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53 Thinking Clearly

Page
292
from
Write on Track

Thinking Clearly

Start-Up Activity

Read aloud the first paragraph from page 292 and ask your students what they would do. Take suggestions from them, anything from the sensible to the outlandish. Ask if any of them has ever been in a situation like that and ask what they did to get out of it.

Tell them that they can learn a simple technique for dealing with difficult problems like this one. And once they learn the process for solving problems, they can apply it in all kinds of different situations.

Think About It

“Making a movie is a lot of problem solving.”

—Gia Copolla

State Standards Covered in This Chapter

CCSS.ELA-LITERACY.W.3.1

CCSS.ELA-LITERACY.W.3.1.A

CCSS.ELA-LITERACY.W.3.1.B

LAFS Covered in This Chapter

LAFS.3.W.1.1

TEKS Covered in This Chapter

110.5.b.11

110.5.b.12.C

110.5.b.11.B.ii

TEKS Covered in This Chapter

Page 293 from Write on Track

Solving Problems

Lead your students through the five-step problem-solving process and scenario on this page. This process can help a lost child find her mother, but it also can help a NASA engineer fix part of a multi-billion dollar spacecraft. 

Help students understand that a big problem may not be solvable in one giant leap, but it will be in small steps. These steps amount to studying the problem, imagining solutions, trying a solution, and deciding how well it works. Once students learn this process, they can solve problems big and small.

Related Minilesson:

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Level:
Grade 3
21st Century Skills:
Critical ThinkingCreative ThinkingProblem Solving

Page 294 from Write on Track

Making Decisions

One of the greatest abilities of human beings is to make decisions. We don't have to act just on instinct. Instead, we can think about our options and choose the best one.

Lead your students through this simple, 4-step process for making a decision. By naming the decision, thinking carefully about each option, and answering questions, students can thoughtfully make up their minds.

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 3
21st Century Skills:
Critical Thinking

Page 295 from Write on Track

Using Facts and Opinions Correctly

Say to your students, "Raise your hand if you think a hot lunch is better than a cold lunch." Count the number of hands raised. "Now raise your hand if you think a cold lunch is better than a hot lunch." Count the number of hands raised. Then have a student check what the cafeteria is serving today for hot lunch.

Point out that whether hot or cold lunch is better is a personal opinion. It can't be directly proven. Neither side is right or wrong.

What's on the menu, however, is a fact. It can be directly proven. A statement of what's on the menu is either right or wrong.

Students need to keep opinions and facts separate to be able to use both effectively in their thinking and writing.

 

State Standard Reference:
LAFS Standard:
LAFS.3.W.1.1
TEKS Standard:
110.5.b.11, 110.5.b.12.C
NE ELA Standard:
LA 3.2.2, LA 3.2.2.a, LA 3.2.2.b

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 3
Mode:
Persuasive Writing
21st Century Skills:
Critical Thinking

Page 296 from Write on Track

Sticking to the Facts

The four non-facts on pages 296–297 are common logical fallacies that can lead to "fuzzy thinking." Though third graders aren't ready for the term "logical fallacies," you can rest assured that you are laying the groundwork for their higher-level thinking.

The first example  on this page shows bandwagoning, falsely stating that an idea is true because most people believe it.

The second example shows an appeal to emotion, falsely stating that an idea is true because the writer likes it.

Help students avoid these fuzzy-thinking errors, instead supporting their opinions with strong reasons (facts).

State Standard Reference:
LAFS Standard:
LAFS.3.W.1.1
TEKS Standard:
110.5.b.11, 110.5.b.12.C
NE ELA Standard:
LA 3.2.2, LA 3.2.2.a, LA 3.2.2.b

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 3
21st Century Skills:
Critical Thinking

Page 297 from Write on Track

Sticking to the Facts (Continued)

Help your students recognize and avoid these two forms of fuzzy thinking:

The first example shows a half-truth, which tells only part of the story.

The second example shows an exaggeration, which distorts how drastic a situation is.

State Standard Reference:
LAFS Standard:
LAFS.3.W.1.1
TEKS Standard:
110.5.b.11, 110.5.b.12.C
NE ELA Standard:
LA 3.2.2, LA 3.2.2.a, LA 3.2.2.b

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 3
21st Century Skills:
Critical Thinking