5 Lesson Plans + 2 BONUS LESSON PLANS FROM PREVIOUS ASSIGNMENTS

Submitted by: Michael Shamblin

Cleveland State University

Dr. Hamlen

30 April 2012

Lesson 1

Autonomous Learner Model and Howard Gardner’s Theories

This lesson will move students toward more autonomy and choice in classroom activities along

with students working on assignments that will allow them to express their creativity in a variety

of ways. Prior to this lesson students will had been taught the skills on how to work

independently. Donald MacKinnon felt that creative subjects are independent. His study had

shown that his subjects were highly motivated to achieve in situations that allowed or demanded

independence. This lesson will be designed based on the Autonomous Learner Model. This

model enables students that are dependent on teacher direction to become autonomous learners

that are capable of self-directed, lifelong learning. Student’s independence and choice are an

advantage of this model. In addition, this lesson also incorporates several activities which

creative individuals can do. The activities themselves can also incorporate Bloom’s levels of

thinking with Gardner’s intelligences. For example, in one of the activities students create a new

ending to the story, and this would relate well with the spatial intelligence that was proposed by

Gardner.

Lesson Plan for The View from Saturday

A. Students:

This lesson plan will be used for a group of 4th

grade students. The subject will be

Reading and Language Arts (This lesson can be used with both regular and gifted

students).

Topic:

Students will complete a two-by-two board that is based on the novel The View from

Saturday.

Goals of the lesson:

In this lesson, students will continue to apply a wide range of strategies to

comprehend, interpret, evaluate, and appreciate texts.

In this lesson, students will continue to adjust their use of spoken, written, and

visual language to communicate effectively with a variety of audiences and for

different purposes.

In this lesson, students will continue to employ a wide range of strategies as they

write and use different writing process elements appropriately to communicate

with different audiences for a variety of purposes.

In this lesson, students will continue to apply knowledge of language structure,

language conventions, media techniques, figurative language, and genre to create,

critique and discuss print and nonprint texts.

In this lesson, students use a variety of technological and informational resources

to gather and synthesize information to create and communicate knowledge.

B. Objectives

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring

Strategies

The students will be able to compare and contrast two characters from the novel The

View from Saturday with 95% accuracy.

Writing Applications

The students will be able to produce informal writings from the novel The View from

Saturday with 95% accuracy.

The students will be able to write narratives that sequence events, including descriptive

details and vivid language with 95% accuracy.

C. Procedures

This lesson will be designed based on the Autonomous Learner Model. This model

enables students that are dependent on teacher direction to become autonomous learners

that are capable of self-directed, lifelong learning. Student’s independence and choice

are an advantage of this model. The lesson will be completed in three class periods (40-

45 minutes for each class).

1. Students completely read the entire novel The View from Saturday.

2. Hand out two-by-two board. Students in previous lessons had worked on a two-by-

two choice board. The basic level will allow for the use of construction paper,

pencils, crayons, and loose-leaf paper only. The advanced level will require a

computer with internet access and the use of the Microsoft Office software.

3. Hand out the rubric and discuss how the assignment will be graded.

4. Allow students three class periods of 40-45 minutes to work on and complete the

choice board. If they are not complete after the third day, they may continue working

on the assignment for homework.

D. Products

Students will work on a two-by-two choice board. This board will offer two rows with

two activities each that will offer four choices for fourth grade students. Students must

complete one box on each board and then students will select one of the remaining three

assignments that they will complete. Each student will complete two assignments total.

The advanced level board will allow for students that need greater enrichment.

E. Materials

Construction paper, pencils, crayons, loose leaf paper, computer with internet

access, Microsoft Office Software, handouts on the two-by-two board, The View

from Saturday, and gifted and talented students.

F. Evaluation

I will walk around and observe the students when they are working on the

independent assignment.

Students will be given a rubric that will assess them on how well they completed

the activity. The rubric will be assessed on four categories: score incomplete (0),

satisfactory (3.5), Good (4.5), and Superior (6). Since they will complete two

activities, they will each have two rubrics.

Two-by-Two Board

English/Language Arts Elementary

Basic Level

1.Compare/Contrast two characters of your

choice (may use a graphic organizer).

2. Construct a crossword puzzle using ten

words from the novel.

3. Create a new ending to the story. The story

might reflect previous characters who were

interesting, characters who related to topics

that might interest you, or characters that made

a difference.

4. Draw a comic strip to present three key facts

from the novel.

Advanced Level

1.Create a PowerPoint slide show of ten slides

comparing/contrasting two characters of your

choice.

2. Construct a crossword puzzle using

Microsoft Excel using fifteen words from the

novel.

3. Create a new ending to the story in first and

third person using Microsoft Word. Include

page numbers; double spaced, Times New

Roman and 12-font size. The story might

reflect previous characters who were

interesting, characters who related to topics

that might interest you, or characters that made

a difference.

4. Use Microsoft Word to create a comic strip

to present three key facts from the novel.

Insert graphics using word, copy/save graphics

from the internet, or create your own.

Name:___________________________________

General Grading Rubric for Class Assignments

Superior (6)

clearly meets all criteria set out in the instructions

interesting and also entertaining

very clearly presents a message showing insight or imagination

shows careful planning and organization of material

interesting details to support major points

no errors in grammar, spelling, or structure (if written)

easily understood

examples, well presented with colorful illustrations (if appropriate)

Good (4.5)

meets the criteria set out in the instructions

holds interest

shows evidence of planning and organization

clearly presented ideas

includes detail

a few errors

neatly completed

illustrations (if required) or examples

Satisfactory (3.5)

meets the criteria set out in the instructions

can be understood and followed

evidence of some planning

little effort made to create interest

occasionally difficult to follow

quite a few errors

neatness needs attention

lack of illustrations (if required) or examples

Incomplete (must be redone or completed) (0)

many errors

messy and lacks organization

little or no specific content

no attempt to create interest

generally poor preparation

little thought given toward completion

*If students receive from 4.5 – 6 points they would had achieved mastery of the objectives that

are set at 90 percent. To achieve mastery of a 100 percent objective, a student must obtain 6

points on the given rubric. Again, the points can be altered to reflect actual percentages and this

is a generic rubric that can be changed to reflect each individual activity.

Lesson 2

Technology and Problem Solving; Maslow’s Hierarchy of Needs in the Classroom

Resnick (2007-2008) had pointed out that the changes in technology around us can both demand

creativity and flexibility. This will allow us to adapt and provide tools to allow activities that are

more creative. The Standards for Students of the International Society for Technology Education

list “Creativity and Innovation” as first on the list of student goals. The standard mentions that

students demonstrate creative thinking, construct knowledge, and develop products using

technology. Additionally, this lesson will incorporate the use of Maslow’s Hierarchy of Needs in

the classroom. Social affiliation will be encouraged. Students need to feel that they belong to a

class and that they are accepted members of the group. Group work and teamwork exercises or

activities are a way to apply this stage of the hierarchy, because interaction helps students feel

more involved.

Title: Ohio and Erie Canal Journey

Goal: Fourth grade students will complete a webquest on the Ohio and Erie Canal, which will

combine many skills of problem solving, decision making, using a variety of sources and present

their information to create a Wiki page.

Objective(s): Students will be able to complete a serious of webquest activities using information

from various printed or electronic sources, and culminate their completed projects to complete a

Wikispace with 90 percent accuracy.

Procedures:

1. Students in each cooperative learning group will open up Internet Explorer or Firefox and

type in http://www.mrshamblin.com in the address toolbar. Once on my website they are

to scroll down the main page and click on the box Fun Projects. Students will scroll

down until they find the link http://www.kingofalltechnology.com/webquest.htm. Once

students enter the online webquest, students should read the scrolling banner at the top

that indicates that they should click on INTRODUCTION to get started.

Directions for the Activity:

1. You will be assigned to a group of three people.

2. Your group will find information on the Ohio and Erie Canal by using the links page

on your left, textbooks from the library, or using http://www.google.com to search for

additional information.

3. The first requirement is to write a story for The Plain Dealer that relates to any of the

following:

Jobs that were needed to maintain the canals

Transportation of goods and people

People’s feelings and attitudes in using or living by the canals

4. In your story you may include information that relates to:

-The Canalers and Their Families

-Entrepreneurs, Opportunists, and Characters

-Effects of the canals

5. Your story must be three pages in length (double-spaced) and you will use Microsoft

Word to type, and edit your story. I will expect an introduction, main body, and

conclusion. Paragraphs must be 5-6 sentences in length and no more. Please attach

ALL references on a separate page. I also want three pictures that relate to your topic

that is added somewhere to the Microsoft Word document (I am not going to be

extremely precise as to the exact place in the document). These pictures may be

either scanned from textbooks or found and downloaded from the Internet. If you

want to be creative, I would not mind if you want to create your own pictures to be

added to the document, but this is not a requirement.

6. The next requirement is to create a crossword puzzle using 25 terms that relate to

your topic. Please include the crossword puzzle at the end of your Microsoft Word

document after the reference page.

7. Once this document is complete, group members will attach and email one document

with all students’ names to mikesmarbles@yahoo.com.

8. The next requirement is for groups to create a small Wiki Space using their story,

three pictures and possibly the crossword puzzle (not required) using PBworks.com.

Students will create one Wikispace page for the entire group project.

9. Each group member must work together to complete the entire assignment. Each

group member will also write a log of detailed jobs that each performed. I will also

meet with each student to make sure that what he or she had told me was accurate in

his or her log. Some class time will be used to work on the assignment and I will

closely observe that each student is taking a part.

10. Extra Credit: Students may work on these real problems:

Scenario: A family in the 1800’s is being required to move from Pennsylvania or

Massachusetts to Ohio but has limited means, come up with ways this process could

take place and what would be required to make the move successfully.

Scenario: A family in 2012 is being required to move from Massachusetts to Ohio but

does not have limited means, come up with ways this process could take place and

what would be required to make the move successfully.

Materials:

- Students will need a computer with internet access

- Microsoft Word

- Wiki Space account from PBworks.com

Evaluation:

- Rubric available on website and attached as well along with personal reflection

Activity Points Possible Student Total

Plain Dealer Story

(Content) Factual Information 25

3 double spaced pages edit/proof 20 introduction, main body, conclusion 25

Paragraphs 5-6 sentences 20

3 pictures that relate to your topic 10

Crossword Puzzle

25 terms that relate to chosen topic 25

Group Wikispace

Plain Dealer Story (copy and pasted from word document) 25

3 pictures (copy and pasted from word document) 25

crossword puzzle (not required) Extra Credit 10

Extra Credit (Real Problems) 20

Log

List detail jobs that you performed 25

Total 200

Total with extra credit 210

Here is What I THINK

A Problem Self-Evaluated by:_______________________

1. Describe your feelings about working on your projects. Did you enjoy working

on it?

__________________________________________________________________

______________________________________________________

2. What was the hardest part about working on your projects?

__________________________________________________________________

______________________________________________________

3. List some of the things you learned while working on your projects.

__________________________________________________________________

______________________________________________________

4. Were you satisfied with your projects?

__________________________________________________________________

______________________________________________________

5. What did you like best about your projects?

__________________________________________________________________

______________________________________________________

6. What did you like least about your projects?

__________________________________________________________________

______________________________________________________

7. If you were planning to do your projects again, what would you do differently?

__________________________________________________________________

______________________________________________________

8. What was the most important thing that you learned from doing your projects that

will help you in the future? __________________________________________________________________

______________________________________________________

9. List some ways that your teacher and others helped you on your projects.

__________________________________________________________________

______________________________________________________

Lesson 3

Concept Development Lesson Plan

Hilda Taba’s Concept Development strategy deals with the organization and reorganization of

information, and with the labeling of categories. Concepts are formed, clarified, and extended as

students respond to questions that require them to notice similarities and differences for grouping

items, label groups in a variety of ways, regroup items in different ways, and give reasons for

groupings. The lesson below presents a cognitive map for a lesson on human dependence on

food.

Title: Human Dependence on Nature

Goal: Fifth grade students will have a good understanding of a human dependence on nature.

Objective(s): Students will be able to extend and clarify their understanding of a human

dependence on nature.

Procedures:

Step 1: List 5 minutes

Focus Questions: What are examples of food that come from nature?

Materials and Support: Textbooks, food, allow students to discuss.

Step 2: Group and Label 20-25 Minutes

Focus Question: Which items could go together because they are alike in an important way? Or

what items can be grouped together based on important shared characteristic?

Materials and Support: Students must create at least five groups. Give time for think-pair-share

before beginning class discussion.

Step 3: Subsume 10-15 Minutes

Focus Question: Which items under one group could also go under another group?

Materials and Support: Use different marker colors to show comparisons

Step 4: Regroup 20-25 Minutes

Focus Question: What new ways can you find to group items on our list? Or shift your thinking

away from food groups and toward other aspects of food, what new groups can be formed?

Materials and Support: Provide time to think before discussion and use different marker colors.

Step 5: Generalize 15 Minutes

Focus Question: Based on groups created, what would you conclude about the food we get from

nature?

Materials and Support: Give students time to write down ideas before discussing.

Evaluation: Students will complete a concept development map with a group of students on the

understanding of interactions among elements of backyard nature.

List Group and Label Subsume Regroup

Generalizations:

Lesson 4

Group Investigation:

Group Investigation (Sharan & Sharan, 1992) is a general classroom organization plan in which

students work in small groups using cooperative inquiry, group discussion, and cooperative

planning and projects. In this method, students form their own two- to six-member groups.

After choosing subtopics from a unit that the entire class is studying, the groups break their

subtopics into individual tasks and carry out the activities that are necessary to prepare group

reports. Each group then makes a presentation or display to communicate its findings to the

entire class.

Title: People who supply our needs

Goal: Second grade students will be able to understand why a society has a division of labor.

Objective: Students will define the reasons why a society has a division of labor after reading

text and observing pictures. They will report their understandings in a mini-report.

Procedures:

Present the Puzzlement:

Look at these pictures. What questions do you have about people and the work they do?

Solicit Student Questions: Write student questions on a chart. What questions do you have? I

will write them on the chart. How do people decide the work they will do? Why do we need so

many different workers?

Research: Divide the students into study groups. Each group will use materials in the shopping

bag assigned to their study group to answer the questions. Ask the students what patterns of

behavior will be necessary in order to work in your study group to complete your task. Review

the answers and share the materials.

Share the information: Study groups share their information. Study group 1, what do you find

out about why we need so many workers? How did your group define “specialize”? Study

group 2 what would you add to group 1’s comments?

Summarize: Review what was learned.

Recycle: What other questions do you have about workers

Follow Up: Students will write a two-paragraph report on why a society has a division of labor.

Evaluation: Rubric

Group Work Rubric

Teacher: Mr. Shamblin

Skills Basic

1

Sound

2

Thorough

3

Extensive

4

Score

Contributions/participation

Attitude

Seldom

cooperative,

rarely offers

useful

ideas. Is

disruptive.

Sometimes

cooperative,

sometimes

offered

useful

ideas.

Rarely

displays

positive

attitude.

Cooperative,

usually

offered

useful ideas.

Generally

displays

positive

attitude.

Always

willing to

help and do

more,

routinely

offered

useful

ideas.

Always

displays

positive

attitude.

Working with

others/cooperation

Did not do

any work –

does not

contribute,

does not

work well

with others,

usually

argues with

teammates.

Could have

done more

of the work

– has

difficulty,

requires

structure,

directions

and

leadership,

sometimes

argues.

Did their

part of the

work –

cooperative.

Works well

with others,

rarely

argues.

Did more

than others

– highly

productive

Works

extremely

well with

others,

never

argues

Focus on task/commitment Often is not

a good team

member.

Does not

focus on the

task and

what needs

to be done.

Lets others

do the

work.

Sometimes

not a good

team

member.

Sometimes

focuses on

the task and

what needs

to be done.

Must be

prodded

and

reminded to

keep on

task.

Does not

cause

problems in

the group.

Focuses on

the task and

what needs

to be done

most of the

time. Can

count on

this person.

Tries to

keep people

working

together.

Almost

always

focused on

the task and

what needs

to be done.

Is very self-

directed.

Team role fulfillment Participate

in few or no

group

meetings.

Provided no

leadership.

Did little or

Participated

in some

group

meetings.

Provided

some

leadership.

Participated

in most

group

meetings.

Provided

leadership

when asked.

Participated

in all group

meetings,

assumed

leadership

role as

necessary.

no work

assigned by

the group.

Did some

of the work

assigned by

the group.

Did most of

the work

assigned by

the group

Did the

work that

was

assigned by

the group.

Communication/listening

Information sharing

Always

listens to,

shares with,

and

supports the

efforts of

others.

Provided

effective

feedback to

other

members.

Relays a

great deal

of

information

– all relates

to the topic.

Usually

listens to,

shares with,

and supports

the efforts

of others.

Sometimes

talks too

much.

Provided

some

effective

feedback to

others.

Relays some

basic

information

– most

relates to the

topic.

Rarely

listens to,

shares with,

or supports

the efforts

of others.

Is always

talking and

never

listens to

others.

Provided no

feedback to

others.

Does not

relay any

information

to

teammates.

Lesson 5

Creative Problem Solving

Creative Problem Solving is a proven method for approaching a problem or a challenge in an

imaginative and innovative way. Alex Osborn and Sidney Parnes conducted extensive research

on the steps that are involved when people solve problems. Creative Problem Solving allows for

the use of divergent and convergent thinking to develop creative solutions to problems. This

lesson plan will utilize the following components Understanding the Problem, Generating Ideas,

and Planning for Action, that will allow the students to find a solution to the various problems in

the game Now What? Students will understand what a problem and solution is before working

on this lesson. Students will write a story to the class explaining a problem that they have and a

solution that may work.

Title: Creating Problem Solving for 4th

Grade

Goal: The goal is to promote Creative Problem Solving and to improve the students writing by

having them write a story in which they will explain a problem that they have and a solution that

may work.

Objectives:

Students will:

• Use creativity and inductive reasoning to connect sets of objects.

• Develop story lines based on a scripted story starter and a set of random object cards.

Materials Needed: Now What? Game, Notebooks, Scratch Paper

Procedures:

Activities with Small Groups:

Deal one item card to each group member. Read a dilemma card and ask students, one at

a time, to describe a solution with their own item card or to draw another item card from

the deck to solve the problem. Alternate oral and written solutions for practice in

storytelling and speaking in a group, as well as writing skills. (Students will frame

problems and this will help students to express their problems in ways that will build

motivation, excitement, and enthusiasm for discovering and constructing creative ideas.

Students will also be generating ideas in coming up with many, varied, and unusual ideas

for a clearly stated problem and then will be identifying promising possibilities. In

addition students will be preparing for action in developing solutions)

Play the game as a reward in small group instruction. At the end of a session, place an

array of item cards within sight of the group. Read a dilemma card. Have students write

their responses in a section of their reading notebook. Score as the game directs and keep

a running tab of scores over the course of a unit of study or marking period.

Story Telling Group Projects:

Deal one card to each student. Instruct them to look at each side of the card. Give a few

moments for imagining. Ask students to share a single sentence that uses both words with their

group.

Deal two cards to each. Tell students to select three of the four words and write a short

paragraph using all three words. Have students share their short paragraphs with their group.

Deal three cards per pupil. Ask them to tell a short tale using as many of the six words as they

can. Have them share their story with their group.

Follow Up:

Students will write a story to the class explaining a problem that they have and a solution that

may work. Students will then discuss their stories with a cooperative learning group and

possibly to the entire class.

Evaluation: Rubric form for small group activity

Sample Group Work Evaluation Form

1. Overall, how effectively did your group work together?

Poorly Adequately Well Extremely Well

2. Out of the five group members, how many participated actively most of the time?

1 2 3 4 5

3. Out of the five group members, how many were fully prepared for the activities?

1 2 3 4 5

4. Give one specific example of something you learned from the group that you probably

wouldn’t have learned working alone.

5. Give one specific example of something the other group members learned from you that

they probably wouldn’t have learned otherwise.

6. Suggest one change the group could make to improve its performance.

Lesson 6 BONUS

SCAMPER Lesson Plan

“One of Osborn’s original suggestions for improving divergent thinking was to use idea-spurring

queries.” Eberle took some of Osborn’s key questions and arranged them into an easy to

remember acronym. The Scamper strategy fosters creativity when students have trouble coming

up with ideas, or when all the ideas seem to be very similar. This strategy encourages students to

expand ideas or develop them into complete new possibilities. SCAMPER is an acronym, which

stands for S Substitute: What could be used instead? C Combine: What can be added? A Adapt:

How can it be adjusted to suit a condition or purpose? M Modify: How can the color, shape or

form be changed? Or Magnify: How can it be made larger, stronger, or thicker? Or Minimize:

How can it be made smaller, lighter, or shorter? P Put to other use: What else can it be used for

other than the original intended purpose? E Eliminate: What can be removed or taken away from

it? R Reverse: How can it be turned round or placed opposite its original position? Or

Rearrange: How can the pattern, order, or layout be changed?

Title: Growing Bean and Pea Plants using SCAMPER

Goal: Sixth grade students will be able to use experiments to find out bean and pea bearing

plants various growths.

Objectives:

Students will:

Create an experiment with a range of bean and pea bearing plants. Students will measure the

strengths of their various stalks.

Materials Needed: Jack and the Bean Stalk Story, Bean and Pea seeds, fertilizer, pots, grafting

powder and biding material, Rubric for Answering Questions Completely

Procedures:

Read the Jack and Bean Stalk Story to the students. The S Substitute can be used with a Science

lesson. The C Combine can allow students to create an experiment with a range of bean and pea

bearing plants. Students will measure the strengths of their various stalks. A Adapt, students

will create experiments in which two variables are combined, for example, seeds planted with

fertilizer and kept in a dark environment compared with no fertilizer with light (normal

watering). M Modify/Magnify/Minimize, students will try to make specific leaves grow larger

than others (the timing of fertilizer application is important). P Put to Other Uses, students will

list five other useful items, which could be made from the plants grown. E Eliminate, students

will answer the question, what effect does the systematic removal of leaves have on the plants?

R Reverse students will see if it possible to graft different branches onto another plant. Students

will need grafting powder and biding material (Grafting is any method which surgically connects

a part of one plant to a part of another plant; the two then grow together to become a single

plant).

Follow Up: Students will answer the various questions in the SCAMPER lesson to turn in to be

graded on. What are five useful items which could be made from the plants grown? What effect

does the systematic removal of leaves have on the plants? Is it possible to graft different

branches onto another plant?

Rubric for Answering Questions Completely

4 points 3 points 2 points 1 point

3 + sentences; clear

rephrasing or

restating of the

question is

included; contains

at least 2 details

from text or other

source 1 of which

is a quote; contains

many deeply

thought out

comments

3 sentences;

rephrasing or restating

of the question is

included; contains at

least 2 details from

text or other source;

contains some deeply

thought out comments

2 sentences; some

info from the

question is included;

contains 1 detail

from text or other

source; contains

some thought out

comments; answer

may run on and on

1brief sentence; no

info from question is

included; contains no

details from text or

other source; shows

little to no thought;

simplistic

Little or no

spelling, grammar,

and punctuation

errors.

May contain a few

spelling, grammar,

and punctuation

errors, which do not

interfere with ability

to understand

thoughts.

Spelling, grammar,

and punctuation

somewhat interferes

with ability to

understand thoughts.

Thoughts are very

difficult to

understand because

of spelling, grammar,

and punctuation

mistakes.

Lesson 7 BONUS

Creative Problem Solving Lesson Plan to Accompany the Novel “A LETTER

TO AMY” by Ezra Jack Keats

Creative Problem Solving allows for the use of divergent and convergent thinking in the

manipulation of information to develop creative solutions to problems identified through the

enumeration and evaluation of presented data. “The Creative Problem Solving model was

developed originally by Osborn (1963), he was interested not just in theorizing about creativity,

but also in finding ways to use it well” (Starko, 2010, p.38). The process was later developed by

Parnes (1981) and later by Isaksen and Treffinger (1985) and each version involves both

divergent and convergent stages of problem solving. The processes involved a series of steps

mess-finding, data finding, problem-finding, idea-finding, solution-finding, and acceptance

finding. In the early 1990’s, the stages were divided into three general components:

Understanding the Problem, Generating Ideas, and Planning for Action (Starko, 2010, p.38).

This lesson plan will utilize the following components Understanding the Problem,

Generating Ideas, and Planning for Action, that will allow the students to find a solution to the

problem. In this lesson, I will read the story titled “A Letter to Amy” by Ezra Jack Keats. In the

story, Peter wants to invite Amy to his party, but she is a girl. His solution is to write her a letter,

but on Peter’s rainy walk to the mailbox, a sudden wind blows the invitation out of Peter’s hand

and right toward Amy who happens to be coming around the corner. Peter does not want Amy

to see the invitation because his surprise will be ruined. Peter bumps into Amy and grabs the

letter just before it lands in Amy’s hand. Peter eventually ends up mailing the letter and Amy

arrives at the party. With using this story, students will understand the concepts of problem and

solution and will write a letter to the class explaining a problem that they have and a solution that

may work.

Title: A Letter to AMY!

Students:

This lesson plan will be used for 1st grade students.

Goal:

To have the students understand the concepts of problem and solution so that they can write a

letter to the class explaining a problem that they have and a solution that may work.

Objectives:

Students will:

Participate in class discussions about predictions and story elements such as characters,

problems, and solutions

Add solutions to the problem

Compose a story with a problem and solution

Materials Needed:

“A Letter to Amy” by Ezra Jack Keats, Story Map Organizer, Letter Generator

http://www.readwritethink.org/files/resources/interactives/letter_generator/, and a group of first

grade students.

Procedures:

Before (Introduction):

I will start by having the students look at the cover and each page and have students make

predictions about what they think each page is about. I will ask open-ended questions such as

the following and hopefully elicit a variety of responses:

What do you see on the cover?

What do you think this story is about?

What characters are in the story and what do you think will happen to them?

What do you think will happen next? (Ask after going through each page)

During:

Understanding the Problem and Generating Ideas:

I will carefully lead the students into understanding the problem that is faced in the story and the

various ideas Peter thought. I will read the story aloud to the students, stopping and discussing

the book after each page. Ask students the following questions:

Why is Peter writing a letter? Have you ever been faced with a problem such as Peter has

and had written a letter like this or maybe to someone else to solve a problem? (Framing

the Problem, helps the students express their problems in ways that will hopefully build

motivation, excitement, and enthusiasm for discovering and constructing creative ideas)

What happens when he mails it? Have you ever mailed a letter and something like this

had ever happened to you? Would you had mailed the letter or found another way to get

the message across to Amy?

How does Peter Feel at this party? Have you ever felt like this before?

What do you think Peter wishes for? Have you ever had wishes?

I will then build upon what a problem is with the students. I will explain that most stories have a

problem that a character faces. I will also ask students to brainstorm other options that Peter

could have considered and to discuss how they would solve his problem. I will encourage

students to compare the choice Peter made to the other options. (Students will generate ideas in

which they will come up with many new possibilities. Brainstorming is used as one tool for

generating options)

Preparing for Action: I will then introduce what a solution is, this is when someone decides what

to do to fix the problem. I will then ask the students to describe the solution that Peter faces in A

Letter to Amy and various other possible solutions. As a class, we will work on a story map

organizer using the SMART Board. (Students will prepare for action in developing solutions by

applying deliberate strategies and tools to analyze, develop, and refine promising possibilities,

and to transform them into promising solutions)

After:

With using this story, students will write a letter to the class explaining a problem that they have

and a solution that may work. Students will use the following Letter Generator website to type

their letter. http://www.readwritethink.org/files/resources/interactives/letter_generator/ Students

will then discuss their letters with a cooperative learning group and possibly to the entire class.

*Additionally, students may visit the website “You’ve Got To Be Kidding!” Students will solve

real life problems by choosing the best advice in this game. Arthur from PBS kids helps children

with decision-making skills in which they will read each scenario that is presented, select a

possible solution, and see if it was the correct decision. The game offers reasons why it is a good

decision, or if it is not why not. Each correct decision means another step into the tree house.

http://pbskids.org/arthur/games/yougottobekidding/index.html

"Tips" for you and the group to remember to keep the process open-ended and productive.

Effective discussions consist of engaging students in discussing relevant content and this

promotes active learning. Discussion can provide a socializing mechanism, examine and clarify

confusing concepts, and foster critical thinking among students. To keep the process open-ended

and productive, I will have ground rules in place. I will remind my students that that in order to

create a climate for open and honest dialogue and to encourage the broadest range of viewpoints,

it is important for the class to treat each other with respect. Name-calling, accusations, verbal

attacks, sarcasm, and other negative exchanges will not be tolerated. In expressing viewpoints,

students should remember to try to raise questions and comments in a way that will promote

learning, rather than defensiveness and conflict in other students. Learning is both about sharing

different views and actively listening to those with different views. I will remind my students

that they are to keep the discussion and comments on the topic. In addition, everyone is

expected to share something, but if a student is called on and if there is no response, he, or she is

allowed to say, “Pass,” and the question will be asked to another student. I will make sure that I

continue to ask divergent questions that allow many possible appropriate responses. This is at

the heart of many activities that encourage creative thinking. Additionally, I will make sure that

I use wait time, a brief pause between the question and the response (3-5 seconds) (Starko, 2010,

pp. 237-242). When students are brainstorming, I will make it a point to establish effective

rules: criticism is ruled out, freewheeling is welcomed, quantity is wanted, and combination and

improvement are sought (Starko, 2010, p.130). In addition, creative work requires applying and

balancing three abilities that can all be developed: synthetic, analytic, and practical ability. The

most powerful way to develop creativity in your students is to be a role model. Children develop

creativity not when you tell them to, but when you show them (Williams).

References

Starko, A.J. (2010). Creativity in the classroom: Schools of curious delight (4th

ed.) New

York: Routledge.

Williams, M. W., & Sternberg, R. (n.d.). Teaching for Creativity: Two Dozen Tips.

Retrieved March 23, 2012, from Center for Development and Learning:

http://www.cdl.org/resource-library/articles/teaching_creativity.php

Problem and Solution Organizer

Book Title: A Letter to Amy

Characters

______________________________________________________________________________________________________________

Problem

_______________________________________________________

_______________________________________________________

Solution

______________________________________________________________________________________________________________

http://www.readwritethink.org/files/resources/interactives/letter_generator/