Rev SY19

Cobb County Advanced Learning Strategies

Strategy Resources Description
Complete the second half of an analogy. Given A is to B as X is to Y, the instructor supplies the first half of the analogy (ex. A is to B) and
Approximate
requires the students to analyze the relationship and then respond in kind. This strategy can utilize words, numbers, pictures, and/or
Analogies symbols.
Sort and categorize a list of relevant vocabulary/terms, pictures, quotes, phrases, math expressions/equations, provided by the instructor.
Categorizing Students must generate category name and provide (written/verbal) justifications for each category. This can be used as an introduction,
critical thinking warm-up, flexible / original thinking activity, vocabulary review, justification, perspective exercise, or assessment.
Advanced Synthesize information to provide evidence of learning through the completion of an Outline, Bubble Web, or other appropriate graphic
Graphic organizer. A graphic organizer may be partially completed in advance for differentiation.
Organizers
Analyze a proposed solution to a question or problem for errors and provide written details on how to fix the errors or explain what steps
Error Analysis should’ve been taken to avoid the error. Proposed solutions to be supplied by instructor.
Explore an article, clarify thinking and have assumptions and beliefs questioned by peers through this group discussion format with the goal
Final View of gaining a deeper understanding of the issue.
Assess readiness level through the completion of a summative assessment task (5 most difficult problems, pre/post-test, performance task).
If mastery is demonstrated, students may “Move On” to a more developmentally appropriate assignment or lesson. This is a diagnostic
Move On
strategy to be used before or during an instructional lesson. It allows more capable students to demonstrate mastery of content/skill before
it is taught.
One-Minute
Evaluate and reflect in written format about “the most important thing” learned about a subject, topic, concept or idea. This can be used as
Quick a summarization strategy/assessment.
Write/Speech
Reverse Determine all possible reverse solutions when presented with a problem supplied by the instructor. Rather than ask “what is the best way to
Problem fix the problem”, students will brainstorm “what causes the problem”, or “what will achieve the opposite effect of the desired outcome?”
Brainstorming
Ready to Rank order information based on different criteria: least to greatest, timeline, level of importance, or preference, etc. Then justify solutions
Order in verbal or written form. This exercise can be used as a teaching, critical thinking, or assessment tool.
Use a multi-column matrix/grid to reflect on the perspectives of three different entities by responding to a prompt while examining their
Viewpoint relationships with other topics. Example: How would Mother Teresa, Thurgood Marshall, or Steve Jobs interpret a given quote or event?
Matrix How might these three respond to the issues of poverty, pollution, and information privacy? Students cite evidence to support their
interpretations.
What? Analyze a topic, quote or question and record thinking in a 3-part chart, “What?” (What happened? What did I observe?), “So What?” (Why
So What? is this important to me/my partner?) and “Now What? (What can be done with this information?) This tool provides a structure for critical
Now What? analysis and also allows for peer collaboration.
Depth of Assess student depth of thinking for any relevant task using the assessment rubric criteria.
Thinking
Assessment
 Approximate Analogies

Teacher Notes

Instructions for Use:

Complete the second half of an analogy. Given A is to B as X is to Y, the instructor supplies the first half
and requires students to analyze the relationship and then respond in kind. This may be applied in any
discipline. Students can create different analogies to demonstrate a deep understanding of concepts or
terms.

Integration Ideas:
Approximate analogy examples:

Theme is to an essay as __________ is to ___________

Mass is to volume as ___________ is to ___________

Science:

 Create abstract analogies from science terms. Write an explanation for each analogy:
o Bacterial chromosomes are like spaghetti.
o Blood vessels are like highways.
o Bohr's model of the atom is like a bookcase.
o The camera is like the eye.
o A cell is like a factory.
o DNA is like a spiral staircase.
o A nuclear reaction is like falling dominoes.
o Electricity is like flowing water.
o The immune system is like the police force.
o Layers of the earth are like a peach.
o Building a protein is like building a house.

Mathematics:

 Create analogies from mathematical terms)

o Cause : Effect = 5 : 25 :: 25 : 625
o Action : Object = bisect : segment :: prove : theorem
o Object : Action = equation : solve :: perpendicular : construct
o Create visual analogies to explain systems:
Name ______________ Analogies Date_________

Directions: Determine the function for each cell feature. Compare the cell to a factory and
create a comparative analogy for the function of each feature.

Cell Feature Function Factory Analogy

Nucleus

nuclear membrane

nuclear pore

nucleoplasm

chromosome

DNA

Endoplasmic reticulum

smooth ER

rough ER

Ribosome

r-RNA

polyribosome

protein

Cytoplasm

m-RNA

amino acids

Dictyosome

Plasmalemma

exocytotic vesicle

Lysosome

Vacuole

Mitochondria

oxygen
 ATP

Name ______________ Creating Analogies Date_________

Directions: The first half of an analogy has been provided. Analyze the first part of the analogy then
create a second half to create a complimentary relationship. Write an explanation for each analogy,
providing justifications to support your reasoning.

1.

::

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2.

::

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3.

::

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4.
 ::

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Creating Analogies
Extension: Four-Square Synectics/Metaphorical Expression

Teacher Notes
Instructions for Use:
Four-Square Synectics and Metaphorical Expression promote creativity and positive risk-taking. The
strategies develop students understanding by thoroughly explaining and interpreting a topic/concept while
increasing the challenge. Students take the concept and compare it to an unrelated idea/topic and then
explain why (because...)  In order to do this, students must know the topic, be able to construct
relationships and think creatively and flexibly.

This strategy can be used independently or with partners/small group.

Four-Square Synectics

1. Students read a text, research a topic, or work with a concept to gather content related
information.
2. Describe the topic/concept while focusing on descriptive words and attributes. (Marshall Plan –
recovery, WWII, peace, economic, aid, rebuilding, etc.)
3. Identify an unrelated category (ie. musical instruments) and four items/objects within the category
(ie. saxophone, guitar, trumpet, drum set) to compare the topic/concept.
4. Using words, create four elaborated metaphors for each of the items/object

Metaphorical Expression
1. Provide a reading, lecture, or other information source(s) that contains essential content
information.
2. Brainstorm attributes that relate to the topic or concept. Encourage creativity and flexibility.
3. Choose an unrelated category and components within the category to extend metaphorical
thinking.
 4. Create a visual and written elaborated metaphors for each of the items/objects.

Integration Ideas:
Any subject area can use Four-Square Synectics or Metaphorical Expression after gathering information.

Literature
 Compare characters, themes, traits

Math
 Compare steps in solving an algebraic problem

Science/Social Studies
 Compare theories, concepts, processes, ideas, change
 Categorizing

Teacher Notes
Instructions for Use:
1. Select a main concept in a reading selection.

2. List or Brainstorm:

- Have students brainstorm all the words they think relate to the topic.

OR

- Give students a list of teacher-selected words related to a specific topic.

3. Visually display the list of words.

4. At this point do not critique student responses. Some ideas may not reflect the main concept
but students will determine this as they begin grouping the words in the next step.

5. Divide the class into small groups. Individual groups should work to cluster the class list of
words into subcategories. As groups of words emerge, encourage students to verbalize their
reasoning/justifications for placing words together or discarding them.

6. Groups should develop a category title for each group of words. The titles should relate to the
reasoning used to determine groups.

7. Groups should present and justify their final work.

Integration Ideas:
Mathematics:

 Categorize related math vocabulary terms or concepts

 Categorize different word problems
 Categorize shapes, attributes and properties

Literature:

 Categorize words related to the elements of writing or reading

 Categorize quotes from a text or poem that represent literary elements such as foreshadowing,
irony, imagery, or personification

Social Studies/History or Science:

 Categorize different historical figures, events or character traits

 Categorize primary and secondary sources
 Categorize historical quotes of political, social, or scientific figures
 Categorize different plant or animal species
 Categorize different scientific elements
Name: Categorizing Date:

Directions: Use 3-4 columns of the chart to categorize the items found in the Term Bank based on the meanings or functions of the words. Create
a title for each column to accurately describe the characteristics of each category. Write an explanation including justifications for each category.

Term Bank
metaphor mood foreshadowing ode
simile setting alliteration conflict
lyric hyperbole ballad elegy
plot imagery personification irony

Category Title: Category Title: Category Title: Category Title:

Justification: Justification: Justification: Justification:

 Name: Categorizing Date:

Directions: Use an appropriate number of chart columns to categorize the quotes in the Quote Bank based on your interpretations of the quotes. Create a
title for each column to illustrate the characteristics of the category. Write an explanation including justifications for each category.

The opposite of bravery is not
cowardice but conformity.
Robert Anthony
It is curious that physical courage should
be so common in the world and moral
courage so rare.
Mark Twain
Quote Bank
Bravery is the capacity to
perform properly even when
scared half to death.
Omar N. Bradley
Have the courage to take your own
thoughts seriously,
for they will shape you.
Albert Einstein
Courage and resolution are the spirit and
soul of virtue.
Thomas Fuller
A coward is incapable of
exhibiting love; it is the
prerogative of the brave.
Mahatma Gandhi
It takes a great deal of
bravery to stand up to our
enemies, but just as much to
stand up to our friends. J. K.
Rowling
I learned that courage was not
the absence of fear, but the
triumph over it. The brave man
is not he who does not feel
afraid, but he who conquers
that fear. Nelson Mandela

Category Title: Category Title: Category Title: Category Title:

Justification: Justification: Justification: Justification:
 Advanced Graphic Organizers

Teacher Notes

Instructions for Use:

Students demonstrate what they have learned about a topic or question by completing an Outline, Bubble
Web, Frayer Model or other appropriate graphic organizer within a specified time period.

Teacher may differentiate by partially filling in the organizer.

Integration Ideas:
Literature:

 Compare or justify the use of different literary devices found in a particular text or compare literary
devices used by two authors.

 Cite text evidence illustrating a particular character’s stance or feeling, or author’s motive. Require
students to justify or evaluate their thinking.

Social Studies/Science:

 Evaluate the data from two science experiments intended to solve the same problem. Explain why
one experiment is more effective than another, provide justifications for evaluation, and provide
recommendations for improving the experiment.
Name ___________________ Date _____________

Advanced Graphic Organizer Task - 1

Directions: Complete the outline to show what you have learned.

Topic / Question: _____________________________________________________________

_____________________________________________________________________________

I. ______________________________________________________
______________________________________________________

a. ____________________________________________________
b. ____________________________________________________
c. ____________________________________________________

II. ______________________________________________________
______________________________________________________

a.____________________________________________________
b.____________________________________________________
c.____________________________________________________

III. ______________________________________________________
______________________________________________________

a.____________________________________________________
b.____________________________________________________
c.____________________________________________________
Name ____________________ Date _______________

Advanced Graphic Organizer Task – 2

Show What You Know
Directions: Complete the web to show what you have learned.

Topic/ Question:
Name ___________________ Date _________
Advanced Graphic Organizer Task – 3
Justify Your Thinking

Directions: Answer the questions provided in each box as they relate to the specific text in the center circle.

Summarize the text/problem: What does this problem lead you to believe about
the people or elements involved? Explain:

Text:

Why might the author write Cite text evidence to

about this topic? Explain: support your thinking:
 Error Analysis

Teacher Notes

Instructions for Use:

The Error Analysis Rubric is to be used to assess a student’s ability to accurately assess: student work,
teacher made examples, or professional work.

The purpose of this type of assignment is to have students critically examine another piece of work for
errors or faulty support and then be critiqued on the accuracy of their assessment.

Integration Ideas:

Literature:

 Assess text for accurate/effective use of literary devices.

 Assess analogies for relationship logic and accuracy. Analogies can be related to specific content or
topic such as: mathematical terms or equations, social studies terms, historical relationships
between figures and dates or events, science terms or relationships, literary terms or relationships,
etc.

Mathematics:

 Assess mathematical problems for accuracy in computation.

 Assess mathematical problems for accuracy in problem solving.

Science:

 Analyze and assess the accuracy of conclusions in science probes, experiments, or methods.
Name ______________________ Science Probe - Error Analysis Date ___________

Directions: Read the following case and determine whether the student’s conclusions were correct or
incorrect. Give a detailed explanation citing textual evidence to justify your determination of why the
student’s conclusions were correct or incorrect.

The Rusty Nails

Megan had four nails of pure iron. She recorded the total mass of the four dry nails. She put the four nails in
a moist, open dish and exposed them to the air for several weeks. Weeks later she noticed the nails were
covered with rust. Before she weighed the nails again, Megan predicted that the mass of the dry, rusted nails
would be the same as the mass of the dry nails before they rusted because even though the nails had changed
in appearance, the number of particles in the nails will remain the same.

Was her prediction correct?

Was there an Error? ________________________________________

________________________________________________________

________________________________________________________

Explain your thinking: _____________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Cite supporting evidence: ___________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________
Name ______________________ Error Analysis Date ___________

Directions: Look at the following problem and determine whether the student’s conclusion/thinking was
correct or incorrect. Give a detailed explanation citing textual evidence or strategies to justify your
determination of why the student’s thinking was correct or incorrect.

The Problem

Was there an Error? ________________________________________

________________________________________________________

________________________________________________________

Explain your thinking: _____________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Cite supporting evidence: ___________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________
Name ________________________ Date ___________

Error Analysis Rubric

Directions: Your task is to use the separate Assignment to complete an error analysis. When you have
completed the error analysis, your analysis will be assessed using the following rubric:

Criteria 4 points 3 points 2 points 1 point

Identified all errors Identified a most Identified few Indicated there
Found Errors errors errors were no errors and
did not identify any
errors
All errors were Most errors were Few errors were Errors not
Demonstrates an explained with explained and explained and/or reasonably
Accurate complete and explanations contained some explained and/or
Explanation of any accurate mostly complete missing or contained
Errors explanations and mostly erroneous erroneous
accurate information explanations

All errors were Most errors Few errors Errors not

Demonstrated accurately accurately accurately accurately
Correct Answer corrected corrected corrected corrected

Points Earned

Total Points

12 - 11 10 9-8 7–0
Assignment
Points Earned

Grade A B C D-F

Progress Toward Successfully Meets Consistent Progress Limited Progress Does Not Meet
Meeting Assignment Toward Meeting Assignment
Toward Meeting
Assignment Expectations Assignment Expectations
Assignment
Expectations Expectations Expectations

Comments:
 Final View

Teacher Notes

Instructions for Use:

The purpose of this discussion format is to give each person in the group an opportunity to have their ideas,
understandings, and perspective enhanced by hearing from others. With this format, the group can explore
an article, clarify their thinking, and have their assumptions and beliefs questioned in order to gain deeper
understanding of the issue.

Follow Directions found on the following Final View – Teacher Directions page.

Integration Ideas: Any subject area can use Final View after reading an article based on the
topic of study.
 Final View

Teacher Directions

Instructions for Use:

Roles: Facilitator/ timekeeper (who also participates); 3-4 additional group participants

Facilitation: Have each participant identify one “most” significant idea from the text (underlined or
highlighted ahead of time), stick to the time limits, avoid dialogue, have equal sized groups so all small
groups finish at approximately the same time.

Process:

1. Sit in a circle, and choose a facilitator/time-keeper.

2. Each person needs to have one “most” significant idea from the text underlined or highlighted in the
article. It is helpful to identify a “back-up” quote as well in case someone in the group shares your
first quote.

3. The first person begins by reading what “stood out the most” for that person from the article. Have
this person refer to where the quote is in the text – one thought or quote only. Then in less than 3
minutes, this person describes why that quote struck him or her. For example, why does s/he
agree/disagree with the quote, what questions does s/he have about that quote, what issues does it
raise for him or her, what does s/he now wonder in relation to that quote?

4. Continuing around the circle each person responds to that quote and what the presenter said, briefly,
in less than a minute. The purpose of the response is:

o To expand on the presenter’s thinking about the quote and the issues raised for him or her by
the quote,
o To provide a different look at the quote,
o To clarify the presenter’s thinking about the quote, and/or
o To question the presenter’s assumptions about the quote and the issues raised (although at
this time there is no response from the presenter).

5. After going around the circle with each person having responded for less than one minute, the
person that began restates his/her "final view" or states his/her revised “final view.” In no more
than one minute the presenter responds to what has been said. Now what is s/he thinking? What
is his or her reaction to what s/he has heard?
Name ________________________ Final View Date ___________

Discussion Notes
Directions: Follow the directions in each box to guide you as you present the quote from the article that
“stood out the most” to you.

Write all or part of the quote here: _______________________________________________________

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Found on page #_________________

Write a quick note about any comments you want to respond to here:

1. __________________________________________________________________________________________

2. _________________________________________________
3. _________________________________________________
4. _________________________________________________

Tell if your thinking has changed or been clarified, and if so, how? If not, why? ________

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
 Move On

Teacher Notes
Instructions for Use:
Use this strategy to identify students who have achieved a level of mastery within a subject matter, specific
skill or concept and are ready to “Move On”. These students would benefit from an independent study
project or extension activity.

Student may be assessed at any time before or during the instructional session.

Using the “Move On” Strategy could look like:

1. (Before the Unit) Pre-Tests: Allow those students who complete the pre-test and receive above 85%
(or percentage determined by teacher) the opportunity to opt out of the lesson and into an extension
activity.
OR
2. (During the Unit) Most Difficult First: Present students with a shortened test of the
5 hardest problems from the current unit of study. (Teacher will set the desired number of correct
responses, typically above 85% but does not have to equal 100% to achieve mastery.)
OR
3. (Before or During the Unit) Present students with a complex real-world task related to the
subject/concept along with a rubric to outline the expectations. Allow students who successfully
complete the performance task to “move on” to the extension activity.

Integration Ideas:
Possible performance tasks could include a variation of the following:

Mathematics:

 Create a visual diagram to delineate the hierarchy of two dimensional figures based on their
properties.

Social Studies, History, Geography:

 Build digital map or visual diagram to demonstrate knowledge of specific locations within a foreign
country.
 Create a digital product (mini movie/photostory/cartoon) to report on the specific historical events
and their relevance.
 Write a letter from the viewpoint of a person set in a historical period providing a recount of their
experience.

Science:

 Create an Educreation (or use similar digital media) to create a tutorial explaining a scientific process
ex: the effects of physical processes plate tectonics, erosion, deposition, volcanic eruption, gravity
on geological features).
 One Minute Quick-Write

Teacher Notes

Instructions for Use:

The One-Minute Quick-Write can be used as a summarization strategy for a quick assessment. This
strategy will allow students to quickly reflect on “the most important thing” they have learned about a
subject, topic, concept or idea OR to present an argument for or against a topic.

Tell students they will be given one minute to deliver a speech on a given topic. Give students a topic to
reflect upon using one of the prepared Quick-Write templates or a format of your own. Tell students they
have 10 minutes to quickly write a speech about what they know about a topic OR to present an
argument for or against a particular issue.

This strategy can be differentiated by providing questions or subject matter of varying levels of depth or
complexity.

The idea behind this strategy is for students to write from what they have learned. This is not a research
project but students can use any notes or information they have taken in class.

Integration Ideas:
 Have students take a position on a particular science topic – is it useful, safe, irresponsible?

 Have students debate a law or societal restriction from the perspective of two different governments.

 Have students argue a position from the perspective of a character.

 Have students write what they know about using a particular mathematics concept or strategy.

 Have students explain what they understand about a new mathematics strategy or science theory.

 Have students argue for a particular strategy over another.

 Have students argue or state a point of view from the perspective of a particular mathematics term –
Why are exponents like rabbits? Why are prime numbers better than composites? Why are odd
numbers more interesting than evens?
 One-Minute Quick Write – In My Opinion
The One-Minute Quick-Write is a great way to practice public speaking or convey information to any
audience by writing a short paper or speech. The goal of this work is to deliver information that is focused,
well supported, and written for a specific audience.

Follow these steps to inform your audience:

1st – Thank your ______________________________________________________
audience for reading
or listening to your ______________________________________________________
paper or presentation.
______________________________________________________
______________________________________________________
2nd - Summarize the ______________________________________________________
issue or topic and
introduce any relevant ______________________________________________________
information.
______________________________________________________

______________________________________________________
rd
3 - State your ______________________________________________________
position on the topic.
What is your ______________________________________________________
argument?
______________________________________________________

______________________________________________________
th
4 - Support your ______________________________________________________
ideas with evidence
and supporting ______________________________________________________
details.
- Support should be
______________________________________________________
credible (true and ______________________________________________________
believable) and
convincing. ______________________________________________________
______________________________________________________
- Use a variety of
appeals (logical, ______________________________________________________
ethical, and
emotional).
______________________________________________________
______________________________________________________
5th - Conclude with a ______________________________________________________
summary of your main
points. Restate your ______________________________________________________
point of view on the ______________________________________________________
topic and explain why
your ideas are worth ______________________________________________________
considering.
______________________________________________________
 One-Minute Quick Write – What I Know
The One-Minute Quick-Write is a great way to practice public speaking or convey information to any
audience by writing a short paper or speech. The goal of this work is to deliver information that is focused,
well supported, and written for a specific audience.

Follow these steps to inform your audience:

1st – Thank your ______________________________________________________
audience for reading
or listening to your ______________________________________________________
paper or presentation.
______________________________________________________
nd
2 – Introduce the ______________________________________________________
topic.
______________________________________________________

______________________________________________________
______________________________________________________
______________________________________________________
3rd – Tell what you ______________________________________________________
have learned about ______________________________________________________
the topic.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

______________________________________________________
th
4 – Tell what the ______________________________________________________
most important thing
you learned about the ______________________________________________________
topic.
______________________________________________________
______________________________________________________

______________________________________________________
th
5 – Tell the thing ______________________________________________________
you understood least
about the topic OR ______________________________________________________
what aspect of this
topic you’d like to
______________________________________________________
learn more about. ______________________________________________________
 Reverse Problem Brainstorming

Teacher Notes

Instructions for Use:

This strategy can be used to challenge students to think creativity when researching possible solutions to a
presented problem (currents/historical event, social, political, environmental issue, etc.). This can be useful
with topics that may be more difficult to generate ideas with traditional brainstorming techniques. Students
may use this technique while working independently or in collaborative groups.

This technique combines brainstorming and problem solving in reverse order. When using Reverse
Brainstorming you start with the question “What could cause this problem?” rather than “How do I solve
this problem?” Using this process, unique solutions are uncovered by looking for the opposite effect.

Steps to Reverse Problem Brainstorming:

1) Clarify the problem.

2) Reverse the problem by asking:
a. How could this problem occur?
b. How can we achieve the opposite effect?
3) Brainstorm multiple reverse solutions or ideas. During the brainstorming process:
a. Work quickly.
b. Generate many ideas.
c. Piggyback onto others’ ideas (listening to others is essential).
d. Defer judgment.
4) Apply one of the proposed reverse solutions or ideas to the original problem.
5) Evaluate the solutions. Can the solutions be adjusted or modified to potentially solve the original
problem?

Integration Ideas:
 Use when evaluating different social, political, environmental issues or current events for potential
solutions.

 Use when trying to improve upon a current process, procedure, or method (scientific, business,
social, etc.)

 Use when evaluating laws and ordinances for possible changes or improvements.

 Use when evaluating mathematical processes best suited to solve a particular problem
 Reverse Problem Brainstorming Example

Original Problem: The school newspaper must increase distribution by 25 percent within three
months to cover escalating printing and distribution costs. What can the team do to increase the
distribution of the school newspaper by 25 percent?

Reverse Problem: What can the team do to decrease the newspaper’s distribution of the school
newspaper.

Reverse Solution or Ideas:

 Publish poorly written articles.
 Be late with the publication or publish irregularly.
 Use ink that rubs off on clothing.
 Put the publications in obscure locations.
 Publish stories that students don’t care about.

When the brainstorming runs its course, determine how each of the reverse (or undesirable) solutions
could be viewed as a solution for the original problem. Reverse problem brainstorming is an excellent
creative thinking and critical reasoning technique that can lead to fun, robust conversations and unique
solutions.

Reverse Solution Solution to Original Problem

Publish poorly written articles. Ensure that the writing of the articles is top
notch.

Be late with the publication or Ensure the publication is distributed on a

publish irregularly. routine/expected date.

Use ink that rubs off on clothing. Publish the paper online.

Put the publications in obscure Create an “app” for students’ smartphones or

locations for students. tablets so the news is easily accessible.

Publish stories that students don’t Publish stories that are relevant to the student
care about. population, are of high interest, and/or include
articles about students in the school.
 Ready to Order

Teacher Notes

Instructions for Use:

Ready to Order is an evaluative thinking exercise that can be used as a whole group, small group, or
independent activity where students work silently to rank order different elements based on specified
criteria. This activity can be used with any topic and can require students to order things by: level of
importance, level of impact, greatest to least, by date or time, alphabetical order, sequential order, or
other specified criteria. The items that are being ordered can be written on index cards, sentence strips, or
craft sticks (tongue depressors). The level of challenge can be varied by changing the number or items to
be ordered, the ordering criteria, or the complexity of the content.
Whole group discussions should follow this activity. Students working independently or in small groups
should present their evaluations to the whole class citing justifications for their decisions. Peers should
provide critical feedback to the presenters. As an alternative, justifications can also be expressed in
written format as directed by the teacher.

Integration Ideas:
Mathematics:

 Order by place value

 Order fractions or decimals, or a mixture of both
 Order equations by variable value
 Order problem solving processes

Literature:

 Order the writing process using examples

 Order sequence of events in a story
 Order events within a story by level of importance
 Order characters based on prominence of a character trait

Social Studies/Science:

 Order events(historical/scientific) by level of importance or impact on a society/culture

 Ready to Order

Teacher Directions

1. The object of the exercise is to put things in order. The teacher will set the criteria beforehand
which could include ordering by: level of importance, greatest to least, least to greatest, first to
last, value of a variable, sequential order or any other predetermined order. This is a great exercise
of strategy and a useful way to assess understanding.

As a collaborative grouping/whole class exercise, this works best if students are seated on the floor for
ease of student movement.
2. Write the elements to be ordered (numbers, problems, words, vocabulary terms, events etc.) on
index cards, sentence strips large enough for your students to read from a distance of about 3-4
feet.

3. Using masking tape put two parallel lines about 3-4 feet apart and 12-14 feet long on the floor. Put
13 dots of masking tape (number of dots will depend on the number of different elements you will
be including) in a parallel line between the two lines, spacing the dots evenly from one end of the
two parallel strips of masking tape. There should always be one more dot than the number of items
to be ranked or ordered, for example, if you have 12 words you should have 13 dots.

Ex: _________________________________
_ _ _ _ _ _ _ _ _ _ _ _ _
_________________________________
4. Draw a large X on a dry erase board.

5. Explain to your students that they may not make a sound, body movement, or motion while the X
is on the board. If they need to speak they must raise their hand and wait until the X is erased.
Explain that they must be absolutely “stone faced” during the entire exercise so that other students
do not get clues from their facial expressions.

6. Put the index cards to be ordered on each piece of tape leaving one piece of tape uncovered.

7. Explain to the students that they are to put the cards in order based on the provided criteria. Tell
them they may only move one card per turn to an empty space on the provided dots. They are
only allowed to touch one card. They must move the card they touch to an empty space. They
cannot flip places with another card as this makes the exercise more difficult. Once they touch a
card they must move that card.

8. The exercise is over when all of the cards are in order without any empty spaces between the cards
(the empty space must be the last piece of tape), and the student whose turn it is announces that
the information is in order and they are finished. The teacher must then agree that the exercise is
finished or the student should continue ordering the cards.

As an independent exercise, students will work silently at their desks.

1. The same steps noted above can take place at the student’s desks, however students will work
independently with smaller size cards and record their rank order and written justification on a
recording sheet. Whole class discussions can take place and students may debate their ideas as
they compare/contrast their different rank order solutions.
Name(s) _____________________________________________ Ready to Order

Directions:
1. State Criteria used for Ranking/Ordering (example: most important to least, greatest to least, etc.):

____________________________________________________________________________________

2. Fill in the chart with your final ranking/order of the given items. Justify your decisions with specific
reasons or explanations.

Order/Rank Items Justification of Thinking

 Viewpoint Matrix
Teacher Notes

Instructions for Use:

The Viewpoint Matrix provides students with an opportunity to interpret the viewpoints of others as they
relate to a specific topic, current event, or quote and analyze the relationship with 2-3 other variables. An
example has been included to further illustrate the Viewpoint Matrix. Students may be required to use
existing background knowledge from the unit/lesson or conduct new research to support their thinking.

1. Teacher will use the top box of the Viewpoint Matrix to provide students with a prompt to reflect on:
a. a “what-if” thought-provoking statement related to the current unit of study
b. a famous quote
c. a modern-day problem (social, political, environmental issues, etc.)

2. Use the “viewpoint columns” (2nd, 3rd & 4th) to insert the names of three different people, entities, or
objects. Enter one person, object, or entity per column. (Ex: different people-historical figures or
living, cultures, countries, professions, or organizations, etc.).

3. In the “topics column” teacher will include three different topics to be considered from the
perspective of each of the three given viewpoints.

4. Students write about each topic from the perspectives of each viewpoint specified by the teacher.

5. Students use box in Part 2 to report any significant similarities between the viewpoints.

6. Use this strategy at the end of lesson as a summarization tool for assessment, or throughout the unit
as a note-taking tool / study guide.
 Viewpoint Matrix
Teacher Notes (Cont.)

Integration Ideas:

Mathematics:

 Analyze the relevance of mathematical concepts from various perspectives.

ex: How does accuracy in measurement affect: athletes, architects, chemists?

ex: From the perspective of length, width, or height, which is more important in determining
volume?

ex: From the perspective of each, which shape is most useful: circle, square, triangle?

Literature:

 Analyze the viewpoints of multiple characters in relation to their involvement or interest in the main
plot or problem.
 Analyze three different poet/author’s point of view on a historical event/topic.

ex: social injustices, immigration, love, nature, war, westward expansion, Industrialization

Social Studies:

 Analyze the viewpoints of historical figures, present day people of interest, career fields and
professions, cultures, businesses, etc.

ex: How might water pollution impact the future life of: a child from the United States, a child
from Kenya, a child from India?

ex: How do world governments view nuclear disarmament?

ex: How did various key figures view the colonists’ decision to forgo paying taxes?

Science:

 Analyze the viewpoints of different theorists, scientists, or even living organisms

ex: How might a change in energy flow play a role in the life cycle of: fungi, rabbits, humans?

ex: Explore viewpoints of prospective parents, doctors, and scientists on whether science
should be used to select specific traits for a baby

ex: What are the perspectives of various human organs on the effects of exercise or the

ingestion of fast foods?

Name ________________________ Viewpoint Matrix- Example Date ___________

Directions:
Part 1: Write about each of the three topics from the viewpoint of each person, object, or entity.
Part 2: Describe any similarities between the three viewpoints for each topic and explain why the similarities are significant.

Part 1: Reflection Statement/Quote/Question:

During the time of European exploration, what was the attraction of North America for these Europeans?
Topic Viewpoint#1: Viewpoint#2: Viewpoint#3:
British French Spanish

Wealth _____________________ _____________________ _____________________

_____________________ _____________________ _____________________
_____________________ _____________________ _____________________

Human Rights _____________________ _____________________ _____________________

_____________________ _____________________ _____________________
_____________________ _____________________ _____________________

Religion _____________________ _____________________ _____________________

_____________________ _____________________ _____________________
_____________________ _____________________ _____________________

Part 2: Describe any similarities between the three viewpoints for each topic and explain why the similarities are significant.
__________________________________________________________________________________
__________________________________________________________________________________
 __________________________________________________________________________________
__________________________________________________________________________________

Name ________________________ Viewpoint Matrix Date ___________

Directions:
Part 1: Write about each of the three topics from the viewpoint of each person, object, or entity.
Part 2: Describe any similarities between the three viewpoints for each topic and explain why the similarities are significant.

Part 1: Reflection Statement/Quote/Question:

Topic Viewpoint#1: Viewpoint#2: Viewpoint#3:

_____________________ _____________________ _____________________

_____________________ _____________________ _____________________
_____________________ _____________________ _____________________

_____________________ _____________________ _____________________

_____________________ _____________________ _____________________
_____________________ _____________________ _____________________

_____________________ _____________________ _____________________

_____________________ _____________________ _____________________
_____________________ _____________________ _____________________

Part 2: Describe any similarities between the three viewpoints for each topic and explain why the similarities are significant.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What? So What? Now What?
Teacher Notes

Instructions for Use:

The purpose of this strategy is to allow students an opportunity to delve deeper into a subject, topic or
current event (“What?”) with the responsibility of outlining potential causes for the problem (“So What” or
“Why is this important for people to know?”) along with creating reasonable ideas for resolving the problem
(“So, Now What?”).

This strategy can be used independently or with partners/small group to gather peer feedback.

1. Provide student with the What? So What? Now What? handout. This should include a teacher
provided or student selected question or topic to consider. Student questions should be approved by
the teacher.

2. What?: Students will use the first column of the chart, What?, to begin outlining the
problem/question they are researching.

3. So What?: Students will conduct initial research to identify the relevance of the problem or question.
They will fill in the So What? section of the chart with the potential causes or consequences. In this
area, students will record the critical reasons that make this topic important for others to know and
understand.

4. Now What?: In order to complete the third section of the chart, students can work independently or
with partners/small groups to help each other identify the next steps. This portion can be done
silently or aloud. Students will record the collected feedback for solutions to the problem in the Now
What? section.

Integration Ideas:
Mathematics:

 Explore complex word problems

Literature:

 Analyze a problem in a story

 Predict possible problem outcomes and solutions in a story
 Create alternate events or endings for a story

Social Studies/Science:

 Organize independent study questions

 Explore current events, social issues, scientific controversies
 Evaluate new concepts, inventions, and technological advances
 Read text/article/etc. describing a historical event then rewrite the What? So What? Now What? to
produce an outcome different from what actually transpired.
 What? So What? Now What?

Questions to Consider

Topic/Question:

What? So What? Now What?

What happened? Why is this important to me?

What are the facts? Why is this important to my
partner? To Society?
What does the text selection
say? What does the data mean?
What can I infer from this
statement?
What do I think the text
means?
What recommendations can
be given based on the facts
and my conclusions?
What can be done
differently? More Effectively?
What next steps should be
taken?

What conclusions can be

drawn from this information?
Name ________________________ Date ___________

What? So What? Now What?

Examples

Topic/Question: What if Great White Sharks Become Extinct?

What?
Great White Sharks are
caught in fisherman’s nets.
Great White Sharks are killed
for the use of their meat and
fins in a delicacy “Shark Fin
Soup”
So What? Now What?
A loss in the population of Additional laws may need to
Great White sharks impacts be written to further restrict
the marine life food chain commercial fishing industry.
and can create
overpopulation of prey Increase level of punishment
species. for hunting Great White
Sharks.
This may also negatively
impact other food sources. Increase support for Great
White Shark Conservation
programs/groups.

Increase public awareness of

the issue.

Topic/Question: What is the significance of this quote?

What? So What? Now What?

Chapter 3: excerpt of a
conversation between Atticus and
Scout.

“You never really understand a

person until you consider things
from his point of view . . . until you
climb into his skin and walk
 around in it.”

Name ________________________ Date ___________

What? So What? Now What?

Directions: 1. Write the topic or question in the What column. 2. Write the identified problem or consequences in
the So What? column. 3. Write possible solutions or next steps in the Now What? column.

Topic/Question:

What? So What? Now What?

Name ____________________________ Project: __________________________________________________________

Depth of Thinking Assessment

Thinking Criteria 0 1 2 3 4 5
Question Does not pose a Poses a simple question Poses an open-ended relevant Poses an open-ended complex
Posing question OR question question of high relevance
OR Poses a question that is
Poses an irrelevant easily answered
question
Gathering Relevant Does not gather data Gathers data that is biased, Gathers data that is free of bias, Gathers data that is free of bias,
Data inaccurate, unreliable, error, and assumption; accurate; error, and assumption; accurate;
irrelevant, erroneous, or reliable; and relevant reliable; relevant; and articulated
assumptive how the information can assist in
answering the question.
Effective Does not interpret the Data interpretation is Data interpretation is free of bias, Data interpretation is free of bias,
Interpretation of Data data inaccurate or incorrect, error, and assumption; accurate; error, and assumptions; accurate,
unsupported, reliable; and relevant reliable, and demonstrates a use of
logic, facts, graphs, questions,
theories, etc.
Impartially Considers No consideration for Expresses a narrow point of Expresses a point of view that is Expresses an appropriately broad
Information, other points of view, view or a view that is relevant, displays a depth of point of view or one that is
Thoughts, and/or thoughts, and/or irrelevant or lacks a depth understanding of other points of significantly relevant and fairly
Ideas ideas of understanding of other view, thoughts, and/or ideas articulates a deep understanding of
points of view, thoughts, other points of view, thoughts,
and/or ideas and/or ideas
Develops Well- Makes no inference Makes inaccurate, illogical, Expresses accurate, logical, Clearly and precisely articulates
Reasoned Conclusions based on the implausible inferences plausible inferences based on the accurate, logical, plausible inferences
or Solutions Based on information based on the information information presented and offers based on the information presented
Information presented and does presented and offers attainable, tested, and/or and offers well-grounded conclusions
Presented not offer a conclusion untested and/or supported conclusions or solutions that are attainable, well-
or solution unsupported conclusions tested, and/or based on a significant
standard of judgment
Uses Effective Does not coherently Is unclear when Is clear and articulate when Is clear and precise when explaining
Communication when communicate ideas or communicating ideas and sharing ideas, implications, and or expressing ideas, implications, and
Working with Others implications, and/or implications, and is personal line of thinking, and personal line of thinking, and always
to Solve Problems does not work inconsistent in working works well collaboratively to solve works well with others to solve
collaboratively to collaboratively to solve problems
solve problems problems
 Depth of Thinking
Extension: Body Biography

Teacher Notes
Instructions for Use:
Body biographies are a creative way to analyze characteristics, explore literary devices, and examine
the author’s purpose. Students create a visual and written representation of a character or person’s
life. Students portray this information both figuratively and literally.

1. Provide groups with butcher paper and markers. Figures should be life-size. (Groups can trace an
outline of one of the group member’s body or a template can be used.)
2. Group members discuss ways to represent the following aspects of the character/person:
o The Heart: What is at the emotion of the character/person? How can the placement of the
heart best represent what he/she loves most? Determine the shape, color, pictures, or
symbols that should be characterize the heart.
o The Backbone or Spine: The spine represents what symbols/images visually motivates of
the character.
o The Hands: Place items in the hand of the character/person that is associated with the
person. This can be either literally or figuratively.
o The Feet: Determine the fundamental beliefs of the character/person stand for in life.
o The Background: Draw/depict elements that suggest the items that the character/person
use to meet his/her environment, background, or development.
o Quotations: Place comments near the character/person head. Determine what the
character/person actually says or infer what he/she would say.
o Virtues and Vices: What are the character/person most worthy qualities and what are
his/her worse qualities? Use symbols and images as representations.
o Visual Symbols: Represent the character/person with symbols and illustrate the essence
of his/her placement in society/community.
o Original Text: Create a piece of original text (ie. song lyrics, acrostic, Biopoem, narrative,
diary entry from character’s point of view, etc.) that portrays the character/person and
include it somewhere appropriate on the body biography.

Body Biography Suggestions

o Placement: Determine the placement of the text and images. For example, the area
where your character's heart would be might be appropriate for illustrating the significant
relationships within his/her life or the lack of relationships.
o Color - Colors are often symbolic. Determine the colors that are associated with the
character/person.
o Overall Presentation: The finished product communicates the story of the
character/person.

Integration Ideas:
Literature/ History:

 Character development, historical figures contributions

 Depth of Thinking
Extension: Shared Inquiry/Socratic Circle

Teacher Notes

Instructions for Use:

A Shared Inquiry or Socratic Circle promotes an intellectually stimulating interpretative discussion of a
common work. It is where a group exploration of the text leads to engaging and insightful conversation.
Through a discussion format, students help one another understand the ideas, issues, and values reflected
in the text. The discussion leader or facilitator provides direction and guidance by only asking questions
about the text or asking for clarification. The participants in the group look to the discussion leader or
facilitator for questions not answers.

1. Students read the text carefully before participating in the discussion. (A reading that does not
present complex ideas or issues and suggest interesting interpretive questions may not produce a
rewarding discussion.)
 It is often recommended that the piece is read twice. For the first reading, the teacher
should read it aloud or the student should read it silently. (There should be no discussion at
this time.)
 The second reading should be independently with a specific purpose. (Students may
annotate, compare and contrast, examine perspectives, form questions, analyze
characterization, examine the author’s argument, explore complexities and contradictions,
etc.) This ensures that all participants are equally prepared to talk about the ideas in the
reading selection.
2. The leader/facilitator poses an open-ended question such as an interpretive or evaluative question.
Students should answer the question individually prior to the discussion. (The leader/facilitator
should prepare several open-ended questions to be used during the discussion. Encourage
students to bring higher-level questions to the circle.)
 Interpretive questions have more than one plausible answer and lead to a variety of
opinions.
 Evaluative questions ask the reader to judge information. They are usually broad and help
individuals connect their own lives to the insights of the text.
3. All students should sit where they can see one another. (Sit in a circle where they can make eye
contact.)
4. The teacher should review the rules of a Shared Inquiry/Socratic Seminar.
 Only those students who have read the reading may participate in the discussion.
 Opinions need supporting evidence from the text.
 Make eye contact with your peers and speak loudly so that all can hear.
 Ask for clarification and be respectful. (If a student disagrees with another student, he/she
should say, “I respectfully disagree.”)
 Talk to each other and not just the leader.
 Speak without raising hands.
 Invite and allow others to speak.
 Know that you are responsible for the quality of the discussion/seminar.
5. Allow time for the Shared Inquiry/Socratic Circle. (Optional: In order to avoid students
monopolizing the conversation, provide students with two chips. A student may speak two times.
All students must participate in the discussion.)
6. After the discussion, students revisit the leader’s initial question and determine how their answer
has changed or expanded. Students should self-reflect.
Note: Leaders may only ask questions; they may not answer them. Leaders may help participants to
arrive at an understanding of the text by asking questions that prompt thoughtful inquiry. (Leaders should
reserve judgement; remain impartial. Do not say great answer, etc.)

Shared Inquiry/Socratic Circle (cont.)

Integration Ideas:
Use as a summative assessment after reading a classic or contemporary piece to show an understanding of
ideas, issues, and values

Literature leader/facilitator examples:

 “Jack and the Beanstalk” - Is it necessary to take risks – as Jack does – in order to grow up?
 “Harrison Bergeron” - Why does the society of 2081 believe that if people are at all different, there
cannot be justice?

Social Studies leader/facilitator examples:

 Why do the signers of the Declaration of Independence proclaim that the equality of all people is
“self-evident” and their rights “inalienable”?
 Why do the colonists feel a need to proclaim to the world their reasons for declaring independence?
 Is the Declaration of Independence still relevant today, or is its interest mainly historical?
 Does there come a time when violent revolt is justified?

Science leader/facilitator examples:

 Do the benefits of space exploration justify the cost? Explain.

 What are the consequences of being unconcerned with nature’s balance/harmony?
 When is it appropriate to challenge the beliefs or values of society?

Art leader/facilitator examples:

 What is art and its function in our lives?

 How important is the creative process in determining the success of a piece of art?
 Why might you feel “betrayed” by an artist?
Name __________________________________ Date________________

Shared Inquiry/Socratic Circles

Before Discussion Title of the piece: ____________________________________________

Leader’s question: ___________________________________________________________

_____________________________________________________________________________

My answer before discussion: _________________________________________________

_____________________________________________________________________________

My open-ended questions for the discussion: ____________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

After Discussion

My expanded answer after discussion: __________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Places in the piece helped me decide on this answer. Use complete sentences.

1. page/paragraph _____ Evidence ___________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. page/paragraph _____ Evidence ___________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. page/paragraph _____ Evidence ___________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________
 Depth of Thinking
Extension: Sociograms

Teacher Notes

Instructions for Use:

What is a sociogram?

A sociogram is a visual representation between characters in a text. The relationships between

characters are represented through the use of pictures, symbols, shapes, colors, and line styles.

What does it look like?

In a sociogram, the central character is placed in the center of the page, and the other
characters are placed around him/her. The placement of the characters on the page should
represent the connection between the character and the central character. Lines/arrows are
used to show the direction and nature of the relationships (strength/weakness,
friend/foe/dominance/submissiveness, etc). Here are some hints that will help you create a
sociogram.

1. Place the central character at the center of the diagram.

2. Let the distance between the symbols representing the characters reflect how close of a
relationship the characters have to one another. For example, a parent would be closer to
the main character than a bus driver since the character would feel closer to his/her
parents.
3. Let the size/shape/symbol of a character represent the personality, importance, one’s
power level, etc.
4. Show the direction of the relationship by an arrow/line and its nature by including a brief
label. Be creative when deciding on your lines. What might the following type of lines
indicate? A jagged line? A wavy line? A thick line? A thin line?
5. Represent directly explained relationships with a solid line and inferred lines by a broken
line.
6. Place the characters that support the main character on one side of your sociogram, and
antagonistic characters on the other side.
7. Use color to help convey characteristics.

Integration Ideas:
 Use as a summative assessment at the end of a novel to show an understanding of the
relationships between characters.
 Use to illustrate connections between people in historical time periods.
 Use as a way to represent relationships between peers in an advisement setting.
 Depth of Thinking
Extension: SPAWN

Teacher Notes

Instructions for Use:

The purpose of this strategy is to allow students an opportunity to creatively examine complex
issues and extend thinking related to content reading. It takes students beyond the text to more
flexible and creative thinking through manipulating elements and synthesizing new conceivable
scenarios.

This strategy can be used independently or with partners/small group.

1. Students read a text, research a topic, or work with a concept to gather content related
information.
2. Students prepare their SPAWN responses and use evidence from their text to support
their answer. (Teachers should prepare the SPAWN prompts in advance.)
 S- Special Power: Students have the ability to change one aspect of a text or topic but
must explain what they changed, why they made this change, and what the effects of
the change.
 P- Problem Solving: Students must respond to problems discussed in the topic of
study.
 A- Alternative viewpoints: Students write about a topic from a new, unique perspective.
 W- What if: A change to the topic is suggested, and students respond to the change.
 N- Next: Students anticipate what will be discussed next and explain the logic behind
their prediction.

3. Whole group discussions should follow this activity. Students working independently or in
small groups should present their responses to the whole class providing evidence to
support their answers.
 SPAWN (cont.)

Examples:
Literature Example:

 Special Power: You have the power to change Juliet’s first encounter with Romeo. What could
happen as a result of your change?
 Problem Solving: The arranged marriage between Paris and Juliet presents many problems for the
family. Using productive thinking, write solutions to this problem.
 Alternative Viewpoints: Tell the story of Juliet’s secret marriage to Romeo from Paris’ perspective.
 What If: What would happen if the Lords and Ladies called a town meeting to demonstrate conflict
resolution? As you write, think of how the people of Verona fueled this feud over the years.
 Next: In this story, infatuation turned to love, secrecy, and ultimately suicide. Write the scene in
which their parents discover Romeo and Juliet’s deaths and plan their funeral.

Science Example:

 Special Powers: The President has assigned you to be chairman of the committee on funding stem
cell research and has given you authority to make those decisions. How will you use your power?
 Problem Solving: You are the lead researcher in a stem-cell research lab. Your lab is located in a
conservative state. You are offered private funding from a major corporation. What do you do?
 Alternative Viewpoints: You are a journalist who has been assigned to report on a university debate
on stem cell research. What do you hear?
 What If: What if the federal government provided unlimited funding for stem cell research?
 Next: Your child has just been in an accident. The doctors say he is paralyzed and will never walk
again. However, you have been offered an opportunity to have your child participate in an
experimental therapy involving embryonic stem cells. What do you do next?

Social Studies Example

 Special Powers: You have been granted special powers. You use them to stop the stock market
crash of October 29, 1929. How is history different because you choose to use your powers in this
way?
 Problem Solving: President Hoover chose to call out the military against the Bonus Army. How
would you have solved this problem differently?
 Alternative Viewpoints: You are a journalist traveling around the Hoovervilles in the United States.
What kinds of things are you seeing? What are people saying who are living in the Hoovervilles?
What are people saying who live in homes and communities surrounding the Hoovervilles?
 What if President Hoover had done more to help people during the Depression? How might history
have been different?
 Next- The boll weevil wiped out your family farm. What do you and your family do next?

Variation and Extended Application

 Students can create SPAWN prompts and respond.
 References

An introduction to shared inquiry: A handbook for Junior Great Books leaders. (1999). Chicago,
IL: The Great Books Foundation.

Cash, R. M. (2011). Advancing Differentiation: Thinking and Learning for the 21 st

Century. Minneapolis, MN: Free Spirit Publishing Inc.

Heacox, D. & Cash, R. M. (2014). Differentiation for Gifted Learners: Going Beyond the
Basics. Minneapolis, MN: Free Spirit Publishing Inc.