Literature Units to Foster Critical Thinking
Lesson Plan

Author:

Ruth Sunda

School:

Kyrene de las Brisas

Grade Level:

4th – 6th

Subject Area:

Language Arts

Summary:

Upper elementary students learn about Bloom's Taxonomy of Higher Order Thinking Skills and apply their new knowledge to creating Literature Study Units. Groups of two or three students read a primary level novel and develop the unit for use by capable first through third graders. Each study unit contains a vocabulary list, questions and prompts targeting literary elements, questions and prompts requiring Bloom's levels of critical thinking (analysis, synthesis, and evaluation), writing activities, at least one "fun sheet" (crossword puzzle, interactive multiple choice test, or word search), and an Internet connection with supporting questions or suggested activities. Each unit also includes suggested answers for the questions and prompts, written by the creators of the unit. Completed units are published with a printed copy of the unit, and also by writing the unit onto a CR-ROM for use by teachers and students. The nine literature units created by the students are posted on the web at www.kyrene.org/schools/brisas/sunda/litpack/litstudy.htm

Arizona
State
Standards:

R-E2. Use reading strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the author’s purpose and perspective to comprehend written selection

R-E3. Analyze selections of fiction, nonfiction and poetry by identifying the plot line distinguishing the main character from minor ones; describing the relationships between and motivations of characters; and making inferences about the events, setting, style, tone, mood and meaning of the selection

Assessments:

Critical thinking and questioning strategies Rubric: 
Critical Thinking Scoring Rubric

Rubric: Literature Unit Evaluation Rubric

Contribution to project
Sharing of responsibilities
Valuing others' viewpoints

Rubric: Collaboration Rubric

Assessment: Literature Packet Self-Evaluation

Pre-Requisite Knowledge:

Some experience in questioning strategies (knowing the difference between "fat" questions, requiring thought, and "skinny" questions, requiring basic recall)

Learning Environment:

Tools and Resources

Number of computers:

Computers should be at a ratio of one computer per small group of two or three students. A lab setting, where each student has their own computer, would facilitate the production of the units. Computers with Internet access should also be available.

Software:

Web authoring software (optional)

Peripherals:

CD burner (optional)

Internet Resources:

SCORE CyberGuides
http://www.sdcoe.k12.ca.us/score/cyberguide.html

Wrinkle in Time Study Guide
http://www.lausd.k12.ca.us/Lincoln_HS/Burleson/Lessons/Wrinkle/guides_index.htm

Island of the Blue Dolphin Study Guide
http://www.lausd.k12.ca.us/Lincoln_HS/Burleson/Lessons/Wrinkle/guides_index.htm

Curriculum Design Online
http://rogertaylor.com/

Online Puzzle Creation
http://puzzlemaker.school.discovery.com/

Task Oriented Question Wheel
http://www.stedwards.edu/cte/resources/bwheel.htm

Educational Products Taxonomy Listing
http://www.weber.k12.ut.us/wciv/eplist.htm

Summary Writing Checklist
http://www.east-muskingum.k12.oh.us/AT&T%20%20Grant/Att&t/summary_writing.htm

Hot Potatoes Quiz software (free for use by educational institutions)
http://web.uvic.ca/hrd/halfbaked/#tutorials

Teaching Resources for Critical Thinking
http://tep.uoregon.edu/resources/librarylinks/webresources.html

Printed
Unit Materials:

Bloom's Critical Thinking Questioning Strategies – learn and practice higher order thinking skills

Literature Unit  Requirements

Literature Packet Planning Sheet – progress sheet

The Big Bad Wolf Meets the Blooms–skit featuring higher order thinking skills

Digital
Resources:

Bloom’s Critical Thinking Questioning Strategies - Instructional PowerPoint presentation

Procedures

Introduce Benjamin Bloom and his levels of higher order thinking by viewing the PowerPoint presentation called Bloom’s Critical Thinking Questioning Strategies. As a whole group, answer the practice questions contained in the presentation. Distribute copies of the instructional handout, Bloom's Critical Thinking Questioning Strategies. As a whole group, read and discuss the levels, pointing out that the levels of analysis, synthesis, and evaluation are the most import levels for critical thought. Indicate that the products, listed in the boxes below each section, are suggested activities that target that particular thinking level. The Task Oriented Question Wheel at http://www.stedwards.edu/cte/resources/bwheel.htm graphically displays numerous other products and projects for each of the thinking levels. Another listing of products is at Educational Products Taxonomy Listing 
http://www.weber.k12.ut.us/wciv/eplist.htm

Additional examples of the thinking skills can be viewed at Curriculum Design Online (see the I-Search Independent Research section and Critical Thinking section) http://rogertaylor.com/. Teachers who wish to read more about Bloom and critical thinking can find a bibliography at Teaching Resources for Critical Thinking http://tep.uoregon.edu/resources/librarylinks/webresources.html.

Students divide into small groups of two or three and select a primary level novel for their literature unit. Distribute the  Literature Unit Requirements that gives the requirements for the literature unit project. Also distribute the Literature Packet Planning Sheet where the groups determine roles and responsibilities and keep track of their progress. Remind students that it is always important to consider the audience for any project. Discuss the intended audience for this literature is high reading ability second and third grade students.

Each group divides their novel into three sections and agrees on a timetable of when to have each section read. Students can begin reading the first section together in class. While they read, they should keep a list of vocabulary words, with page references, and possible questions or prompts about each section. The remaining two sections are read as homework and discussed at group meetings in class. An optional in-class activity to review the thinking skills is to perform the Bloom Skit: The Big Bad Wolf Meets the Blooms

After students have finished reading their novel, each will write a summary of the story. A checklist for summary writing can be found at
http://www.east-muskingum.k12.oh.us/AT&T%20%20Grant/Att&t/summary_writing.htm

Direct the students to evaluate more online study units at SCORE CyberGuides
http://www.sdcoe.k12.ca.us/score/cyberguide.html for possible ideas of questions, prompts and activities.

Demonstrate procedures for creating puzzles at Online Puzzle Creation
http://puzzlemaker.school.discovery.com/. 

Also demonstrate use of the freeware software, Hot Potatoes Quiz software, http://web.uvic.ca/hrd/halfbaked/#tutorials for use in creating interactive quizzes.

The teacher will check off the students’ progress on the planning sheet and continue to monitor the level of critical thought being demonstrated in the units. Periodically, have the whole class view quality online study guides to reinforce the expected levels of questioning and prompts.

Finished literature units are printed and put in a folder along with a CD-ROM containing the unit. The entire packet is then presented to primary level teachers for their use with students. The literature units created by this class are available online at www.kyrene.org/schools/brisas/sunda/litpack/litstudy.htm

The teacher will complete the Critical Thinking Scoring Rubric and the Literature Unit Evaluation Rubric for each student. Students will complete the Literature Packet Self-Evaluation for their own project and the Collaboration Rubric for their partner(s).