Academic Knowledge & Skills Instructional Plan Materials highlighted in yellow are optional Strategy Organizer for Six

Hats
Developing a Creativity/ Critical (C/C) Thinking Lesson with Six Hats means making decisions: What kind of content problem, situation or circumstance needs the thorough analysis Six Hats can provide? If appropriate, what kind of grouping will you use with your students? What will I do to be certain student understand and use the Six Hats process correctly? How will students demonstrate they have used the process and have done a

Unit Name Elements of a Story: Conflict/Climax/Resolution Lesson Name Time Needed (Hours/Days) Cinderella and the 6 Has Grade Topic-Strand 4th AKS #
4LA_B2009-20

3 hours/2 days Course

Reading Strategies and Comprehension

Subject Reading

Description
Read and comprehend a variety of literary and informational texts, including folk tales, tall tales, and fables with respective themes and lessons. Identify and analyze elements of plot, setting, theme, and character within texts, between texts, and in relation to self. Read for a variety of purposes including answering literal, evaluative, and inferential questions using evidence from text. Identify explicit information and infer implicit information in literary and informational texts using main ideas, supporting details, and problem/solution in reading selections. Make and defend judgments and inferences about setting, characters, and events and support them with elaborating and convincing evidence from the text.

4LA_B2009 -21 4LA_B2009 -25 4LA_B2009 -36 4LA_B2009 -37

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4LA_B2009 -42

Identify, analyze, compare, and contrast characters and their actions to make inferences about events in the story, motives, emotions, traits, and feelings.

Materials/Links/Text References
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Reading Composition Notebooks Copy of the 6 Hats meanings for each student Copy of 6 Hat questions based on the story of Cinderella for each student Clipboard Pencil Essential Questions
What should students know when unit or lesson is completed? (including language objectives for ELL students)

What are the important parts of a story? How would you describe the conflict/climax/resolution of a story? Who are the antagonists and protagonists in a story?

Essential Vocabulary (note academic language for ELL students) Antagonist Protagonist Character Resolution Climax Conflict Exposition Hero Sequence Setting Theme Villain Plot

Teacher Lesson Prep Suggestions

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Enter Text Here

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Required Background Knowledge for Students

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Knowledge of the story of Cinderella. Knowledge of key vocabulary. Activating Strategy/Mini-Lesson/Warm-Up Begin with a warm up about the Six Hats process. It could be some but not limited to the following: *Review what each hat means and how one reasons this way. * Do a think aloud using Six Hats on a problem you face. Remind them of the pitfalls of the process. *Do the Six Hats process as a whole class about common problems students face in their daily lives. *Remind *Provide some information to the class about how Six Hats is actually used in business. *Introduce them to the significance of the problem you wish them to approach. Begin with a warm up about the Six Hats process. Review what each hat means. Do a think aloud using Six Hats on a problem you face. Do the Six Hats process as a whole class about common problems students face in their daily lives. Introduce them to the significance of the problem you wish them to approach. Ask them how we could use the 6 Hats when describing the elements if the story. Instructional Activities
1. Detail the problem for students. 2. Divide into groups as needed..
3. Describe how they will demonstrate or explain their reasoning. 4. Explain your criteria and/or rubric which you will use to evaluate their work. 5. Students group and work. 6. When finished have students show and explain their reasoning. 7. Discuss each process as a class. Identify any faulty logic or things they might have been dissatisfied with, etc.

1. Review the story of Cinderella using the following web site and then

review all elements of a story having the students take notes on each element. http://www.learner.org/interactives/story/index.html
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2. After viewing the story, detail the problem for students. 3. Divide into groups. 4. Describe how they will demonstrate or explain their reasoning for each

Hat.
5. Explain expectations to students.

6. Students group and work. 7. When finished have students show and explain their reasoning.

Summarizing Strategies and Assessment Strategies

1. Either before they show their reasoning or afterwards students analyze the Six Hats
process in terms of how it affected their thinking as a group and as an individual. What they liked and disliked? 2. Use your criteria or rubric to rate their product and process. Process is often more important than product.

Include assessment of the process, the product and student self assessment.

Differentiation (Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Consider flexible grouping, student interest, learning styles, special populations, etc. as appropriate differentiation .

Other

Copyright/Citations

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