1. Topic-
Critical and Imaginative Thinking
2. Goals: Aims/Outcomes-
1. Students will resolve discrepancies in the story
2. Students will cooperate in groups to fill the holes within the story
3. Students will use their imagination and experiences to comprehend what the story is about
3. Objectives-
1. Students will engage in critical and imaginative thinking
2. Students will be encouraged to use divergent thinking and their experiences to solve the story
3. Students will work cooperatively rather than competitively on a common problem
4. Materials and Aids-
5. Procedures/Methods-

A. Introduction-

1. Announce to students that I will be telling them a story with a hole in it
2. Ask them what I mean when I discuss that there is a "hole" in the story (pick on those that are raising their hand)
3. Explain that a "hole" means that there is a missing part of the story that they will need to find in order for the story to make sense
4. Discuss with students that the story may not make sense to them at first

B. Development-

1. Tell the following story once:
A man lives on the twentieth floor of an apartment building. Every time he leaves, he rides a self-service elevator from the twentieth floor to the street; but every time he returns, hs rides the same self-service elevator only to the fifteenth
floor, where he leaves the elevator and walks up the remaining five flights of stairs.
2. Ask students if anybody knows the answer already; if any do ask them to observe during this "round" and not give the answer away.
3. Explain to the students that they are able to ask questions that can be answered with a "yes", "no", or "not relevant"
4. Discuss with students what the term "not relevant" means

C. Practice-

1. Allow for questions about the process if there are any
2. Explain to students that they are now able to ask questions about the story
3. Only answer questions in the three designated ways (yes, no, not relevant)

D. Independent Practice-

1. Put the following story on the smartboard:

2. Have a student read the story to their peers
3. Once it is read, ask them to use the tools that we just discussed (looking at certain words, acting it out...) to come up with questions that adhere to the story
4. Have students come up with questions and answer appropriately

E. Accommodations (Differentiated Instruction)-

1. If students get stuck on the story do the following accommodations:
- Act out the story
- Take specific words out of the story and ask them the define the specific word (are there different meanings to the word? )
- Have them turn and talk to their partner about what they believe the story could be about

F. Checking for understanding-

1. After doing the walk through story and independent story students will break up in groups (3 groups)
2. Discuss that within their group they will be making their own stories with holes for their classroom
3. Give them 10 minutes to make their own stories within their groups

G. Closure-

1. Explain to students that they will be presenting their stories with holes to their classmates
2. Ask them to pick a "speaker" within their group
3. This speaker will be answering their classmates questions about their own story using yes, no, or not relevant
4. Each group will be able to present their own stories with holes
7. Evaluation-
1. I will be walking around during group work listen to students discussions about their stories
2. I will be listening and observing each group while they present their stories
3. I will be listening and observing students as they ask appropriate questions to fill in the "holes" of the story

This Lesson Plan is available at (www.teacherjet.com)