You are on page 1of 4

Unit: American and European Contact Exploring Different Views

Lesson: Intro to Divergent Thinking
(15-20mins)
CT strategy: Divergent Thinking

Grade: 5th

Grade level standards:
GPS  Speaking & Listening (SL)  Comprehension & Collaboration 
ELACCSL1: Engage in a range of collaborative Discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and text, building
on others’ ideas and expression their own clearly.
c. Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
Materials:
Things the Americas Gave to the World (Cards)
What These Words Mean to Me (Sheet)
Alphabet of Things that the Americas Gave to the World (Sheet)
Need or Luxury (Writing Sheet)
Display (black board, dry-erase board, Chart Paper, etc…)
Clip board

Pencil

Rationale:
Students explore the fact that people have different opinions, which is natural.
How and why people form opinions.
Schema building/activation for Thematic Unit: Different Views about European Contact
with Americans
Lesson Format: 5 Es (Engage, Explore, Explain, Extend, Evaluate)
Instructional Approaches:
Word Sort (open)
Graphic Organizers (Chart and Word/Idea Web)

Lesson Procedures:
Engage/Explore: Word Sort (whole-class/group)

5mins

Intro: “How would you sort these words?”
Objective: Categorize (Analysis)

Action: Sort Cards

Materials: Things the Americas Gave to the World (Cards)
Summary: Students make consensus decision of cards categorization.
Close: “How easy was it to come up with a consensus? Why or Why not? People
have different opinions based on different experiences. It’s okay to have different
opinions. We will continue exploring how as well as why people think
differently,.”

Explore: Proposing Theme (Individual)

3mins

Intro: “Now that the words are organized, what do you propose is a common
theme amongst these words?”
Objective: Propose (Synthesis)

Action: Write List of Probable Themes

Materials: Categorized Things the Americas Gave to the World (Cards), What
These Words Mean to Me (Sheet), clip board
Summary: Students look at words, and brainstorm what they propose the common
theme is amongst the words. They write their list of propositions for response #1
of the What These Words Mean to Me (Sheet), on a clip board.

Explore: Discussing and Synthesizing (whole-class/group)

5mins

Intro: “Let’s group our thoughts together. Remember there is no right or wrong
answer. People may have different opinions.”
Objective: Formulate (Synthesis)

Action: Students group proposals
(Teacher Writes)

Materials: Display Board (black board, dry erase board, Chart Paper, etc…),
What These Words Mean to Me (Sheet), clip board
Summary: Students give teacher at least 1 of their propositions for the teacher to
write on the display as an Idea Web. As the list is forming, group words/phrases
accordingly (students and teachers make suggestions for organization).

Evaluate: Re-evaluate Opinion: (whole-class/group)

2mins

Intro: “Now that we have further organized our thoughts on these words, do we
have a difference in opinion?
Objective: Decide (Evaluation)

Action: Discuss

Materials: Display Board (black board, dry erase board, Chart Paper, etc…),
What These Words Mean to Me (Sheet), clip board
Summary: Students openly discuss what they now think is the general theme
between the words. They may choses to change proposals or keep their original
proposal. Once the discussion has ended, give the students a moment to write to
write what they decided is the most likely unifying theme for response #2 of the
What These Words Mean to Me (Sheet). Write the class’ final decision of the
display (only if consensus is met). Reveal the theme.

Explain: Teacher Reveals purpose

5mins

Materials: What These Words Mean to Me (Sheet), clip board, Alphabet of
Things that the Americas Gave to the World (Sheet)
Summary: Teacher reveals the theme of the words. The students now write why
or how they made their decision under response #3 of the What These Words
Mean to Me (Sheet). The teacher then gives out list Alphabet of Things that
the Americas Gave to the World (Sheet). Discuss any unknown words.
Closure: “We have gotten to explore the fact that people have different opinions, which
is natural. The interesting thing about forming an opinion is how you decide to arrive at
that opinion. Do you decide based on what you believe, or facts you already know? Do
you like to discuss options before reaching your decision? Do you think it’s wise to get
different points of view before you make your decision? Do you negatively judge people
with different opinions or do you accept variety? We will be exploring further the
different ways people form opinions, and which ways may be more tolerant or rational
than others. Your exit ticket will be to review how or why you made your final decision”

Extend: Homework (Individual)
Objective: Classify (Analysis)

Action: Write

Materials: Need or Luxury (Sheet)
Summary: Teacher explains that the students must categorize between things they
believe are needs, and what they believe are luxuries. They then must decide
what things they would miss if didn’t have them.

Notes to Reader:
Word Selection (for Word Sort):

Selected from the Alphabet of Things that the Americas Gave to the World (Sheet).

Types selected based on the assumption of class’ general familiarity of words.

Number selected was limited to diminish overwhelming the students.

Types selected based on potential to generate critical thinking.

Types selected based on need for category variety.

Group/Class cohesion: discussion procedures and etiquette may need to be reviewed. Lesson

Purpose: Meant to work with a thematic unit. Any concern the reader may have about students
comprehension of content will be addressed through methodical lesson throughout the unit.