After the store closes, the bear searches for his button because he wants to be bought by the child. He looks all over the store and finally ends up in the bed department where he sees a button on a mattress and tries to pull it off. He falls off the mattress, knocks over a lamp and the night guard finds him and returns him to the toy department.
The child returns, buys him, sews on the button and Corduroy happily joins her family. Students are asked questions like the following: Who is Corduroy? Where is he? How did he get his name? Does anyone know what the material called corduroy looks and feels like? Pass around a piece of corduroy. Why did Corduroy go out into the store?
Why was it important to find his button? Where was he when he tried to pull one up? Why couldn't he get it? How did the story end? Critique The original lesson focused on a lot of factual recall and a narrow line of questioning. No other point of view was suggested, nor was there any personal tie-in. Strategies Used to Remodel S reasoning dialogically: comparing perspectives, interpretations, or theories S generating or assessing solutions S developing criteria for evaluation: clarifying values and standards S-4 exploring thoughts underlying feelings and feelings underlying thoughts S reasoning dialectically: evaluating perspectives, interpretations, or theories To lay the foundation for exploring thoughts underlying feelings and comparing perspectives in the story, the teacher could first set up a role play in which several children are wearing pictures of toys while a mother and child walk past shopping for the best toy.
After a few minutes, stop and ask the toys how they felt, then ask the child how he or she was choosing, then ask the mother how she was choosing. Read the story aloud and ask the following questions to encourage students to explore the story's meaning and assess Corduroy's solution: What was Corduroy doing in the store after it closed?
Why did he think it was important to find the button? Do you think it was important for him to find the button? How else could he have solved the problem of the missing button? Was it really necessary for him to have a button in order for him to be bought? S Do you think an adult would buy a teddy bear with a button missing?
If not, why not? Why do you think the girl bought him anyway? S What would you have done? How did the girl feel after she bought Corduroy? How do you know how she felt? What do you think Corduroy felt?
How do you know? S-4 "Can you think of a different way to end the story? If your favorite animal could think, what would he or she have thought while being bought? How important was the missing button to the mother? What reasons could she have? The girl? What was the most important thing about Corduroy for the mother? Why did the girl want Corduroy? Why didn't the missing button alter her feelings?
Would the missing button have stopped any of the girl's plans for Corduroy? Why or why not? What does this difference between mother and daughter tell us about their values-what they think is important? Do you think the missing button is important? What's your best reason? What's the best reason on the other side? S Have you ever seen or experienced a similar disagreement? How was it similar? What do you think of it? What does that tell us about your values?
Who do you understand? Who are you rooting for? Critique The lessons we reviewed on the subject over-emphasized the flag, while de-emphasizing allegiance to the country.
They tended to confuse our ideals with our practice, thereby failing to suggest that it takes work to better live up to ideals. The common belief that loving your country means finding no fault with it is a major obstacle to critical thought.
Combine purposes? Combine appeals? Adapt What else is like this? What other idea does this suggest? Does past offer parallel? What could I copy? Minify Order, form, shape? What to add? More time? Magnify Greater frequency? Put to other uses New ways to use as is? Other uses I modified?
Other places to use? Other people, to reach? Eliminate What to subtract? Reverse Interchange components? Another pattern? Rearrange another layout? Another sequence? Transpose cause and effect? Change pace? Transpose positive and negative? How about opposites? Turn it backward?
Turn it upside-down? Reverse roles? Ask the students to list many new uses for a familiar object by using the Scamper technique with regard to the object. You could use a paper plate, to begin with, and see how many new things the students will discover. Make sure to follow the rules for brainstorming in Activity 1.
Ask your students to combine them in different ways to create a new product. Let the students make their own list of objects. Once they combine several of them, ask them to illustrate the new product and explain why it might be useful. Activity 3: Practicing Inventive Thinking with the Class Before your students begin to find their own problems and create unique inventions or innovations to solve them, you can assist them by taking them through some of the steps as a group.
Finding the Problem Let the class list problems in their own classroom that need solving. Use the "brainstorming" technique from Activity 1. Perhaps your students never have a pencil ready, as it is either missing or broken when it is time to do an assignment a great brainstorming project would be to solve that problem.
Select one problem for the class to solve using the following steps: Find several problems. Select one to work on. Analyze the situation. Think of many, varied, and unusual ways of solving the problem. List the possibilities. Be sure to allow even the silliest possible solution, as creative thinking must have a positive, accepting environment in order to flourish. Finding a Solution Select one or more possible solutions to work on.
Handout In this lesson, students will explore the origins and evolution of the supremacy clause. How are conflicts between federal and state power resolved? Handout Making an Issue-Based Video In this unit, students will learn how to take their research on a community-based issue that they care about and create a video. By showing their video to elected officials, policymakers, the general public and their peers, students may add their voices to the dialogue about community issues. Handout This lesson for Spanish-speaking students requires students to analyze data, explain data, and articulate their ideas about civic participation.
Handout Students will: Interpret data about voting patterns by age group. Discuss possible reasons for current turnout statistics. Write an essay articulating why they think young people should vote. Handout Justice for All in the Courtroom In this lesson, students analyze the interplay of processes and procedures that courts use to seat an impartial jury and gain appreciation for the essential role of juries in the justice system.
They also explore the responsibilities and limits placed on government by the Constitution in the context of civil and criminal trials. Constitution and why it was needed. Before viewing the film, students are asked to respond to a key question, which will set a conversation in motion for the whole lesson.
These cases are examples of how the Court, the president and even Congress fought to balance national security and civil liberties during the war on terror, a war that continues to this day.In this lesson students learn about the principles that undergird the Magna Carta and how they have influenced important legal documents. Handout This lesson is based on the Annenberg Classroom video that explores the evolution of the for press teaching, Freedom of the Plans New Lesson Times v. United States. Handout Suspect Sources at the Republican Debate Critical Thinking Skills learn that to be good critical thinkers, they need to ask questions. It is important to know who is making the statements and the sources of their information. It is thinking good to ask how the information presented can critical proved or disproved.
Other power? How did the story end? Handout In this lesson, students learn about the role of an independent judiciary in the United States.