listens learn the terms in the two syllogisms. Or try for sequence--the conclusion.of one syllogism contradiction-and becoming a premise of the next syllogism." sequence. \

(Again, demonstrate and discuss. ability to ana!yz Distribute duplicated analysis exercises, completes demonstrate statements for and have the students work in pairs, as exercises point of view and during the application exercise.) the.underlying assumptions implied;

/ ability to construct syllo isms based on th essumptions.

procedures to be Present the following idea for use in listens, determine used for the creative writing: observes, and discusses fourth activity-- synthesis. "Test your skillin logic or imitation logic by composing an essay in support of a proposition that is almostcertain to t.e disagreed with--at first. Use any means, fair or foul, toconvince your audience of the 'truth' of your proposition, wherever possible, using logical processes or those that appear to be logical." skill'in using (Write the following propositions on the composes an demonstrate looic cr board as suggested possibilities. essay supporting logic to persuadE Discuss.) an erroneous proposition an audience

357 27g (1) The moon is made of greencheese.

(2) Automobiles are not just machines, but have minds of theiN\ own and are engaged in a.conspiracyto take over the world.

(3) The earth is the center of the Universe.

(4) All matter'is composed of four elements: fl_re, air, earth, and water.

(5) Nuclear fallout is beneficial to human health.

EVALUATION: judge effectiveness of Have .class members evaluate theessay'S evaluates 5, essays1.1.1 terms o for compositions persuasivenei ,their persuasiveness, whether a. logically spund or ursoupd;

b. ,soundness of the soungness of their logic, b. logic. whether persuasive .or not,

Adapted Atom L. M. Myet4,GUIDE TO AMERICAN 0.1968, p. 255,and ENGLISH, 4th Edition, Monkoe C. Beatdaey,THINKING STRAIGHT, o6 01966. Reptoduced by petmi.44ion Engftwood C140,N.J. Ptentice-Hatt, Given-inatkuction in dieductive'kea4oning, 4t4dent tu4.0demonattate-awanenms that we begin with a geneatizationazzamed to be tkue and wlotk down to a 'cutaka&temem whicA muzt be ttue iA the gen zation ttue.

2tN..358 1. All babies have tai'ls. All dogs are babies. Therefore, all dogs have tails.

2. All B are C. All A are B. Therefore, all A are C.

3. All childrenlove candy. Seymour loves candy. Therefore, Seymour is a child.

4. Only young persons use skateboards. Fred uses a skateboard. Therefore, Fred is a young person.

5. No marines are cowards. Dave is a marine. Therefore, Pave is not a coward.

6. Some of his friends are sailors. All of his friendT"are-cleverpeopl1 -Therefore, some sailors are cleverpeople.

- 7. \Ajj gir.ls-are, good cooks. 10't is a good' cook,. Therefore, Pat it a girl.

8. All'girls are good cooks. Pat is a girl. Therefore, Pat is a good cook.

9. Oray .Communists read Marx. Jones reads Marx. Therefore, Jones is a Communist.

1 . Slome.surfers are bachelors. 'KO bachelors are people withoutpride. Therefore, some people without pride arenot.surfers.

Sources: (Englewood Cliffs, Beardsley,. MonroeC.: Thinking Straigpt, 3rd ed. N. J.: Prentice-Hall, inc., 1966) - No. 1, 2, 10.

Myers, L. M. Guide to American English, 4thed. (Englewood Cliffs, N. J.: Prentice-Hall, 1968) - No. 5, 6, 9.

359 ULUUellUN: MALTJIJ CAMMLAOM

they are all left- 1. I've compiled this list of criminals, and handed. Now, do you th'Ilk I'd trust Elmr, whom ti ee over there eating with his left hand?

2. Is it love?He gave her a ring, didn't he? The setting of the ring scratched glass whenshe tested it, didn't It?

going when 3 According o the accident report, one car was the accident occurred. Don't you feel sorry for the nt

victims--the people in the other car, I mean?

Professor.X must know his subjec He holds a Ph.D. degree, doesn't he?

5. Since you cannot spell ve ,*ately, Miss Claypool, It is

apparent that all of your . teachers have been inadequate.

6. Senator Y m...ist be taking bribes, since byhis own admissi his living excenses exceed hisofficial senatorial income.

garden hose, to a Communist- 7. Since you favor our country's selling dominated country, it is likely that you are aCommunist yourself, and certain that you are a Communistsympathizer.

it was owned by an 3, This useC car has L.,n driven very unmarried, midule-agd school teacher.

It worked wonders for my 9. Try some of this cough medicine. ster's sore throat four years ago, and you arewelcome to the rest of the botlio. Their mother 10. These are delightful snapshotsoflyour children. must be a very beautiful woman.

Source:

Myers, L. M. Guide to -1-lericanEnglish, 4th ed. /(Englewood Cliffs, Prentice-Halr, Inc.,,1968), p. 254./ ' N. J.:

sou on 114 [,/iii-ompucticp ARISTOTELIAN FORMAL LOGIC

AlLatot!e's thue tut o Mmat togie--

the 1.04 o Identity, the Law othe Exctded Aiddie, and the Law oNon-

Conbadiedon--ean be a4qut aid4 in ,

iteauning, up to a point, ,4 handted

eakeiutty. Developed 1,T

Suler

LEVEL 5 - 6 # TIME Seveitat 30-45 min, peA.

MIMONMMI

ENTRY CONCEPTS: MATERIALS: Chalkboard and chalk; People seem to make certain kinds ofstate- Writing and drawing materials; 44J ments when they are working outideas Duplicated editorials and letters to theeditor; through reasoning, 'ackground reference material on formal logic

for the teacher

riemelmorw.d1

, 'TEACIIER TASKS: STOUT

ENABLING,OENOIORS: LEARNIWS:

ln'otdek t-s The 4tudent:

INTRODUCTION:

listens and become the three laws on Say: "More than t,lo thousand years ago, a observes acquainted which Aristotelian Greek, philoscrher named Aristotleformulated formal logic is three laws which seemed tohim to describe a with based, the ways in which peoplehabitually thought."

Write on the chalkboard and read aloud:

(1) Lew of Identity:

Am, Is A,

(2) Law of the Excluded

LVGI y i 5y 1:.) I 1 0..0 toptabi:iei (3) Law of Non-Contradiction: Somefhing cannot be both A and not-A,

361 2 yz hese three laws form the basis for 'istotelian formallogrc, which has been udied and practiced for many centuries."

Mow students to examine and comment on le three laws.)

ESSON DEVE LOPMENT procedures to be Say: "Suppose that 'nstead cf using the listens and determine used in thv, Hrst letter A rn these three laws, we named observes some particular substance...forexample, a base of knowledgE cheese:" and comprehension.

(1) Cheese is cheese. (2) Everything is either cheese or noicheese. (3) Something cannot be both cheese and not-cheese. ghtgola '-'es this seem to 'make sense'? Okay. n's opportunity I m going to give you the to become more familiar with these gh.cao's three laws of Ihrnking through a ter: ca!led "slot substitution.' the structure of will call out the number of one of listens and learn / Aristotle's three iha laws and give you a word to drop responds thoroughly laws of logical in the 'slot' formerly occupied by A. reasoning.

"Pigs is pigs." First law. "Pigs'. "Everytking is either Second law. "Prunes." prunes or not-prunes."

"Something cannot be Third law: "Popoo-n." both popcorn and not- popcorn."'

3 6 3 2 S' 3 (Have the students answer in unison or as individuall. nqing the order of the, laws and givi: a variety of nouns until the stru, of the statements is completely fan, and the responses are automatic.; procedures to be Say: "Now T.Y you are familiar with listens determine Aristotle's three laws of thinking, used in the second carefully observe the language behavior activity-- of people ar-Ind you. Look for3examples application. of reasoninc-hat snem to follow a form sim.ilar to t se three statements.

Keep track of the frequency with which observes identify and examples of reasoning this kind of reasoning occurs. When' language tabulate you have had a chance to gather some behavior structured like data, we will have a class meeting to- of others Aristotle's discuss our observations. Then we will three laws. try to figure out o way to chart our observations." ptocedures to be Say: "A good place to see examples of listens determine the kind of reasoning described by usedin the third activity-- Aristotle is in editorials and letters to the editor on the opinion pages of analysis. our city's newspapers.'

have duplicated four such recent I editorials and letters on these sheets. Everyone will have a copy of all four.

You will be divided into four smaller groups.-Each group will be responsible for anzlyzinq one of the editorials or letters.

.2S4 Try to extract the basic argument and analyzes detect, basic arguments state it in the form of cne of the laws editorials isolate, and which take the that Aristotle recognized. Then try to and letters determine form of Aristotle's determine whether or not it is a valid to the the validity three laws. statement" editor of

(If necessary, explain the difference between validity and truth.)

Say: "You have had enough experience listens determine procedures to be with logical reasoning to nolice that it usedin the fourth sometimes causes perplexing difficulties. activity-- synthesis.

One way of dealing with such problems is to trr:at, them with humor or satire. Lewis Carroll turned logic upside down or inside out in Alice in Wonderland and Alice Through the Looking Gla:.;s. So dii Jonathan Swift in Gulliver's Traveis.

See if you can compose a story, poem, develops 1 deal some of the per- 'skit, or panoramic picture which has story, pcem, humorously plexing difficultie an internallogic but which is never- skit, or or satiri- caused by the theless completely ridiculous or panoramic cally with limitations and absurd." picture. incongruities "of logic. (Have students shar., the;r creations with classmates.).,

ALUATION:

(On the chalkboa, 1,,- Llroa statt:- listens and determine procedures to be .ents, similar tv cees below, observes.. used in the fjf,fh ,.,.,.;Tured on Aristotle's three law:. activity--evaluatiol nt of the statements will 3:ni .!-ests and values of your Notice that subjects and complements are in the form of nouns', albeit qualified nouns in statements (2) and (3).)

(1) A black is a black.

(2) Everyone is either an educated person or an uneducated person.,

(3) An action cannOt be both a beneficial act'on and a.har 4u1 acti,)n.

Say: "On paper--or on the chalkboard, extrapolates weigh implications you might say that these stbtements appear from given concerning state- to be logical. But further reasoning statements ments based on growing out of them or courses of action Aristotle's three based on them could lead to serious laws of reasoning, .! difficulties. Why?"

(Discuss briefly.)

"Choose one of these three statements. considers appraise practical, social, Take a stand on it based on the practical, a given or ethFcal social, or ethical problems which might statement prgblems growing result from further reasoning or action out of the state- based on the stateMent. Support and ment. justify your stand."

,(Display the/resulting essays for members of the clas'S to read and comment.on.) Giyen the oppoktunity to become 6aMiZiat with Akiztot1e'4 thAee aims oi 6okmat Zogic, the Atudent wit& Zeatn to uze them cateftitty and evatuate Amating impti- cation6 thoughtlimety.

36 (3 Conttpt/Compttmcp

INDUCTION

1,1 the inductive 4eaun1ng pnoce4)s', we

begin by cakqutty ob4enving a phoicat phenomenonmany, many peatitat Induction and ad up to a genetatizationok hypothezawhich ih a sotematic

.4=1 exptanation o he phenomenon. Sevemt

. 6 rigE 30.45mitiods Devetopect by: Susan Sayer LEVEL 5

ENTRY COUCEPTS: MATERIALS: 2 In deductive reasoning, we concern ourselves Materials for science reference and experimentation; less with what Is "real" than with what is Charts listing steps in the scientific method and

:) the problem-solving process; "valid," When we are concerncJ with real phenomena, another kind of reasoning is Duplicated descriptions of ,)xperimental study for

more suitable. evaluation activity; 14. U. background material on Induction for the teacher =1 V.40.611.00k 4.1gmer.1MNma z TEACNER TAM: STUDENT

4.1 J. ENABLING BEWAVIORS: LEARNINGS:

Lk) The 4tuded: In otdet to: 1.4 .1*.

INTRODUCTION:

1*4

Say and explain: inductive reason- "The inductivc method of reasoning is the one !istens [earn that ing is experimental primarily used in le ....eseril_iental approach in approach. to knowledge.

When we are using induction, we begin by listens become the basic process aware of carefully observing a physical phenomenon-- used in induction.

many, maoy.particular cases--and wework up

to a 222:alization-,a general statement

which is a systematic explanation of the

phenoMenon. This explanation is called

a hypothesis.' SSON Of VELOPMENT : reinforce the terminology "Herols an example. listens to Say: and the process You have been out catching grasshoppers. a sample awareness of used In one kind You,have collected many, many grasshoppers. induction of induction.

You begin by carefully observing them as examples of a plysical phenomenon. In every one of these particular cases, you ohgerve that the grasshoppers havesix

You formulate a generalization about grasshoppers. Your hypothesis: All grasshoppers--at least all that you observed--.havesix legs."

Particular Cases: Grasshoppers 1, 2, 3, 4, 5, etc. have 6 legs.

Generalization - Hypothesis: Apparently, all grasshoppers have6 legs. the first (To be sure that the studentsunderstand listens ' become used in and invo4ved in activity-- the principle and basic process building a base induction, have them supply thehypotheses responds the of knowledge for described phenomena such as and comprehension. follOwing): . . the ability to Experimental Group plant 1, 2, 3, etc., supplies demonstrate formulate an instructions, the fed and watered according to adequate hypothesi died after being placed in acloset for , hypothesis for the when given 10 days. induction sufficient information on which 36S to baselt: Control Group_ plant 1, 2, 3, etc.,:fed and watered according to InstructIonc, wore still alive after being placed near an unshaded window tor 10 days.

Hypothesis ...Plants apparently need sunlight in,order to live.

(Note: It might bo well to have the listens and become the need to students notice that when we uso the assesses aware of Include Infor- Inductive process, a good deal d mation describing information usually has to be included experimental con- describing experimental conditions arJ ditions and controls. Otherwise itis diffLuit controls when to isolatethe generalization or using tho induttiv hypothesis that explains the phenomenon-- process to form in this case, the death of the plants in hypotheses explain the experimental ,Toup.) ing natural phenomena.

(At this point, the students should be listens dotermine procedures to be given the chance to apply their knowledge used for the of the inductive process to a novel second activity-- situation. application.

'The situation can be purely'hypothetical, explains a demonstrate the ability to in wMch the students try to produce an phenomenon apply hypothesizin adequate eKplanation for a selected skill to a novel phenomenon and then check their hypotheses situation. thf-ough research reference materials. See the lesson on Hypothesizing. determine the accuracy of chY=0:is the hypothesis. through research

'Or the situation dan be a concrete one predicts demonstrate the ability to in which the students attempt to predict what will hypothesize what will hap7Pen under givenconditions hapPen concerning futOre 'and then.check their hypotheses by effects. carrying through with ari lal experimental projects.) checks a determine the accuracy,of hypothesis the hypothesis. through experimentation 3t0 Say: "Inductivo reasoning,tho sciontific listens and recall And background method, and the problem-solving arocess are rosponds ,acquiro needed In order 'closely related to one another. to take part In the third activlt analysis.

At the beginning of oUr study of inductive reasoning, we stated the inductive'process In its simplest form In order to distinguish it from,deductive'' reasoning, the opposite process." .(Have students briefly recall both processes and glve an illustrative example of.eadh.)

"Today we are going to.compare the listens become ways In which the scientific method and the prioblem- al)cl aware of scientific solving ,rocess% Both can be stated in observes method and the, five steps. And both can be compared problem-solving, to the five levels of thinking' that we process, compare study and use in this class:,recall, to the five level application, analysis, synthesis, and of thinking evaluation." described by Bloom. (Display two charts side by side listing the steps used in the

scientific method and the problem-, 1 solving process.)

29° 37it The Scientific Method'

1) Starting with a question, idea, studios become the steps used thoory, or hunch a chart familiar In the scientifi 2) Performing experiments and making with mothod. tests 3) Observing carefully, gathering evidence, and chocking it 4) keaching a conclusion 5) Testing the conclusion

The Problem SolvingProcess2

1) ,Gathering facts related to the pnoblem studies become the steps used 2) StatITig the problem precisely a chart familiar In the problem- 3), BraLhstorming possible solutions with solving process. 4) Makipga hypothesis (selecting a pOtsible solution) 5) Testing the hypothesis (finding out whether the solution works)

AsW: "What happens if the conclusion prONies to ,be false or the solution to t'e problem doesn't work?" iscuss.)

"Here are some situations to hink about and analyze: .

Take any well-known scientific discovery, rediscover the process used such as the discovery of radium.. Try to reconstructive by sciontist(s) reconstruct, step by step, the process thinking in making a the scientIst(s) might bave cone through particular in making this discovery. You may use discovery. resource material. linteer, Catherine, Words and What They Do 'o You (White Plains, NY, 1953), p. 19 adapted).

ingston, Cecelia, Teacher's Guide for :ffective Thinking: Ways of Probiem Solving 372 'White Plains, NY, 1977), p. 7 (adapted). cli Or take any everyday practical or social analyzes a discern a process by problem. Analyze the problem, and practical or Which the problem describe the process we might go through social might be solved. in order to solve it." problem

Say: "If you like to represent abstract listens become the possibility concepts.with concrete models, progress aware of of representing might be described as an ascending, abstract concepts spiral. When you rise in this world; -with concrete sometimes you have to no h circles to models. do i.t!

We discovered in our analysis activity listens and learn and sCientific tha:t scientific investigation and responds demonstrate investigatiolland. systematic problem solving pan be a awareness systematic proble0 circular process: if your conclusion that solving are proves fel-se cw your solution to the processes which problem doesn't work...well,it's back can be represented to Step One again-7or 'back to the by ascending drawing board', as itis sometimes sr:Orals. expressed.

Can you give exaffiples from your cwn gives examples demonstrate induction is a experience where this has happened?" from persual iNderstandingcircular process (Discuss briefly.) experience that incorporating trial arid error.

"Think of a tough, complex problem that listens and determine procedures to be seems to defy solution...or a.problem responds used for the, for which, solutions proposed so far fourth actiyjty-- seem inadequate, absurdl or unacceptabfe... synthesis":- or a problem whose solution by conventional methods would only lead to more and worse problems in some other area.

373 Here are examples of two such dilemmas. listens hear and examp l5 of You willIn able to think of many others. assess tough, Complex problems resistan' to solution by conventional mean!

1) If we ,reduce unemployment, we will 1) the:_paradox o increase inflation. It is necessary -SI'Mulfanecus either to accept rampant inflation high unemploy- as the price of full employment, or ment and high to accept high unemployment as the price of reduced inflation.

2) Some of the most prized groves of 2) the conflictir trees in Redwood National Park are demands of being undermined by erosion caused conservation by the clear cutting of trees on and economics', nearby private lands. But if we increase the size of the park to protect these groves for future generations, thousands of people, 0 in the lumber industry will lose their jobs.

Thinking about such problems has fallen_ ristens become conventional into a rut. We goover and over the aware that thinking on same old track, repeatedly doing what tough problems just doesn't work, and can't seem to can fall 'into break away to fresh, unfamiliar, but a rut in which possibly useful new ideas. the same solutions that don't work are repeatedly tried without success.

374 Creative new solutions to stubborn old listens become creatiye problem problems require diversent thinking, aware that solving requires fluency, flexibility, and originality. divergent thinking, fluency, flexibility, and originality.

Get together in groups of three or four. interacts develop skills in.... Select.a problem. See if you can with others selecting a brainstorm some possible solutions. in a small problem,, Choose the one you think best. Share group clarifying a the results of your session with your' problem, classmates." brainstorming possible solutions, making hOotheses, and choosing the best hypothesis.

4LUATION:

(Drawi'ng on available resources, choose studies become material to be any wep-known experimental study in a source familiar appraised the.,soCial sciences and duplicate, for sheet with during the fifth distribution to the students, a brief, activity-- clear account of it. evaluation.

Have the stvdents,evaluate the study evaluates an demonstrate ability to judge: for the care of its experimental experimental care of experi- controls and the soundness of its study mental controls; inductive reasoning.) soundness of i.nductive reasoning.

375 After students have completed the activity, say:

"The social sciences study the behavior listens learn the definition of of human beings in groups. Examples the term social are sociology, anthropology, history, t sciences and and geography. kexamples of

different disci- ' plines in the field.

The physical sciences study the behavior listens learn the definition of. of non-living things. Examples are the term physical physics, chemistry, astronomy, and sciences and geology. examples of different disci- plines in the field.

When we conduct experiments, why are considers decide how the nature of the we on less certain groundin the area material we are*:.) of social science than in the area of studying deter- physical science?" mines the degree (Discuss.) of certainty we can feel about the generalization! we make.

Given instAuction in inductive teasoneingo the student mitt devetop the abitity to &taw sound genetatizations 6tom cate6ut obsekvation o6 data, and mitt demonsttate awcteness o6 the patt induction peays in the 4'cienti6ic-method and_the p4ob1em- :5aving pkocess. LEVELS OF THINKING SCIENTIFIC METHOD . PROBLEM-SOLVING

1. recall 1. 'observe 1. gather facts

2. application 2. make theory on hypothesis 2. state problem

3. analysis 3. experiment and oather 3. brainstorm evidence 4. synthesis 4. make a nypothesis 4. interpret and make, (selecting sOlution) 5. evaluation conclusion 5. test hypothesis 5. test conclusion

The Scienti6ic' Method is a togy,eK thinking about p&cbtemsand sotving them: The genekat &tau used today wekeaukked put by many men duking hundke4 s,o6 yeaks. Scientists 6ind it di66i- cutt to tett in what ott.dek theyactuattg use the steps oti the scientitiic method. The human mind pkobabty,doesnot actuatty sotve pubtems- ina sy6tematic 6ashion. But, a6tek the pubtem i4 sotved, the scientist can use .the. 6eent i.c. method to exptain the pubtem and its sotution-inan vAdetty tiny. The iotmat ptan has at teast kime checkpoints; (1) stating the ptobtem , (2) 6oliming the hypothesis (3) obsekving and expetimenting (4) intekpketing data (5) &taming conctusions.

WORLD BOOK ENCYCLOPEDIA Cokept/Cuipetencp

NON-ARISTOTELIAN GENERAL SEMPTICS

Uon-Attigotetian Genekat Semantich

pouide4 a Much mote acCuute

40tem Oa "mapping" the iteatitia

a Acientqic age than doel

44i4totetian,Fortmat Logic. 4-LA

$ttsorl Sa 9er Oeeioe j LEYEb 5- 6 + ThSva 30-45 min. peA,

ENTRY CONCEPTS: MATERIALS:

AristOolian Formal Logic can be useful In Chalkboard and chalk;

cerfailn kinds of reasoning; but it has Writing paper and pencils.

serroUs limitations as kdescription Duplicated'exercises for analysis;

phySical reality. Background reference materials on general .

14 eamantics for the teaciler 1..< .....Implmmmemmoram.,

TEACHER TASKS:

ENABLING BEHAVIORS: LEARNIUGS:' 14

the Went: In Wet to;

IlTRODUCTION:

Say: "You are all familiar with Aristotle's listens recall facts previously three tasic Jaws of thinking--the Law of learned about

Identity, the Law of the Excluded Middle, Aristotelian

and the Law of Non-Contradiction." fcrma,ilo"gic,

iHave,the students state the laws and give responds demonstrate comprehension of

slot-substitution statements structured 06 the three basic

them,Y premises of Aristotelian

formal logic. "These laws were formulated In a pre-scientific listons obtain background age, and were useful for centuries In helping and information tieople to reason. For many peOpto, they still responds essential for represent 'just plain common sense.' an introduction to non-Aristotel general semantic

In recent times, however, as our scientific knowleilge has grown by leaps and bounds, these laws of thinking have proved to be more and more inadequate as a description of reality. Do you have some ideasabout why ncllAgo this might be sd?"

(Ditcuss briefly.)

"In 1933, a Polish mathematician named listens become the foynder and/ Korzybski published a monumental work called acquainted goal.of general

Science and Sanity. He believed that if with semantics.' , the.method of the scientist courd be applied to a study of our thinking and language habitt, we should have fewer mitunderstandings apd conflicts.

What does a scientist do?" gives a demonstrate the basieprocet summary familiarity scientists go with through:when devel.oping new knowledge.

(Have students summarize the steps of the a- Scientific Method.) (Wordin:49 will vary) He/she: I. has a question, idea, theory, or hunch; 2. performs experiments and maket tests; 3. observes carefully, gathers evidence and checks it; 4. reaches a conclusloh; .5. tests his/her conclusions. 350 Korzybski's method of studyihq language is listens and learn the name and ailed (write on hoard) observes symbol for one

scientific ' Non-Aristotelian GeneralSmmantict approach to the study of language nd is sYmbolized by acapital A with a minus habits. ipn over it .(write onboard)...

he Big Noh

ESSON DEVELOPMENT:

Say: "Korz.ybski, too, formui.ated three. liStens and determine procedures to be major laws. I'm going to list all three observes used for the firs1 of them on the board for you with activity--buildinc relatively little explanation. The a base of knowledc first)aw may surprise you!" and comprehension,

(1) 12eof Non-identityi listens and become Law of Noh- A is not A. observes acquainted identity w.ith the Vertical Non-Identity - Ver lcal: Dis- , The word is not the object. tinguishing different levels *of abstraction

Horizontal Non-identitv Horizontal: Dif-, Smithlis not Smith2. ferentiating Smithi today is not Smithl individuals and yesterday. different stages in continuity.

(2) Law of Non-Allness: listens and become Law of Non- A is not all A. observes acquainted Allness The word does not represent with the all the object.

381 (3) Law of.Self-Hofiexivennss; listens and become . Law of Self- We use language for, talking about observes acquainted Reflexiveness, language; with the we make statements about statements; we make abstracts of abstracts of abstracts...

(Allow students tIme.to examine the three examines and Interpret unfamiliar but provocative new premises and speculate on thelr.meanIng.) discusses and . premises interrelate ideas.

Say: "Korzybskl's total writings are very complex and difficult, as you might guess. Today I'm giving you only the

, barest infroduction. But as you get into the study of semantics--the meanings we attach to words--I thinic you'll find it not only enlightening but fascinating." p, procedures to 2. Say: "Let's conduct some experiments listens and determine which will help to illustrate the observes be used for the premises of general semantics." second activity-- application.

(1) (Ask the students to put a piece of handles distinguish the difference paper on their desks. Ask them to and' between the weigh it in their hands, feel the experiences tangible object a piece of and the word , texture, hold It to the light, taste It,and mark'it with a pencil. paper used to represen Then have them put the papers away, it. . and ask how much they can do with the word paper. Can they do any of the former acts with the word alone? Do they sense the two levels?'

.3C0 Ask whether we can 5It on the word focuses on clarify the word Is no chalr or eat the word lunch. If this additional concepts; the object. seems obvious, ask whether people examples and to form worry about things that never.happen; tho gonerej- whether they, judge a person's success itation that by hls possessions. Ask them what they thlnk about an honor student who cheats; a student government that does not govern students; an ."easy to repay" loan.)

Ask: "Are these examples of confusing the'word with the thingn (Discuss.)

(2) (Ask the students to choose one,of examines . try to tell "all" about an the .simplest objects in the room to a pencij or object. 1 A talk about--a pencil wrIl do. Tell other simple them we Chose sompthing simple object because we are going to try.to say 'all" about it. Ask them how long they think it wIli take to tell,"alF." Accept estimates.)

Then say, "We will have to find out for ourselves."

(Write brlefly on the board each statement thatis made, accept each , contribution with encouraging remarks, and aSk,1.'Is that all we can Say?" Students will open up many topics for discussion. Some will, talk about wood, others about graphlte, others about manufacture or uses. Eventually one student will point out that there is no limit to the discussion, that each new topic opens up an entire field for talk.)

(When they decide that there Is no limit to the time they could talk, accept their decision. It may take otetakient several.class periods before'thd students volunteer their discovery, but If they.are all.owed to arrivé at the conclusion.themseivet, it will make a lastrng Impression n them.)

(3) (Ask a student volunteer to make uses make a non-verbal some kind of non-verbal s fement to or watches or see statement... the Class. pantomime - This should be pure ntomime, done entirely without sorting to words. and Students obse ng the statement should tr o receive the message

directl , without mentally trans- iat it into- words. -

Have another student make statement% ...a non-verbal about the first 'statement, again in statement about a totaliy non-verbal way.) the noh-verbal statement.

we use language Ask: "Is it possible to communicate sums up the become aware comOlex ideas without resorting to experience of the for 'talking about language. language? virtual

When you do use language, isit . impossibility possible to avoid self-reflexivenest?" of express- ing complex (Discuss.) (Responses will Ideas non- vary.) verbally; and to form the general- I. ization that 3

30:2- 1 procedures to be listens and determine Say:' "I have here an exercisewhich used for the Each one observes briefly describes'12 situations. third activity-- Nilustrates one of the majorpremises of general semantics or shows whatmight result due to a misevaluationin that area.

DiassifY the items, marking them(1), (2), or (3) according to whichlaw or its violation they best illustrate--(1) Law -of Non-Identity; (2) law ofNon-Aliness; or (3) Law ofSelf-Reflexiveness.. If a Semantic misevaluation isinvolved,.be prepared to explain how on-..why eact misevaluation occurred." . detect and evidente of JDistribute duplicated exercises. When examines investigate Non-Identity, the shidents.have had achance to complete portrayed situations Non-Aliness, or them, have a class meetingto spe whether Self-Reflexivenes there is general agreementabout the and/or evidence o classification: Then discuss how orwhy . misevaivations marked misevaluations occurred in !terns in these areas. .(1).or (2).) discover and concepts "You have all heard the word fistens and S'ay: responds interrelate necessary for tragedy. What does it.mean to you?" completing the (Discuss.) fourth activity-- synthesis.

"Events occur in the animal,non-veribal world that are unfortunate orvery sad. But.it Is only.in the human,verbal world that tragedy in-thestrictest sense of the word--truesemantic .tragedy--can occur.

385 303 Do you feel a little confused at this listens, formulate the idea of point? Okay. Let me illustrate. No imagines, and traqedy--in the cat or dog ever committed suicide because discusses strictest its reputation was ruined by malicious dramatic sense-- gossip. No horse risked damnation or as a purely self-desiruction through desperate acts human, semantic to obtain the crown. Can you think of event. some more examples of purely human, semantic tragedies?" (Discuss.)

"Write a short story in which the action composes a a plot whose of the plot is based on a semantic short story action is set in tragedy." motion by a semantic misevaluation leadim ©CD to tragedy. lUATION:

,(Conduct a discussion or debate in whch listens and procedures to be the following questions are considere responds used_for the fifth dctivity-- evaluation.

On what basis do we decide what is "bad" 'considers clarify criteria lor and what is "good"? and personal judging whether discusses values on something is When we have decided what is"good/" how questions "bad" or "good". can we encourage it or bring it pito being?

What rote might improved commUnication play in bringing about certain beneficial eIanges?

Recommend a%sp cific change and decide commends conclude how the more how bette lan-uage babits might help to a change responsible, bring ita.boutk) scientific use of language might help to bring about a specific 38G beneficial change

504- SCHEMATIC DIAGRAM OF THE PROCESS OF ABSTRACTING

Etc.

I nference 3

Inference 2

Inference 1

Label or descri:ton

Macroscopic

4 Microscopic Adapted plam Wendat Johnson, PeopZe in Quandkies, Copytight 01947, Hartpet 6 Row, Pubtisherts, Inc. Used with petmissian by Ha4pek g Row, Inc. (Adapted 6kom A. Kokzybski, Science and Sanit : Submicroscopic An Inttoduttion to Hon-A.U.stot Systems 5 GenertaZ Semant(.cs. Lancastet, Pa: The Science Puss, key. ed.. 1941.)

6 306 es,

ABSTRACTION LADDER Start reading from the bottom UP

ve VIII. The word "wcalth" is at an extremely Given an intloductidk to high level of abstraction, omitting almost all Non-Atistotelian Genekat reference to thc characteristics of Bosic. Semantics, the student Witt' thkee m gain gamitatity with ... ,VII..When Bessie is rcfcrrcd to as an "asset,' still basic pkemises--the taw4 06 VII "assct" al more of hcr characteristics arc left out. Non-Identity, Non-AP.tness, and See4-Regexivene44--and witt demonstnate that he/4h( VI. Whcn Bessie is includcd among'lam assets," is becoming awake o6theik VI.larmasseu" reference is made only to what shc has in common a with all other salable items on the farm. possibte apptication4 in .I human a66aiAs.

V.`livestock' V. Whcn Bessie is rcfcrrcd to as livestock," only those a characteristics shc has in common with pigs, chickens, ,goats, VC., arc referred to.

117 IV. Thc woed "cow": standsfor the cbaracteristks we Iv. "'cow- ON have abstracted as COTTO6 so Cowl,c..h, Cows .. spccific cn..s arc left out. tg cow.. Characteristics peculiar to

A the name we give to Ill. :: 111. The wQrd "Bessie" (cows): this is thc object of perccption of levelII. The name is not thc "Bose Igobject; it mcrcly stands tor thc objectand omits tcfcrence tO many of the characteristicsof thc object. TE Adapted 6/tom Lan ua e in Thought and Aet.ton, k Ed. S.I. Ha4akawa 4:n con- 11. Thc cow wc perceive: not the word,but the object of cx. 11: abstracts (selects) Ltion with Asa Bekgek .ckz. perience; that which our nervou.s system from thc totality that constitutes the process-cow.Many of the Copy- '414 . Akthut Chandtert. 0 characteristics of the proccss-cow arc left out. " 4ighz 1939, 1940 by S. I. N Hayakawa. Copy/tight, 1941, P 1949 1963, 1964, 1972 b Hatcoutt &Lace Jovanovieh, ultimately conskting of atoms. elcctrons, etc.,taii: Inc. Repkinted with pa- .111:1I. Thc cow known to scicncc: Characteristics (represented by.1111:.f according to present-day scientific inference. mission o6 the pubZisheks, circles) arc infinite at this Ievtl andever-changing. This is the process level.

3o 388 THE BIG NON-A: ANALYSIS ACTIVITY

1. The radio Comedian, Bob Burns, once told about his uncle's invention...which consisted of a spot remover for removing spots left by spot removers.

2. There's one reason, and only one, ^for Wilbur's misbehavior!

3. Radiolisteners fled cities in panic after Orson. Welles broadcast an "eye-witness report" of an attack by Martians.

4. When Gali eo claimed that the sun, rather than the earth, was the center of our universe, he was seyerely persecuted.

5. A discussion ended with no agreement reached. Both sides in the controversy had the attitude,."That is all there is to be said on the subject."

6. A man went berserk, shooting strangers in the street because, "Theitere trying to get me."

7. A magazine cartoon showed two camera fans pointing their cameras at each other, one camera fan taking a picture of the other camerafan taking a picture of the first camera fan taking a picture of the second camera fan taking a picture, etc., etc.

I 8. I know everything there is to know about modern art, and still don't like it!

9. Bot) Hope commented one time upon the remarkable new automobile models: In order to operate them, all you had,to'do was to push a button that pushed a 'button.

10. Men working near "empty" gasoline drums carelessly threw down half-snuffed cigarette butts. This led to an ignited-vapor explosion which resultedin several casualties and caused thousands of dollars in damage.

I've already tried 1 . I don't know what to do with that child! everything, and nothing works!

12. Professor Josiah Royce of Harvard described.the ideal map: If you are making a map of a territory that is to cover everyth,ing in the territory,it must include you and the map you are making since, of course, you and your map 9re in the territory you are mapping: Concept/Comptteep

COMMUNICATING

Oi the seveut po.o4e o oMmunication -- deseniption, namatbn, expos4i..on, gpmentation duclaption i4 mast awned with Waal eontentland spatiat

valet,

ENTRY CONCEPTS: MATERIALS: We use our five senses -- sight, hearing, Large:art prints with a variety of subjects touch, taste, and smell -- to gather impressions and styles;ifiaterials for drawing, painting

of our,world. Wa can share these 'impressions and writing.

with oth,rs through the process of

description.

TEACHER TASKS: STU1ST

ENABLING BEHAVIORS: LEARNINGS:

The Aided: In oAdet tot

INTRODUCTION:

(Show one or more large art prints to the looks at identify content of the' ,

class -- noh-objective painting, portrait, art prints compositions,

landscape with buildings, etc.) Ask, lhat do*you see?" (Allow free comment.)

LESSON DEVELOPMENT:

become' spatial arrangement 1. Ask: "What IS touching ihe top of this examines of their content. print? the bottom? the left side, as art prints aware of

you see it?

391 3 0 308#

The right side? What is in the exact center? ordered arrange- As you go from top to bottom, what do you views content recognize ment of objects see? of art print As you-go from left to right, what do you in various on the picture plane. see?" sequences. appropriate Say: "If you wished to describe a face, applies new determine how would you do it in an orderly way? awareness of seggences for What would you describe first? How would ordered describing you go about describing a humanfigure? arrangement drfferent.kinds of figural a room? a house?" of forms (As various students respond, keep them content. aware of the idea of.order.)

significant . Say: "Let's analyze: What kind of order ponders the isolate .elements involved are we dealing with.when wedescribe question in the process something? What are we concerned with?" of desgriptioh. (the arrangement of things within certain space)

Nhat might we call this kind of order?

(space order -- spatial order)

What orderly sequences might you use to th i nks distinguish a number of possible ordered describe something in space?" critically sequences for desbribing the (top to bottom, left to right, inside to arrangement of outside, center to perimeter, etc.) forms in space. Describing - top to bottom Say: "When you draw a picture, you are plans a synthesize concepts and dealing with a space called a picture composition generalizations plane. How might you plan and organize about spatial your picture to fit your picture plane? order and the What things will you consider? In what process of order?" description.

(whofe composition, major forms, details)

(After discussion, provide the students creates an develop in ideas about the opportunity to plan and create their original tangible spatial organi- own compositions.) painting form zation and description. kLUATION:

(Invite various students to describe describes demonstrate the ability,to something,i.i the classroom, orally or something formulate a, in writing. The restof the students description tha will see iithey cayidentify What has is parallel in been described. strudture to th thing described Have the class evaluate the descriptions that is, a des- for clarity, adequacy, ahd Correct cription that i s'patial order.) an accurate "ma of the "territo it describes.

Given guided expetience in-viewing Aht pkint6, the 6tudent witt become awalLe *the 6patia2 vt.deking 64 4igutat. content, and wg.t deve40 the.abitity to duchibe wha,ti*e/61te pekceivez in a cZecut_ and ondekedimanno...

3/ 393 LOriCti)(/' ;LE11)11(111T

CONNICATIMG

Expoton eaptainb:

11) how a.ptoce44 R04; MEM (2) Ea WiiiimPoccuto,

It i4 kaated f4 the44entqiemethod,

2 o4 mme 45-min pet, LEVEL 1 6 cTiE

EwrRY CONCEPTS: MATERIALS:

z When we explain something in words, we need Candle in heavy holder, pan of water, large to organize what we say so that our message wideHmuthed jar, matches, measuring devices, chalkboard and chalk; materials for writing t3, will communicate clearly and understandably.

tu and drawjng w. w.

.pj. q( TEACUER TASKS: sax

-4 ENABLING 8EHAVIORS1-'" LEARNINGS:

The 4tudent: In oAdeA tt;

INTRODUCTION: ,identify tte steps taken (Perform the following demonstrati,on: observes in perfOrming Without explanation, set up a candlestick the demonstrarjon in a pan of water. Light the candle. Care- and the results fully ,invert a large jar and plaqa it over

' obtained. the lighted cindle. Wait until-1'6e candle

goes out and.the waterlevel rises in the

jar. Invite free comment.)

LESSON DEVELOPMENT: recalls the report exactly what was I. Ask: "What did.I do? done and what What happened as a result? demonstration happened, RePort only exactly what.you saw.

Does everyone agree on exactly what

happenec 395

3It

Now. Can anyone explain this phenomenon? draws try to the meaning of Let's repeat the process and see if the inferences determine what happened. same result occurs a second time. What should we do to check carefully or suggests .heTp the results of measure exactly what happens?" controls repTicate the experiment.

(Repeat 'demonstration experiment.)

Say: "Do youneAto revise your explanation? The process of explaining is called exposition. A tentative explanation of a natural listens grasp the the terms: phenomenonsomething that appears to meaning of expoSitiori occur in a regular, predictable way in revise natu-reis called a hypothesis. You tentatiye have-explained how this demonstration natural phenomenor was performed and what happened as a hypothesis. result. Who has a hypothesis that attempts to revises explain more-the observed exple-n why,the candle went out and hypothesis satisfactor- phenomenon. the water level'rose?" ily (Accept all hypotheses without evaluating them at this time.)

!. Say: "Now let's apply what you have recalls become other natural learned. See if you can thinkxof a good life aware of phenomena tha-ty hypothesis tentatively to explain some- experiences might be -thing you see happening every day. explained. , -

Examples:

1) Why does the sun 'rise'in the east and 'set'in the west? 2) Why do people'malk on the ground instead of floating above it? 3) Why does water boiliwhen it gets very hot and freeze when it gels very cold?" 5 396

.312. (Have students ..(toose one phenomenon to hypothesizes 'apply newly-gained think about. Accept 'all hypotheses about why knowledge ,of' without attempting to'evaluate them.et given natural. the process this tine.). events occur of exposition.

At a subsequent session, say: istens 4 review tho purposes of "Expositon expla-ins how -- how tOlperform exposition: a certa,ill *task, for example. (1) to explain how Or exposition explains why -- why a certain a process orks natural phenomenon occurs, for example. (2) to explain why Now, the process of explaining can get a phenomenon very mixed up and confuscng unless itis 'occurs. done in an orderly way.

So, let's analyze the process analyzes identify the steps used in break it down irlt.0its separate steps and the process the scientific see how it works." ,of pxposition method.

(Elicit a process akin to the scientific method.)

397 (Ask the students to choose one of the organizes compose'' (1) a process following: his/her. (in words or theme \ information, pictures) (2) A phenomenon (1)' Explain a process you are tamil-iar treatise% with (Example:How to tie a pair of shoelaces). (2) Explain a phenomenon you understand (Example: Why ripples forT when a rock is dropped in a pond).

Suggest that students Use numbered sentences or 6 comic-strip type serjes of pictures to explain their process;. or a short essay or some'kind of diagram to explain their phenomenon: Have thein pretend that their audience knows absolutely nothing about their topic! They must be sure that their explanation is completely clear and understandable.) lLUATION:

(Display students' expository work. Have considers judge what. effective

students evaluate it for clarity and . work produced characterizesexposition. completenes$,) by the class

111 Given the oppoktunity.to ohetve a demon6tAation, (1) identi6y the ?Atep4 in the ptoco, and (2) hypothe-size a out the,meaning C CC:c o6 the phenomenon, the udent wit/ wotk out the Atep4 o6 the Acienti6ic method and wit4-be abte to Ahate hi6/hert undek- Atanding o6 the "how" o6

ptoci.66e4 and:the.W ' o6 phenomena thtougt Aei6ective expozition. (?)

SC I ENT I FIC METHOD\

1. Observe

2. Make theory or hypothes is

3. Exper iment and gather ev idence

4. I nterpret and make conc I us ion

5. Test conc I us ion

398

. 3 i 011(4 t//1/1/0 till)(111!

EVAWATING

We can save much coqusion ad many niletoleVigh Wide agument6 when we Aecognize that theke aAe iouA kinds Q Auth

and distinct ways oi knowing pch

kind.

pekiods 3 - 6 TNE 2 45-min. LEVEL, Melo ecib 5u,sen54. er

MATE'RIALS: 0 ENTRY CONCEPTS: Chalkboard, chalk 0 Sometimes it is relatively easy to *hated exercises z 11, settle a dispute about the truth of a Scratch paper

given statement; but in other cases, Pencils

II: u it seems impossible to get everyone . w.1 u. to agree. 14, 4,1

z TEACHER TASKS: STUDENT

LL1 ENABLING BEHAVIORS: LEARNINGS:

The student: In otdek to; .111,11...1.60.0011111...14=1...... 1

11; INTROVUCTION:

Say: "Even in yov short lives, all of listens identify the subject of the

you have had many argumentsabout 'the lesson and some of'

truth', Right? Did you know that great the problems thinkers have been arguing about what surrounding it.

'truth' is for thousands of years?

Today we are going to try some activities

which may help you to,gain some new

insights about truth. To begin with,

we will get some idea of what wealready

know about this by taking truth as the

f9riur class meeting,

Circle/Up, everyone,

401 3i 4, LESSON DEVELOPMENT:

I. (Conduct a Glasser-type open ended discusses determine the group's general discussion while seated in a circle. knowledge concernini As discussion leader, make no value the abstract concepi judgments but lead the students to truth'. think by the use of chain questioning: follow every response not with an answer but with yet another related question, somewhat in the manner of Socrates.

. Questions might be similar to the following:

1) Why do people often argue about what is true? 2)What is "truth"? 3)How do we determine whether or not something is true? 4)Is there more than one way that something can be true? 5)Is there,more than one kind Of "truth"?'

As the students here.are dealing with-- and'confusing--several levels of abstraction and several different phenomena under the single label of truth, the discussion should be lively, heated, and rather incoherent.

After about ten minutes, suspend the meeting and ha,Ve, the students return to-their regular seats and face.the board.) . Say: "We aren'tlikely to settle this way, anything listens so let's try another determine the' See if you approach. process to be us can apply your knowledge duri/ig the second truth to of some 'truestatements that I phase of the lesson. am going to writeon the board."

(On the left-handside of the write: chalkboard,

1) She reallyloves me. 2) Columbusdiscovered America. 3) Two timesfive is ten. 4) Water freezes at 320 F. (00 C.) and boils at 212°F. (1000 C.).) Read all four statements aloud andask: "Can all of these considers statemenLs be considered judge whether all four true? Are they all true in thesame way? statements are true and whetherthey are true in the Instead of trying same way. to explain why justnow, AP think ofsome more statements, collects organize from your sample truestatements own previous learningand experience, of several kinds could be considered that true in thesame ways drawn from previous that these are true." experience.

r (Spaced outacross the'board, write number headings forthe categories 1), 2), 31, 4). Elicit sample "true" statements from thestudents and list each one under the numbered headingwhere it seems to belong. Continue until there are two sample statementsunder each heading.)

3i 2( Say: "Examine again my sample statements examines categorize examples of several and yours. How are.they alike?different? kinds of true state- Think of some more examples. This time ments. I am going to ask you how to categorize them."

(As a student vOlunteers a statement, have produces analyze . several kinds of' him also categorize it. Ask the rest of true statements . the group whether it is correctly categorized.)

'Men there are a total of three or four analyzes isolate characteristics itatements in each category, ask: "What common to the ID all the statements in Class (1) have statements in Class In common?

what means do you know that such generalizes discover a suitable descriptive ;tatements are true? Who has a word that label for the kind of :an differentiate our way of knowing this truth exemplified by tind of truth,from other ways of knowing? the statements in Class (1).

;Elicit a number of descriptive synonyms :hat might serve accurately to label this :ategory of truth.)

;Liming up, say: "We might call this kind If truth intuitional truth because we can nly know it through hunches, revelations, r intuitions."

Write category label above column (1). ontinue in this same manner with each analyzes-- isolate common character- f the next three categories. Elicit istics of statements nformation and descriptive synonyms in Classes 2, 3, 4. bout each one in turn and, finally, rovide a label for it: generalizes discover suitable descriptive (1) institutional labels for the kinds (2) testimonial truth of truth exemplified (3) mathematical truth by statements in (4) experimental truth) Classes 2, 3, 4. 404 1 ci "I'm going to divide the class intofour listens determine procedures and groups. We will have a draWing, and each possible activities group will draw a slip that has the name to be used during of one kind of truth on it. the creative phase of the lesson.

Later on, each group can get together improvises originate skits, poems, songs, and devise some kind:of entertainment or debates illus- for the class dealing with your kind of trating four kinds 0. truth: You may want to put on a skit, truth. compose a poem or a song, or conduct a debate."

,ALUATION :

(To give practive in distinguishing appraises decide among several kinds of truth, duplicate Whether given statements illustrate an exercise adapted from that in Myers, intuitional, testi- pp. 179-180. Read instructions aloud monial, mathematical- and discuss. Read each sentence aloud or experimental truth and give students time to mark it

I (intuition), T (testimony), M (mathematics), E (experimentation), and/or X if debatable or untrue.

Afterwards, have students tell why they presents defend his own marked each sentence as they did. evidence evaluations..

.c.ven the oppoktunity to'/Lecognize his owncOncepto about . ttuth; p4ovide examptez o6 tAue statements6tom his ti6e expeAience; anatyze and categonize di66etenthinds o6 tAue statements; utitize his new knowtedge incneative activities; and accu4atety distinguish and evatuategiven time statements, the student wiit deat ar3p4opAiate2g withcommunication4 invotving di66etent kindso triuth.,

ill

3 24 0 5 EVALUATIONEXERCISE 1. My son wouldnever tell a lie. 2, The defendant was seen leaving thebank, carryinga canvas bag in his lefthand. 3. When you lUck our television set,it comes on strong. 4. If we haveestimated tne maSs and estimated of the sun correctly, the rate of itsburning accurately, mignt predictthat the lights wo billion years. will go out inabout ten 5. ,The SophomoreSensation scored 29 year rand made 93 points per game this per cent of his freethrows. 6. Since I've beenthrough the same how you feel. experience, I know 7. The Sound of Music won severalawards thatyear. 3. Tea is betterthan coffee. 9. In WWII, theAllies landed in 1944. France on D-Day,June 6, 10. Something tellsme that,this is-going day. to be my lucky 11. If your room is 32 feet wide and 16feet long, you'd better buy at least192 pieces of 12. Aspirin is known 12-inch floor tile. as an aid in loweringthe body temp- erature of aperson who is feverish. 13. The reason why I

Adapted from L.M. Myers, GUIDE TO AMERICANENGLISH, 4th Edition, () 1968,p. 255. By Permission of Cliff, N.J. Prentice-Hall, Inc.,Englewood

4 0 rj Conctpt/Competencp

EVALUATING 7-i--REPORTS Repo1Lt4, inOunce6, and vatue judgment att

have thein ptace in human communication, But N FERENCE communication Ls much ctemeA -- and miundeA- 4tandings ctit tea tikety -- when we can -V,ALUE JUDGMENTS- di6tinoui4h among the thnee,

Developed by: Small Sager LEVEL 3 6 TIME 4 30-min, petti06

ENT CONCEPTS: MATERIALS: After witnessing any given situation, two or Any large, inheresting photograph or drawing

more onlookers are likely to disagreeabout depicting some hullion activity or situation;

what ,"actually" happened. Chalk, chalkboard, pencils, paper

arr

,M0=110.1=N10.1MPI mmod.mmW < rolmrworm...... =111....1111.....=1.171.11111M.

HACKER TASKS: STUDENT

Lu ENABLING BEHAVIORS; LEARNINGS:

The 4taent: In mkt to:

1.1.mmurmr.

INTRODUCTION:

(Display the picture selected for the lesson. observes determine what might be

Ask the students to eXamine it silently for "happening" in

a few moments and speculate about what might, a displayed

be happening. picture.

Spaced well apart, write three heading, on listens determine the meaning of the

the board: Reports, Inferences, Value- terms'reports,

Judmients.) Inferences, and

Say: "If you were writing a news story value judgments and

about this scene or giving evidence in court, the necessity of

you would' have to limit yourself to Tostim being able to,

only what you could actually see....reporT. distinguish

NI just the faCts. among them. '

4 4 8 321 407 16.1 I I I 1111.1 N1.011,J1....1 ,11.J1.".7..11..11 I

co-vld not guess about whdt was happoninq w why...... that's called an. inf2,rence.' wid you could .not,indicate whether you thought t was right or wrong, good or ialked a value judgment.

nferehces and value judgments .Ire important Ind necessary. Out they do not belong in a ews story or in court testimony, which ealls itrictly for the reporting of pure facts:"

1SSON OLVELOPea:.

Ask: "Can you make a statement about states demonstrate 'examples of whdt you see here thatis purely a report?" reports about the displayed picture .

(As statements aro given, have the class examines distinguish reports from determine whether or not they are reports.) statements' that are not reports.

Ask.leading questions such as:

"Can you actually see that? Did you have to guess about that?. Did you wei3.0_ that against your system' of values?"

(Continue until severalreport statements have been passed upon and listed.

Go through the same procedure, this time states demonstrate ..examples of listing inferences. inferences about the displayed picture.

Have the class decide, as they are examines distinguish i'nferences frorq, elicited, whether each statement is statements that an' inference. are not inferences 4 OS

.3 21 Elicit several value judgments, some states demonstrate examples of posi- 22,5Ative, some negative. tive and negative value Judgments about the display Picture.

Again, have ttie class decide whether examines distinguish value judgments each is correctly classified.) from statements that are not value judgments

?. (Ask two students to pantomime an pantomimes Perform an,i nCiclent. incident, using much action and expression.

Ask another student to tell, as pure describes demonstrate pure factual 'report, what he saw. Discuss. report.

Ask a second student io describe the same describes demonstrate report colored incident again, this time including by inferences and inferences and value judgments. Discuss.) eac, value judgments.

(Ask the students to think of an incident compoEes demonstrate the distinction they have observed personally -- or to between pUre invent rn incident. Ask them to write factual report two versions of the .(Tie incident: one and report paragraph which is pure report -- "just colored by the facts, man" -- and a second pa-a-. inferences and .graph which includes plenty of inferences value judgments: and value judgments along with telling "what happened."

Ask volunteers to read their two par:- listens compare and examples of graphs for the class td gpmpare and contrast report,and report contras+ -- as de6cription which is pure colored by infer- report and as description which is ences and value colored by inferences and value judgments. judgmentsr Is there sufficient difference in the telling of the two versions?

3 2 1- I. Ask the students to draw very interesting draws create interesting' provocative pictures. provacative Picture.

Each student then gives the picture toa composes produce a wild, /funny, partner, who writes down the wildest, story 'making funniest, most far-out speculations that outrageous he can think of about the situation inferences about pictured. a ictured situation. VALUATION:

Allow the students to conduct a mock. conducts a use what he reports versus trial. j=or example,,Hansel or Gretel trial has learned inferences and could be trieefor the murder of the about value iligantats. witch. 4,41t# Judge, jury, lawyers, and onlookers all 4 should be careful todistinguish true .reports (and pseudo reports) from. 1.0 inferences and val.ue judgments in'the statemehts Of defendgnt and Witnesses.

I (Sample of cartoon for display.)

4 It A% Ark ik II Lk " 01976 ty the New York Times Company. 0,041N CM oppaktunity to

Reprinted by permission. vcognize, iotqutate, and-

use Anoktis, ?ilieftence4, and

ue ju'd ments, the student

z. M0n4 e the abiti,ty tp datingui4h among them and

tecogthe the impoltnnee O qoilki e.

326 413 tonttpt/PLompttcncp

BASIC CREATIVITY: FLUENCY

MIL e1114which havebpeth1 chanacteALstiz4 can becompcutedwith othut Lten o d chtvtadmistia4, ?AlCHZT 6 15 - 20minute4 Developed 6,9: Caroletraper LEVEL K TIME

ENTRY CONCEPTS: MATERIALS:

--The ability to elaborate Paper & pencil

Tape recorder

TEACHER TASKS: 1.4 STUDEW

1.4

ENABLING BEHAVIORS: LEAROINGS:

The 4tadent; In otelet to; ,.1.111111M4+111

INTRODUCTIO:

The teacher will display a piece of uncooked observes describe spaghetti.

'spaahetti for the students to see. .

OR...the teacher may give each child a piece 8 of uncooked spaghetti to examine.

She will ask the students to describe th,e

spaghetti. During the discussion., the

students will hopefully use the,terms

and thin.

LESSON DEVELOPMEC

1. The teacher will then ask the students lists describe & on those things

to list or record all those things they writes elaborate that are long and

can think of that are long and thin. records thin.

414 415 CREATIVITY

The man who 4oZtoms the ctowd, mitt usuatty get no 4utthet than the ctowd. The man who'lmtim atone a tikety :to iiind himsetA in ptaces no one has evek been be4ote.

Ctev,t,i.vity in. Living 4 nat without it's attendant digicutties, tiat pecuZiakity bkeeds contempt,.And the uniottunate thing about being ahead oi uow time a that'.When peopte Kinatey teatize you wete tight, they'tt 6ay it MI6 Obviows ate dtong.

Vou hvve two choice's in ti!ce: you can dissotve into the mainstteam, ot you can be distinct. To be datinct, ydu must be diekent. To be diUltent, you must stti.ve to be what no one etse but'you can be...

Atan Ashtey-Pitt

416

3 .2 7 EVALUATION:

Me teacher and students will discuss and mmpare their thoughts and ideas. ki.hy do you think these things are long and thin? qould,the.functibn be the same if they lere short and fat?

Given an exampft o6 ztome- thing which i4 'eong and 2 t hAit, the 4tudent aa.tt be abLe to tiat many iteft cut he can which ate aao .p.to19and

41.-1 tonapt/tompatntp

SASIC CREATIVITY:, ORIGINALITY

The untau4 d6e4OCCUA kthin the ondingy,

TBIE 30 45 maute4 LEVEL hirgy

ENTRY CONCEPTS: MATERIALS: 1 marShmallow per chifd (or any

--The ability to look carefully other focid YOim4-waff-7rO use)

--The ability to write in alliterative Paper form ,

Pencil

TEACHER TASKS: 'STUB*

1.4

1.4 ENABLING ,BEJAVIORS: LEARNINGS:

04 , The extent' In ovia to:

INTRODUCTION:

The teacher will ask each child to tke a

marshmallow,

The teacher will' tell thetriTT157Weci-T- whatever he wants with the marshmallow--

smellit, taste it, squeeze it, shake it,

pinch it,

The teacher will then ask the childwhat

it reminds him of,

LESSON DEVELOPMENT:

the character- The teacher will have the studentwrite writes describe states ahaiyze istics of a a brief descriptionof the marshmallow, marshmallow,

41,9 :336 .t The -teacher will have the student write writes -- describe the application or tell a story or pdem in alliterative reports comprehend of symbolic form. patterns. EXAMPLE: -Marshmallow Madness makes me mean.

The teacher will have the student create creates synthesize uncommon uses for a dreaded, flew disease for which they designs improvise common item. must devise a cure. develop

FALUATION: le students will be able to.elaborate on any pic pcesented to them.

The 4tudent witt devetop a moke 4emitive amatene44

oti the commonptace and . discovet that.he can etabox- ate on the uniquene44 o6 4uc1 common item4. tom the book, IDEAS FOR LEARNING CENTERS y Etaine Mooke and JewLi Gteentee. 7pyx2ght 0,, 1974, by Fealton Pubt.i4het4,, nc. Reptinted by peAmi44ion o6 Fealton Abti4heu, Inc.

33420 tr 011 UP In() gt I! 11 c)?

PLANNING: ORGAN' 1NG A3IL1T1ES

Item4 ane coutnuc6 out q /itny object6.

Devetoped 61; Carole 'cla'per LEVEL K 6 TIME 1 11c4"..A

.MATERIALS: Magnet, can opener, clot es pin, ENTRY CONCEPTS: sponge; baseball bat, tennis racquet, marbles, t6 combine materials key chain, bottle cap, spool of threa forks, --The abili,ty toconstruct peanuts, box'of hair pins, a shovel, toothbrush,

screw, box

5.. TEACHER TASKS: STUDENT

ENABLING BEHAVIORS:, LEARNINGS:

1.0 The 4tudent: In ondet to:

1NTRODUCiION: The teacher sets the stage by

telling the children they are "to imagine

they are a night watchman working in a ware- 1.4

house. You have a lot of time.to kill and

you're bored. You then notice a big box of assorted articles brought in after irummage

sale."

LESSON DEVELOPMENT:

(1) The teacher asks the students to sort uncovers analyze various objects.

through the box. ' kids thróugh examine

421 332, 4 2 (2) The students are to combine these objects, constructs synthesize these objects int( or their parts, in'any manner they choose a neW iteM. in order to create a new item.

EVALUATION:

The teacher and children can conduct a "fair" in which their objects can be displayed.

Given many and vakied objecbs, the 6tudeft1 ckeate a ,b,tand new -item.

Adapted. FADM 1NVITATIONS.TO.THINKING AND. DOING by R. E. Myeu and E. Pame Tottance,, C) Copy/Light, 1964, by Ginn and Company (Xeux Conpokation). Uaed with po.miasion..

3.33 0 tonctpvtompettnq

OMMUNICATION: FLUENCY

Thought ptoceue4 can be expanded by

5, etabotating on the d4egneu oi a aim* object.

-Deviiopeolh;Ccirole, Drqer LEVEL K 6 TIME 15millute's

A thimble (or any 9ther smal ENTRY CONCEPTS: MATERIALS: object)

--Ability toverbafize idea's \

TEACHER TASKS: STUDEhir

1+4

14 EllIABLING BEHAVIORS: LEARNINGS: tki The 4t4demt: In Wet to/

' IWTRODUCtiON: 199,,p,4

The teacher displays athimble and asks the think questions: "What kilds of uses can you of for this thimble?"

LESSON DEVELONENT:

unusual uses The teacher has the student writedown iwrites list and formulate for.an object. as many,ideas.as he ,canthink of which verbalizes

describe the uses ofa.thimble, If the describes elaborates student is'unable to write he may

verbalize his ideas.

424 331- 4, 5 lIMUle

/ALUATION:. he students and teacher wiII discuss those ays in which athimble can be used. The tudent may wish to draw orconstruct ifferent ways the thimble can beused. goxr

HAT

=:=2The. child (via be (thee to erturnoutte many az eA a4 Ct. itlthibte (Oa otheit. object) oadvr.. to.t,tertgthert and expand hiis ima3ina.t4on.

WASTEBASKE-T

FLoWelaPaT

coote. E c.0

3swELP-1 42G

.3 toncept/Eompttencp

FORECASTING

Conetaimcan be dtav ium unuuat 6itation4.

f AS e1eloped b Carole, Draper LEVEL K 6 TIME 30 minute4

Pencil and paper EWTRY CONCEPTS: MATERIALS: or

--The ability to image effects 'Tape recorder

=1=...... mav TEACHER TASKS: STUDENT

ENABLING BEHAVIORS: LEARNINGS:

The 4tudent: In oAdet to;

INTMUCTIM: The teacher will display a

picture.of an 'Inusual occurrance, such as the.cow jumping Dior the moon, orthe,earth

as a different shape.

The teacher will encourage discussion concerning the consequences of a jxping or flying

cow and/or the Cifferently shaped earth:,

LEM DEVELOPAHT:

1. The teacher will desCribe an listens hear and the basjc elements unusual situafion by the use of of the 'sft)ry, absorbs . interpret

pictures, recordings or verbali-. notices zations. 42'

3.36, 42 These situations may include: What if elephants were the size of adog? What if everyone's hair turned orange? What if there wasnomore sunlight? What- if the earth were square as a cube? What if all the oceans dried up? What if

2. The teacher will ask the child to list uxplain fhAt certain determine what might be the consequences write. ;3pd r;ituations will of such a situation. talk conclude Jetermine certa discuss .corvsequences conctude ,c!. effect

EMLUATION:

The teacher and students will contrast the situations with the consequences concluded by the students.

Which of these situations you have described would be the most frightening? 1...... MavrbM=-..a..a.w The.6 bldent Iti-etbe ab-ee to int utozt a given6.toit1fctnd maize intivtence.5 -to it's Neaning.

Which do.you think would be the funniest?

.3.37 ConcoVeornOtencp.

DECISION MAKING

An individadV4 ideo2 can be exp0.64ed in numekou4 toety4 4 given the oppoittuity.

Developed II:Carole Draper LEVEL 4 - 6 TIME 45 mir.uktet,

ENTRY CONCEPTS: MATERIALS:

- -The ability to write Scratch paper - -The ability to express one's ideas Adhesive back Paper or strips Crayons Colored pencils Marking pens

TEACHER TASKS: STUDENT

ENABLING BEHAVIORS: LEARNINGS:

The 4tudent: In otdek to;

INTRODUCTION:

The teacher will ask the students if they real(s make own bumper stickers. can recall any bumper sticker sayings that they have seen. After discussion the teacher will tell the students they are going to make their own bumper stickers._ First, she needs to set up some guidelines for the childrefl to follow:

(1) The sticker must be easily read. (2) The motto must be one your parents would allow on their car.

431 LESSON DEVELOPMENT:

1. The teacher will then have the student creates, express and a meaningfql make a rough-draft of his bumper illustrates, portray idea, slogan, sticker. draws, motto. designs

2. The teacher will have the student copy ,copies display ffi s. bumper c his rough-draft into final form.' sticker.

EVALUATION: r The students and teacher willlook carefully and examine closely the bumper, stickers.

Is the sticker easily read? CAOt "PP4ess Would your parents allow these stickers to be placed on their cars? 4Y17ef NB

Which stickers provide the most meaningful rlsacles?

Given the oppontunitythe 4tudent wilt be abZe to pke,seathi4 unique idea6 and/o4 eteate newaNd di6!letent appAoachez to "ad" idea4.

Harp inessisfearnncl &0rr,e-fhinc3cXe cut L.

432 Concept/Competent)

INDEPENDENT STUDY SEARCHING ,iieioke we 4et out to do te4each, it 1.4

'impotttInt to have an adequate Ilan

AND Independent Study in 4126at tig

topic, 1),4 (Nation, tittle que4tion4, SHARING MOM Oinyalatipn, and tepotting ar,tiatieis pttaentingthe Atop 044 LEVELLI...... TIME 4 10-min, peitiOd4 Developed SoonSoerL, Admoroommilwrorarr. 1,0.11NOMINowlmlys

MATERIALS: ENTRY CONCEPTS: Duplicated,copies of't.he 5-page booklet,

--experience in using:the library to seek SearchkOnd Sharing; YDuplicated cgpies of the 2-page model, Plan. information

--experience'in giving short oral reports for Independent Study; 121.1 x f.5" sheets of oak tag for student tolders;

Chalkboard, chalk, writing paper, pencils .1.=1.111111110' AMMO..

TEACHER TASKS: STEAM"

ENABLING BEHAVIORS: LEAVINGS:\

The4: In (Ada to: u

INTRODUCTION:

the purpose of the Tell the students that you are going to listens determine lessonds to show Introduce them to a five:lege guide that that

' ways to search will show them useful ways to searchfor for information and information on a subject that interests share it with them...and then share their findingswith , others, classmates in ways that they will enjoy.

LESSON DEVELOPMENT:

observes learn that the name of the 1. Distribute copies Of the five...page five-page guide is booklet Searching and Sharing: A Guide Searchinc[ and, to independent Study. Sharipg:-A-11de

to Independent

C14 340 433 Irching and Sharing

Read alma eadh page to,the students, listens, determine how to understand clarifying each point and allowing reads, and use the Guide. time for questions and answers. Explain questions that the numbers beside the words in the What.and How columns onp.4 refer to the operational terms a,nd product terms chosen for use Ch the sample reporting activities on p. 5.

Provide oak tag:folders for the student5 accepts have d place to store for fil'ing their guides and additional 0 folder research materials materials as their independent study in a neat and progresses. These folders should be orderly way. with them at all tines while they are working on their independent studies.

(Note: On p.2, the Lulication.level also includes Comprehensionor Translation, Interpretation, and *Extrapolation.)

.At another session, distribute copies observes learn that the name Of the Of the two-page model., Plan_for two-page model independent Studi.. plan is Plan for Independent Study.?

Explain that this is how one person (a listens- learn that this model teacher) annLied the instructions in 7 demonstrates Searchinr and 'Tharing to make an the desii-ed form Independent Study Plan for a nroiect ,for an Independent of her own; Point cut that this model Study Plan. demonstrate:: the desired formbut is more complex and detailed than most student plans would need to be.

3 4-1 Read aloud p. 1 of the Plan, clarifying listens, determine how to understand each point and allowinn time for reads, and use ihe model questions and answers.t questions Plan.

Pornt out details of format: centered

, main title, left-blocked subtitles, spacing, underlining, bibliography form,,Otc.

Read aloud p. 2 of the Plan. Lead the listens learn that operational terms students to notice that the "what" and reads and product terms operational terms and the "how" proddct are underlined in terms are underlined in the reporting the statements activities. listing reporting activities.

Reread, one at a time, each little listens notice that each little

question from p. I followed by its and reads question has its, corresponding reporting activity from corresponding p. 2. Stress the .relationshlp. between reporting_ 'them. activity..

Emphasize the importance of choosing a listens learn the importance of reporting activity--for sharing the choosing an answer to a little guestion--that is appropriate appropriate for presenting that par- method for sharing ticular kind of information. each different kind of informatio

\ 11 For example, a chronoloay is appropriate for presentina bioaraphical facts. A chart is appropriate for presenting several categories of facts about several different individuals (for example, planets or presidents). And :a araph is appropriate for .presenting comparative figures from a survey.

tr3 Leadthe s+udents to analyze the analyzes isolate the two-part structure of the statements used in statements structure of the sample plans for reporting activities of reporting the statements. in both Searching and Sharing, p. 5, and activities the model Plan for Independent Study., p.2.

1 Through careful scrutiny,'-they, will notice that these statements havea two-part structure:

(1) What:... (Show) (This)

(2) How:... by ing (rhis)

If the students still seem uncertain after practices gain skillin ident-ify being guided.in analyzing the 10 sample analyzing ing the two-pa.irt statements, give additional samples on more samples structure of the the chalkboard for more practice. statements.

When the students seem to have confidence in what.they are doing,_congrtulate them tor mastering a tough 5kill.

Tell 'the students that they are now 1istens learr. that the ability to pu , probably capable of putting together a he/she together a good good independent Study Plan for almost now has Independent Study any topic in the world: In fact, they Plan for almost' can even put together an Independent any topic in the Study Plan for a 'glimpit." world.

What is a 'glimpit"? It ran be Ifttens learn that t is even anything they want it to be....because possTh to put "glimpit" is a made-up nonsense word. toqc Jn Inde on study Plan ror a

-4> agut tu. a,,uJIICIII IIJ

4 Ask the students to decide privaiety imagines comp6se. an appropriate Wlat kind of thing a "glimpil" is. Then what a "mock" lndependen each one is to write the best, most "elimpit" Study Plan. interesting"mock" Independent tudy is :Plan he/she can think ofto guide him/ her in researching and reporting on the "gtimpii"--as if there really was such a/thine!

EVALUATION:

5. Have students exchange "mock" Independent shares evaluate 'form, sentence Study Plans and evaluate "them for form, "mock" and tle structure, clarit senterice structure, clarity, variety, plan evaluated. variety, and originality. regarding- originality,

Froul the type of questions asked and hypothesizes guess the nature of reporting activities pjannee, ask each his/her partner's ., Of the students to see iftre/she can "glimpit." guess what kind of thing his/her partner's "gIimpit" is. Have some ofthe funnrest or most.original plans read "aloud to,the

. group.

'With this backsround, students should be acquires synthesize skills necessary able to le forward oonfrdently to write background . for putting ,good "sdrieus" Independent Study'Plans. and together "serious practice Independent Study Plans.

(,(ven ot.sttuction in u..Sinct a 5-page guide, Sccrtch.<3 and.ShaAinci, and a 2-page ma0Z, ----Ran- PA-M-dependent Study, the 'student UUT-da/etop and pkactic:e 6k.ittis nece46a/ty p,toducing 0Whet own.loct,e-ctganized Indercndcat Study Pean.

34-44 1 SEARCHING AND SHARING: A GUIDE TO INDEPENDENT STUDY

This booklet is designed to help you study on your own about something that is interesting to you. It will also help you to find different ways to share the results of your study with others.

To study is to search. Before you can begin to search efficiently, you must do two things: 1. Decide what topic you want to investigate. 2. 6tdte what you want to know in a biz question.

Like a detective solviAllg a crime, you must break this big questionL-- which is usually hardito answer--into smaller parts... little questions that 'are easier to handle. The detective asks the

Big Question: What is the solution to the crime? But.to find out, he must-first find,answers to the different parts of the puzzle--the Little Questions: Where was the'crime committed? 'When was it committed? How Was it committed? Who.was the victim? Nho was.there at'the ti e? Who were The enemies? What are the cluRs at the scene of the crime?.

Nhen you know what your big question is--apd have.decided which. little.questions will help you to answer it--you are ready to go ahead with_your search or study. On the.next page you will.' find an example of.a. big question and-soie iittle questions which cotild help in answering it. ( 3'9 le) Getting Ready to Search

Topic: Horses BiE Question: What is interesting or important to know about horses?

Little Questions: 1. What kinds of horses are there? 2. How are horses related to other animals? 3. What are the parts of a horse? 4. What could be added to the design of a horse to improve it? 5. Which kind of horse is most important, and why? Of course, these are not all of the little questions that would be helpful-in answering the big question.We might ask: What are the different ways horses are used? How are,horses classified into breeds? Ho* do horses of today compare with horses of long ago? How has the automobile affected the horse? Is the horse more important in some countries than it is in others--and why? However, it is probably better to do a g(Jd job of answering five questions than to get quick answersfo'r many questions. So let's go with just five this time.

. Incidentally, these questions-7with the activities chosen to answer them--are arranged frpril lower to higher levels inthe kinds of thinking required'to deal with them:

1. Recall - ./Finding out and remembering -----(data level) 2. Applica:tion- Understanding andUsing (transfer-of-learning level) 3. Analysis - Taking aPart the known (formal reasoning level) 4. Synthesis - Putting together the new (creativity level) 5. Evaluation - Judging the outcome (valuing level)

This is a good way to organize your study if you can. But it talf:es experience to write questions and Uan activitieb at different levels. So dqn't be concerned-if you aren't able to do it this way immediately. 4. 0 Now that you have the questions you want to ask, whel'e can you go to get the help you need in finding answers? Often, of course, you have to look in books for help. Sometimes it is possible, and much more fun, to search for information in other ways, such as by interviewing people who know a great deal about a 9 par'ticular subjeict--oreven by making an investigation on your own.

For example, possible information sources for the horse project might look like this:

Information Sources:

I. Your personal memory of what you have observed: 2. Your personal examination of a horse 3. Interviews with horse breeders and horse owners 4. Interview with a veterinarian for large animals w 5. Films and filmstrips 6. Study prints of horses 7. Statues or models of horses 8. Printed materials: encyOlopedias, books, magazines

There are certainly other sources which could be used to get information for the study. Thee are only examples.

So...you now have questions to answer and an idealof where and -how Gc search for answers. Of course, you will want something to "show when.you have finished so that you and your teacher can make a judgment about what you have done and plan what might come next--and so that your classmates can also benefit from what you have learned. Usually, that "something" is a written report, and that is fine, it can becomevery boring,after a while. May we suggest that ra skip the report and try the Mix and Match system which is described on the next page?

441 Mix and Match

The first list of words below gives suggestions of what you can do. The second list suggests how you might do it. The trick is to use a:Pride variety of choices from each list (operations/products). So let's 11\_x and match a way to report information searched out about each o'f the five questions about horses. Look on the next page to see how the mix and match turns out.

What How

-adapt #2 chart #4 add to chronology #3 analyze collection apply comic strip change construction #5 choose diagram classify .diorama #3 compare discussion contrast editorial create essay criticize experiment decide fact file #2 deMOnstrate film

#1 describe . game design graph discover journal #2 explain learning center group lesson identify map imagine mobile #4 improve #4 model invent museum judge newspaper #5 justify peepshow list #1 picture match plan #1 name *5 play observe poem organize problem predict puppet prove :record put in order scrapbook report song represent statement select story show survey solve textbook suppose (what if...) time line take apart travelogue teach #3 work sheet etc. etc. Little questions

1. What kinds of horses are there?

2. 'How are horses related to other animals?

3. What are the parts of a horse?

4. What could be added to the design of a horse to improve it?

5. Which kind of horse is the most important, and why?

Reporting Method (Mix and Match)

1. Name and describe the general types of horses Frarawing a picture. 2. Demonstrate and explain how horses are related to other animals by making a chart. 3. Analyze the parts of a horse and compare them to 4 the parts of an automobile by making a work sheet. 4. Add something to improve the design of a horse by making a model, using any available material. 5. Choose the most important kind of horse and justify your choice by writing a play.

this point thereA.s nothing left to do except gather all of the information available and organize it into thie mix and match activities you have planned!.

Guide adapted from one widely used in G/T programs around the Valley (original source unknown)

Revised 1/77'

4 4 3 Susan H. Sager March 2, 1977

Plan for Independent Study_

Topio: Helen Keller

BiE Question: What is interesting or important to know about the early life of Helen Keller, especially during her first few months with her teacher, Annie Sullivan? Little Questions:

1. What are the important facts about Helen Keller's early life?

2. What methods.-mIght be used,to communicate with and teach a deaf-blind person?

3. How do signing, finger spelling, and braille differ from one another? o 4. How might Helen's changing feelings--- as she moved from isolation to communication-- be represented in visual images and in words?

5. Why is the ability to use language probably the single most important difference between man and beast?

Bibliography

1. Book of Knowledge (1972), X, 201.

2. Davidson, Mickie. Helen Kellei''s Teacher. New 'York, 1965. A Gibson, WilliaM. The Miracle Worker. New York, 1956.

4. Keller, Helen. The Sory of My Life. New York, 1902.

5. World Book (1976), XI, 209-210.

4 4 Reporting Ylthod: Plan of Activities to Use for Sharing Answers to Little Quelons (*)

1. List the important dates and eveuts in Helen Keller's early life by making chronology.

2. Demonstrate methods used co communicate with dea.f-blind persons by teaching - lesson to a _tuckent wearing a.blindfold and sound-suppressing earphones.

3. Compare signing, the manual alphabet, and braille by making an illustrated chart.

4. Represent Helen's changing feelings-- a) in visual images, by making a series of paintings. (Color changes from dull, grayed tones to bright, clear colors. Brushwork changes from a "closed" stiff, hard-edge style to "open" loose, free brush strokes.) b) in words, by selecting a series of expressive, quotations from Helen Keller's autobiography and William Gibson's play The Miracle Worker. (Feelings expressed change from grief.and frustration at'being isolated to joy and confidence in being able to communicate.)

Justify the belief that'language is what makes human beings human by presenting a round table discuSsion.

(*) Note: Each reporting activit grows out of its own little question! Reporting activity goes with little question (1), etc., etc.

4 4 5 fitpconto or

3;53 446 tancept/Competencp

AUDITORY THINKINGACTIVITIES

Latening a a mode oK obtaining in4otmati,ort Olich a zubze.quentey categotized.

Develc,ped by-Bet ty5azz-,-/c/ LEVEL 4 - 6 TIME 30 minute's

ENTRY CONCEPTS: MATERIALS:

--Ability to listen A dictionary wJ A list of synonyms for "Groups"

4.. 4.. 4J TEACHER TASKS: STUVENT

ENABLING BEHAVIORS: LEARNING. The 4tudent: In (Ade& to;

.. le iNTRODUCTION: S The teacher will'announce a game, called E' :Nan or Beast". Divide the class into two = teams then give the following instructiont. _). ...0 1 , LESSON OTVELONENT: 6

Say: "Beast includes everythLng other listens analyze/ according to than man. The most commonly associated classify characteristic! ,usage of the term should be selected." of word and usage. (The pupil categorizes the assignedyrord under -Ian" or "Beast" and uses the word in.a sentence/phrase. EXAMPLE: litter a litter of kittens.)

The:.team that correctly categorizes the: most terms, wins. :354 )44. a_ 'dot of Synonyms class tribe mob drove regiment crowd swarm crew audience iaggle committee litter covey pride. rabble bevy squadron posse school congregation . .

EVAlUATION:' rhe student will see how many new synonyms listenS _analyze/ according to :an be applied to each category. classify characteristic of word and 13n you give a reason why thereare different usage. lames f, different groups? chooses expand usage of .istening to the sound, does the wordseem terminology. Ippropriate for the group it describes? evaluates select appropriate definition..

Adapted with petnizAion o6 MacMietan Pubtahing Company, Inc. Atom Listening Gomez by Guy Waggonet, Max gosken and Mitdted Stockman. Copy/tight0qacHittan Pub. Co.,Inc. 1960. Giver the oppottunity%to wolaz with tetmino4ogy, the ztudent w& cYLtegotize them.

4 4 7

3 6-6- tancept/Eampetencp

GRAPHIC THINKING ACTIVITIES

Catioaphy. LS the att ()Papaw

LEVEL 3 - 6 , TIME 4.5 ninute4

r. ENTRY CONCEPTS:' MATERIALS:

! to'read words such as tree, forest, Pencils or bruihes.and India ink',

river, man Ditto hand-out I,

TEACKR TASKS: STUVENT

1 1.4 ENABLING BEHAVIORS: ,LEARNINGS:

The 4tudent: 0 In outet to; a.

INTRODUCTION:

The teacher will explail that caligraphy in listens 'understand directions.

Japan i considered aniart and a revelation

of one's character. o.

She/he will also explin that the characters

often represent physical characteristics of

the word,

The characters must be written from left !!

to right,

3 6'6 443 . 448, SSON\DEVELOPMENT:

physEcal attribute Using the ditto hand-out, the teacher observes identify of characters. will guide the class in clas.s discussion. 4 analyzes'and synthesize,. logical develop- combines ment of characters.

+land out,sheets, brushes, and ink to experiments appreciate the precise studentsand have them write characters. nature of the art of caligraphy.

\ a creative story Write a short story using the synthesizes produce to develop owner- characters'. ship and a workinc knowledge of the \ characters.

FALUATION: lestudent will discuss the characters\and Trdise the value of this type of writing,. le student willattempt to surmise the osons for theddV,elopment of this method writingy le students will share theirstories with le another.

Given the oppottunity to expettence catignaphy,' the 4tudent wite deveLop an.appuciation o6 the ant otaftiting in Japan. -.."" P .9a+ e. rivreon

I pe.rson ,r4 +brae.. / u? rnoun-lratrt ITV / -1-wo peof,Te. v Aown v lor-

kear+ seda.n ry% ouir.r1 e IT+ 153 +hrs.. teofle 4hinK it>%tine.

a clay e.

, eie 'fen

fleye. 4"° -t Wel v e. Inear

a 4 5j_

^ 3 6X tonctpt/Co inpc tencp

PHYSICAL EFFECTIVENESS

Te61:14ques oi ;;e0axation

Rgaxation can deolop ht:ough concen-

ttlUon, phoicat movepent, ,sen4ony aveneb, and iantao.

Sevenat dao to

Devel oped bl;4.ole braper LEVEL K- 6 IIME covl. att akca4

EVTRY CONCEPT: MATERIALS:

--The ability to listen and follow directions Tape recorder; chair, desk; Dark sock with various smallitems in it such LL

as comb, scissors, wrench, cup, screwdriver, .

Oncil, ball, etc.; fleomotric design or shap6;

foods such as orange, banana, crp.;ker, etc.;

w TEACHER TASKS: STANT

ENABLING BEHAVIORS: 1 LEARNINGS:

The 4tudent: In oda to; ...... eli 170ACTD:

Relaxation ir; practice in concentration,

There are four basic forms of rehxation--

sensory awareness physical movement P2,tr concentr3tion iuW.1 fintasy.

The taacherwill instruct the child in

each are::.

Reptinted by ispeciai petmisisionotç

LEARNING, The Ilagazne Cuative Teaching, Pee., 1976. 0 1916 by

Education Today Co., Inc.,

452 453 ESSON dEVELOOAENT:

"Sensory anheness" involves activities in the ar,3_, of listening, feeling, seeing, and tasting.

A.(1) Ask the students to be very listens hear specific sounds. quiet for 5 minutes while they writes write down what sounds they hear (inside the room, outside the room, tape recording, etc.)

(2) Have the students discuss and discusses ierbalize and the lists of compare their li.sts. compares summarize sounds heard.

U. (1) The teacher willfill a dark- touches distinguish specific objects. colored sock with various items. decides and identify Askthe students to feel the feels different items anC, 'ecide what examines they are. OR....

(2) The teacher can ask the students feels discuSs, thefr tactile to feel and touch their desks and touches verbalize, feelings about chairs. Then have them express be conscious cOmmon, everyday orally their findings. of items.

C. Pic teacher will ask the students to describes conceptualizea specific common describe (orally or in written form) summarizes everyday item. a simple object they come across every verbalizes day Lut take for granted, uch as qees their bed, their favorite chair, the T.V., etc.

D. The teacher will make available'various tastes determine, various foods or kinds of foods or drinks, such as smells compare, drinks. carrots, bread, crackers, cake, jello, tests distinguish, lemon, cucumber, tea, coffee, pop, analyzes differentiate water, orange juice, etc., for the students tc taste. The student wi'' attempt to distinguish between the items when blindfolded. 4.54

0 To develop fho area of "physical movement" moves demonstrate certain body

tho teacher will ask the studehts to raise movements, ,

their hands slowly above their heads, to

lower their hands slowly to thoir sides,

to slowly raise their right arm out straight to their side, to slowly raise

their left arm out straight to their side,

etc.

develop concentration. 3. To develop the area of "concentration" the studies teacher will have the students focus on looks

a geometric desIgn such asan octogon, watches breathing gently and tying to release

all thoughts.

a fantasy situation, 4. In the area of "guided fantaW the teacher imagines develop

will set the scene where the stl,dents in- describes

volve themselves in imagination. Example: elaborates- The teacher asks the students to imagine formulates

they are standing near a cave on the siJe

of a mountain, low you walk near the cave. Go in and explore it.

EVAINTION:

The teather will ask the studenits such

questions as:

--How did you feel when asked to describe'a famitiar object? 10 4k. --How did your body feel when you were 0

Moving about slowly? AO 11161114410BieS 11 --How did your mild feel when you were 111=wwftwomiom concentrating on one object? -1--"'

--Did you like these activities? The Rudent «cat become'

--Did you learn something from these a mote utaxed, clen activitics? .Aat? individual Nith a 5tAongen ieeting

The teacher may have many more questions O, zetHotth.

which she can ask the children.

453 Q,361 45,6 Eancept/Competencp BEAT\ SELF.EXPRESSION TROD. MOVEMEUT The Limb!, q a human' body ate expabte OF moving :ulependentty at ah a unit. THE

DRUM K - 4 20 minuteh Developslay:i3effy Stault'l LEVEL TIME

ENTRY'CONCEPTS: MATERIALS:

--Ability to visualize numerals 1- 10 Drum Large area - gymnasium or multi-purpose rooM''

TEACHER TASKS: STOUT

ENABLING BEHAVIORS: LEARNINGS:

The 4pdent: In otdet to;

INTRODUCTION:

The teacher will discuss,the limbs and evoke visualizes understand the physical awareness of the mobility of limbs and the connection of

head. appendages to the body.

LESSON DEVELOPMENT:

Have students carry out tasks verbalized

by instructor.

362 458 45'74 Move your body in time to the beat of listens perform body Nvements In the drum. (Change rhythm and observe time to a definiti how quickly the student adjusts.) beat.

!. Change your movement by moving your improvises create various possible feet in a way that is difforent. movements of limbs.

Move your arMs in a manner different than that done in the two previous exercises.

Choose a movement that someone else observes duplicate a model that was was performing that you would like previously

. to do. observed.

Move your head in a way that is unusual. experiments discover the bead movement greatly affects the mobility of the remainder of the body.

Variation - Show you are happy,,sad, angry.

. Divide the class In groups of two's moves e:rwess numeral through or three's. Assign a numeral,to each 'body group process. group. The group must relate to the lciass the numeral assigned by som. physical means.

VALUATION: 707.07.070V;070.70:0:0,70:40.: he students willidentify the numeral that he group is tr,:nu to communicate. The chitd (vitt gainan appteciation oti the movement4 possibee by each - What were some of the clues that helped timb and witt tealm how communi- them to identy the numeral? cationcs possibte thltough body movements. - What new limb movements have you discovered? .70740740707:0707Ai. Ah Ak 70707Ak .:07Ai.Ai. 41

3a3453 Concept/Competettcp

(pnl@nPSP117*MIND-1.ODV@ INTEGRATION ACTIVITIES

One's mind mug concentrate when a oecise c3rag? phoicat mane beinq executed,

5,txu 4 6 TIME 20 minutes Odve iopecL b;1. BeJf LEVEL 41,~~0 liwurr

WRY CONCEPTS: MATEPIALS:

tl Student is familiar with counting in Spanish.

TEACHER TASKS: STUDENT

ENABLING BEHAVIORS: LEARNINGS:

The istudent: In okdet to:

I',ITROUNCTION:

z The teacher will tell the sttidents they are

going to play a game, Have thestodents form

a cIrcle then, gothrough the cardinal numbers in Spanish, up to the number of

students in the class.

!ISSN PEVELOPTI:

listens comprehend rules. I. Familiarize students with rules:

You must call out numbers in rhythm. A student who makes an error goes to the

highest number. The student next to "it" takes his place and those with higher numbers move one seat closer to "Numero 461 Una.' / 460 hell!) all(12121°: listens respond to specific

slap.kneos boat I rhythm and

clap hands : boat 2 sequence. 7)ap right fingers : beat 3

snap left fingers : boat 4

On beat of 3, verbalize your own number.

On beat 4, verbalize number of person you

wish to call on.

The person whose number was called on antlici,pates trarlate Instructions into

the fO6rtli' beat calls out the number in actual play,

the next rhythm snquence, The person

in seat 111initiates activity. Sequence

continues until allocated timo expires

or Inability of the group lo "dischair" uno one , trece thirteen ? Number 1, dos two catorce fourteen. tres Ihree quince 'fifteen

EVALUATIM: cuatro four dieciseis....sixteen

cinco five diecisiete...seventeen sols Ask students, 'Compare how well y% did at six dieciocho.'...eighteen the beginning with the end." siete seven diecinueve.nineteen ocho "What made the difference?" eight vointe twenty

nueve nine vointiuno....twenty-one

Determine the skill needed to concentrate diez ten yeintidosw.twenty-twO

and remain in the beginning seats ill, 2, 3, once eleven

by asking: 'Who was Most able to stay doce twelve

in seat #1?" tiosaVaswww 'Would you .tellus what skill you used?" mt

avail the oopottunityto do tW exekede,

the gudent Nat be abte toconcentnate

in a "pumuke" 6Ltuittion ondgain ma,steky counting iR Spani4h.

361 46° 463 :1 PARFIAL LIST OF THINkINn"GAMEA ND ACTIVITIES

Here is a partiallinting of games dnd activities which aro useful for encourlging'posItive oel...inn, good thinkina and active dottla. Each game is kabeled with a partial-rigram to

indicate what (.:ontent and product i stressed. (See Guilford and Meeker.)

FIGURAL CONTENT

Geometri). Puzzles: AWay/Coordinate Problems: Pattern and Design: FS Pattorn Pending FT Pythagoras (Squdro/ FR HI-O Bloas Tangrams) FR, Switch, FS Design Blocks and FT Puzzle Grams (Rectangle) FR Three-Dimensional Tic Tac Toe Mirrors FT Euclid (Octagon) FR Tae-Tickle .FS Mosaic Parquetry Tile FT Tormelitor (Heart') FR Score Four 'FS Puzzle, Patterns FT Kwazy.Quilt (Free Form) FR Go (Five In a Row) Dots, Lines, Shape FT Soma Ci.ü,(Incomplote FR Battleship FS *Haar Houlim Perceptio

Tetrdminoes) FR Memory Ga - (Concentration) Games , FT Rainbow Hlecks Atlases, ps and Globes FS Configuration& (Tetraminoes) Geo-boards FT Hexek (Pentaminoes) Graph Paper Shape Recognition: FT Tangled Angles (liexaminoes) Construction: FU Scan Domino - Type Games: FU Perfection FS Geo-D-Stix FU Supeefection FR Classic Dominoes ;FS Constructo-Straws FR Hi-Q Dominoes Puzzle FS Erector SetS

FR Tri-Ominos , FS 1,000 wooden cubes FR Drag-Ominos FS Lego FR Connect FS Connector FR Psycheppths FS The Toy Maker FR Twixt FS Geodesic Fantasy- FR Hex- FS Flexagons FR Bridgit FS String Figures and How TO Make .FR Owik-ne them (Book) Rulers; Protrpctors, Compasses, Scissors, Glue

464 3.6 2ARTIAL LIST OF THINKIN GIMES AND ACTIVITIES (Cont'd)

SYMBOLIC CONTENT

Arithmetical Gamos: AlAabotIcal Games: .1.-q1:1154 (3,11"1"

SI Mastermind SI Tut SS Spill 'n' Spell .1 SI Trl-Nlm SI Krypto Anagrams SI WFF'n Proof SI Numb,l% SY coring Anagrams SI Cluo SI Heads Up sS. Scrabble SI Whosit? SI Maticala 'SS Scrabble for Juniors SI Uridgu (Car Gamo) SI Cuisenaire Rods SS Crossword Dominoes SI Aggravation SS Probe SI ,/Sorry SS Hangman SI /Yahtzee SS Perquacky Sli Equations SS Duplicate Ad-Lib SV Real Numbers SS Boggle , On-Sets' SS Keep Oulet\ SS Word Mastermi -d SI Kismet 'Spelling) SS Numbers'Up HiLtionarle S.R Twenty Questions (Numbet.$) SI "Magic Square" Tyr:10 Gamas

Pocket Calculators !

rICREATION: '..IRATEnY GAMES SEMANTIC CONTENT

Fl Checkers MI Care rs MU Wordcraft Puzzles Fl Chess SI Life MS Sentence Cube Game Fl Othello SI Anti Monopoly MUGuiness Game of World Records Fl Stratego , MI Stay Alive MI Propaganda Game Fl Tripplos Fl Feud I MI The Un-Game Fl Backgammon MI On-Words Queries 'n' Theories SI Monopoly Fl Risk , MS Twenty Questions (Animal, Vegetable,Mineral) Fl Chinese Checkers MI Point of Law Dictionaries (Definitions/Etymology) Fl Parjcheesi Almanacs Fl Roadblock O-Bits Encyclopedias' Fl