Teacher: Core Creative Thinking Year: 2012-2013
Course: Creative Thinking
A U G U S T
The Once and Future You -
Timeline of students past and future.Essential
Questions Content Skills Assessments Lessons Technology Standards
What important events from your past have shaped your life?
Where do you see yourself in the future?
Timeline - Past, present and future
-- Summarize
--Analyze and predict --Visualize
-- Organize and develop
-- Synthesize
The Once and Future You
8/1/2010
Once and Future Your Rubric
8/1/2010
-- PowerPoint -- PhotoStory
2.1.4 ~ analyzes themes, tone, and the author’s point-of-view across a variety of literary works and genres using textual evidence and considering audience and purpose.
2.2.1 ~ recognizes ways that literature from different cultures presents similar themes differently across genres.
The List Essential
Questions Content Skills Assessments Lessons Technology Standards
What things in life interest you?
How do you choose which is best or worst, etc?
Variety of Lists from different sources (i.e. Top 100 Movie Quotes of All Time, Top 50 TV Characters, etc.)
-- Compare and Contrast -- Describe -- Elaborate
-- Connect and Respond
-- Identify and Discuss
-- Organize and develop
The List Assignment
8/1/2010
The List Pre- Writing
8/1/2010
Various Examples of Lists
8/1/2010
-- PowerPoint -- Photostory -- Internet
1.4.5 ~ uses information from the text to make inferences and draw conclusions.
1.4.5 ~ uses information from the text to make inferences and draw conclusions.
1.4.5 ~ uses information from the text to make inferences and draw conclusions.
1.4.5 ~ uses information from the text to make inferences and draw conclusions.
1.4.5 ~ uses information from the text to make inferences and draw conclusions.
1.4.5 ~ uses information from the text to
-- Synthesize
make inferences and draw conclusions.
1.4.5 ~ uses information from the text to make inferences and draw conclusions.
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
S
E P T E M B
On Beyond Zebra Essential
Questions Content Skills Assessments Lessons Technology Standards
-- What literary elements are used in Dr.
Seuss's On
-- On Beyond Zebra by Dr.
Seuss
-- Identify and Discuss
-- Organize and
On Beyond Zebra Project
9/1/2010
On Beyond Zebra by Dr. Seuss
9/1/2010
MS Word or
1.1.0 ~ The student uses skills in
alphabetics to construct meaning from text.
1.1.0 ~ The student uses skills in
E R
Beyond Zebra?
-- Past student examples
develop -- Synthesize
On Beyond Zebra Rubric
9/1/2010
PowerPoint for
final product
alphabetics to construct meaning from text.
1.1.0 ~ The student uses skills in
alphabetics to construct meaning from text.
1.1.0 ~ The student uses skills in
alphabetics to construct meaning from text.
1.1.0 ~ The student uses skills in
alphabetics to construct meaning from text.
1.1.0 ~ The student uses skills in
alphabetics to construct meaning from text.
1.1.0 ~ The student uses skills in
alphabetics to construct meaning from text.
1.1.0 ~ The student uses skills in
alphabetics to construct meaning from text.
1.1.0 ~ The student uses skills in
alphabetics to construct meaning from text.
1.4.13 ~ follows directions presented in technical text.
O
C T O B E R
Comic Writing Essential
Questions Content Skills Assessments Lessons Technology Standards
-- What are the elements of comic writing?
-- What techniques are used by authors who create comic writings?
Elements of Comic Writing using:
-- Dave Barry Slept Here
-- "Schmeed Memoirs"
-- "Death Knocks"
-- Analyze
-- Paraphrase and Support
-- Identify and Discuss -- Synthesize
Create an Priginal Piece of Comic Writing
10/1/2010
Elements of Comic Writing
10/1/2010
MS Word
PowerPoint Windows Movie Maker
2.1.1 ~ identifies and describes different types of characters (e.g., protagonist, antagonist, round, flat, static, dynamic) and analyzes the development of characters.
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety
-- Poetry of Shel Silverstein
of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
1.4.0 ~ The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
N
O V E M B E R
Comedy in Cinema Essential
Questions Content Skills Assessments Lessons Technology Standards
What are the elements of comedy in cinema?
Elements of comedy in cinema using:
-- "Saturday Live Goes
Commercial"
-- The Simpsons -- Austin Powers II
-- Best of Buster Keaton
-- Analyze -- Organize and Develop
(storyboards and film)
-- Identify and Discuss
-- Compare and Contrast
Create an original comedic movie
11/1/2010
Comedy Movie Rubric
11/1/2010
Comedy Video Peer Evaluation
11/1/2010
Comedy Examples
11/1/2010
Elements of comedy in cinema
11/1/2010
PowerPoint Windows Movie Maker
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.6 ~ Writes a piece with an inviting introduction, appropriate body, and
satisfying conclusion that leaves the reader with a sense of resolution. (Organization:
prewriting, drafting, revising: N,E,T,P)
1.1.6 ~ Writes a piece with an inviting introduction, appropriate body, and
satisfying conclusion that leaves the reader with a sense of resolution. (Organization:
prewriting, drafting, revising: N,E,T,P)
1.1.6 ~ Writes a piece with an inviting introduction, appropriate body, and
satisfying conclusion that leaves the reader with a sense of resolution. (Organization:
prewriting, drafting, revising: N,E,T,P)
D
E C E M B E R
New Nations of North America Essential
Questions Content Skills Assessments Lessons Technology Standards
What might the continent of North America look like in the future?
Create new nations in North America based on information from:
-- Nine Nations of North America -- Research
-- Predict and Analyze -- Research -- Identify and Discuss
-- Organize and Develop -- Interpret and Summarize -- Describe -- Synthesize
Create an Original New Nations of North America
12/1/2010
New Nations of North America
12/1/2010
MS Word PowerPoint Internet
1.4.2 ~ understands the purpose of text features (e.g., title, graphs/charts and maps, table of contents,
pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings, topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, footnotes, annotations) and uses such features to locate information in and to gain meaning from appropriate-level texts.
1.3.2 ~ locates and uses reference
materials available in the classroom, school, and public libraries (e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are appropriate to the task.
1.3.2 ~ locates and uses reference materials available in the classroom, school, and public libraries (e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are appropriate to the task.
1.3.2 ~ locates and uses reference materials available in the classroom, school, and public libraries (e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are appropriate to the task.
J
A N U A R Y
Creativity? Me?
Essential
Questions Content Skills Assessments Lessons Technology Standards
What is creativity?
Definition/discussion Identification of creative geniuses in history
Gather information
Recall Identification Examine
Genius Presentations
1/1/2011
Who's a Genius?
1/1/2011
Genius Report
1/1/2011
9 Attitudes of Highly Creative People
1/1/2011
PowerPoint Internet Research:
http://www.problogger.net/archives/2007/05/09/9- attitudes-of-highly-creative-people/
1.1.6 ~ Writes a piece with an inviting
introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution.
(Organization: prewriting, drafting, revising:
N,E,T,P)
1.1.6 ~ Writes a piece with an inviting
introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution.
(Organization: prewriting, drafting, revising:
N,E,T,P)
1.1.6 ~ Writes a piece with an inviting
introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution.
(Organization: prewriting, drafting, revising:
N,E,T,P)
1.3.2 ~ locates and uses reference materials available in the
classroom, school, and public libraries (e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are appropriate to the task.
1.3.2 ~ locates and uses reference materials available in the
classroom, school, and public libraries (e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are appropriate to the task.
1.3.2 ~ locates and uses reference materials available in the
classroom, school, and public libraries (e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are appropriate to the task.
F
E B R U A R Y
Roadblocks: Crashing Through Them!
Essential
Questions Content Skills Assessments Lessons Technology Standards
What are the roadblocks to creative thinking?
Puzzles
Brain Teasers
Synthesis Analysis
Roadblock Journal
2/1/2011
Roadblocks to Creativity
2/1/2011
10 Mental Blocks to Creative Thinking
2/1/2011
Internet link:
http://www.copyblogger.com/mental- blocks-creative-thinking/
1.4.2 ~ Selects and uses (1) personal experience (2) observations (3) prior knowledge (4) research important for the reader to reach a conclusion and use an appropriate point of view for the piece (e.g. first person in editorial). (Ideas and Content: prewriting, drafting, revising:
N,E,T,P)
1.4.9 ~ Arranges information within each paragraph in a logical and effective sequence to persuade the reader (e.g.
typically 5 or more sentences).
(Organization: prewriting, drafting, revising: N,E,T,P)
M
A R C H
Right Brain, Left Brain, No Brain, My Brain Essentia
l
Question s
Conten
t Skills Assessment s
Lesson
s Technology Standard
s
How does the brain work in the creative process?
Study of right/left brain research
Analysis of our own right vs.
left brain tendencie s
Analyze
Researc h
Sefl- assess
Self-
Assessment:
Right or Left Brain?
3/1/2011
Right or Left Brain?
3/1/2011
Internet link to right vs. left brain quiz
http://www.intelliscript.net/test_area/questionnaire/questionnaire.cgi?q=right_brain_lef t_brain_2
1.4.3 ~ Develops and
differentiates details necessary to expand the main topic in a balanced format to support the writer’s position.
(Ideas and Content:
prewriting, drafting, revising:
N,E,T,P)
1.4.9 ~ uses paraphrasin g and organization al skills to summarize information (stated and implied main ideas, main events, important details, underlying meaning) from appropriate- level narrative, expository, technical, and persuasive texts in logical or sequential order, clearly preserving the author's intent.
A
P
Multiple Intelligences and How I Operate Essenti
al
Conten
t Skills Assessmen ts
Lesson
s Technology Standar
ds
R
I L
Questio ns
How many ways are there to be creative?
An overview of the multiple intelligenc es
Identificati on
Self- evaluation
Classificati on
Identify Your Intelligence
4/7/2011
Multiple Inelligenc es: Which One(s)Am I?
4/7/2011
Web link to self-assessment for M.I.:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/
choose_lang.cfm
1.4.4 ~ Anticipates the reader’s question(s) and provides balance with a counter- argument.
(Ideas and Content:
prewriting, drafting, revising:
N,E,T,P)
1.4.4 ~ Anticipates the reader’s question(s) and provides balance with a counter- argument.
(Ideas and Content:
prewriting, drafting, revising:
N,E,T,P)
1.4.4 ~ Anticipates the reader’s question(s) and provides balance with a counter-
argument.
(Ideas and Content:
prewriting, drafting, revising:
N,E,T,P)
1.4.12 ~ Uses language that is appropriate for
persuasive writing and easy for the audience to understand.
(Word Choice:
prewriting, drafting, revising:
N,E,T,P)
1.4.12 ~ Uses language that is appropriate for
persuasive writing and easy for the audience to understand.
(Word Choice:
prewriting, drafting, revising:
N,E,T,P)
1.4.12 ~
Uses language that is appropriate for
persuasive writing and easy for the audience to understand.
(Word Choice:
prewriting, drafting, revising:
N,E,T,P)
1.4.12 ~ Uses language that is appropriate for
persuasive writing and easy for the audience to understand.
(Word Choice:
prewriting, drafting, revising:
N,E,T,P)
1.0.0 ~ Writing:
The student writes effectively for a variety of
audiences, purposes, and contexts.
1.0.0 ~ Writing:
The student writes effectively for a variety of
audiences, purposes, and contexts.
1.0.0 ~ Writing:
The student writes effectively for a variety of
audiences, purposes, and contexts.
1.0.0 ~ Writing:
The student writes effectively for a variety of
audiences, purposes, and contexts.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using the writing process.
1.1.0 ~ The student writes narrative text using
the writing process.
1.1.2 ~ Selects and uses (1) personal experience (2) personal observation (3) prior knowledge.
(Ideas and Content:
prewriting, drafting, revising:
N,E,T,P)
1.3.1 ~ Develops a technical text focused on one main purpose.
(Ideas and Content:
prewriting, drafting, revising:
N,E,T,P)
1.3.1 ~ Develops a technical text focused on one main purpose.
(Ideas and Content:
prewriting, drafting, revising:
N,E,T,P)
1.3.14 ~ Writes compact sentences or phrases that make the point clear.
(Sentence Fluency:
prewriting, drafting, revising:
N,E,T,P)
1.3.14 ~ Writes compact sentences or phrases that make the point clear.
(Sentence Fluency:
prewriting, drafting, revising:
N,E,T,P)
1.3.14 ~ Writes compact sentences or phrases that make the point clear.
(Sentence Fluency:
prewriting, drafting, revising:
N,E,T,P)
1.3.16 ~ Uses correct grammar and usage, which may be
manipulate d for stylistic effect and contributes to clarity.
(Conventio ns:
prewriting, drafting, revising:
N,E,T,P)
1.3.16 ~ Uses correct grammar and usage, which may be
manipulate d for stylistic effect and contributes to clarity.
(Conventio ns:
prewriting, drafting, revising:
N,E,T,P)
1.3.17 ~ Spells words
correctly and uses available resources (e.g.
dictionary, spell check).
(Conventio ns:
prewriting, drafting, revising:
N,E,T,P)
1.3.17 ~ Spells words correctly and uses available resources (e.g.
dictionary, spell check).
(Conventio ns:
prewriting, drafting, revising:
N,E,T,P)
M
A Y
Creativity, Too!
Essential
Questions Content Skills Assessments Lessons Technology Standards
Can I lose my inhibitions and CREATE?
Creating something from scratch
Synthesis Design
Junk Art
Evaluation (Group Project)
5/1/2011
Junk Art: Make Something From Nothing
5/1/2011
PowerPoint of creative junk art
1.4.3 ~ uses prior knowledge, content, and text type features to make, to revise, and to confirm predictions.
1.4.3 ~ uses prior knowledge, content, and
Formulate
text type features to make, to revise, and to
confirm predictions.
1.4.3 ~ uses prior knowledge, content, and text type features to make, to revise, and to confirm predictions.
1.4.12 ~ establishes purposes for both assigned and self-selected reading (e.g., to be informed, to follow directions, to be entertained, to solve problems).
1.4.12 ~ establishes purposes for both assigned and self-selected reading (e.g., to be informed, to follow directions, to be entertained, to solve problems).
1.4.12 ~ establishes purposes for both assigned and self-selected reading (e.g., to be informed, to follow directions, to be entertained, to solve problems).
