Name of Lesson: Convergent Thinking; Dudley’s Silhouette Puzzles

Topic: Convergent Thinking Lesson 2

Gifted Standard and element(s):

G1 - Critical Thinking

Students will utilize higher order reasoning and reflect upon their thinking.

a. Apply the core critical thinking skills to various situations: metacognition, observation,

questioning, prediction, analysis, interpretation, inference, summarize, evaluation, synthesis,

explanation, transferring.

G2 – Convergent Thinking:

Students will reason logically using induction and deduction.

a. Solve problems using logical reasoning.

b. Support opinions, theories, conjectures, and conclusions with logical reasoning.

c. Analyze logic to determine if it sufficiently supports opinions, theories, conjectures, and

conclusions.

G7 – Communication

Students will interact and exchange ideas, feelings, information, thoughts, and knowledge with others.

a. Effectively communicate both verbally and nonverbally using a variety of modalities.

G11 - Self-Directed Learner

Students will be self-directed learners.

b. Persevere in the face of obstacles.

Essential Question(s):

What is Convergent Thinking?

Lesson Questions: How can we solve problems using logical reasoning?

How can the critical thinking skills of analysis and observation help me find one correct answer?

How can I use critical thinking skills to show deductive reasoning?

Lesson Summary:

Students will use observation, analysis, evaluation, and synthesis to correctly place each member of

Crystal Lake Pond in the correct place on the grid. Students must follow the rules provided and clues from

each silhouette board to find the correct placement. The purpose of this lesson is to reinforce deductive

thinking skills by using clues to arrive at the one correct answer.

Assessment Description/Performance Task:

Constructed response Informal assessment

Performance task Selected response

Brief Description of Assessment:

Students will demonstrate their knowledge of deductive thinking when finding the one correct

place for each silhouette. Use all nine clues on each puzzle card to find the correct places for the

silhouettes. There is only one right solution for each puzzle card. Puzzles increase in difficulty.

Teachers may note how many puzzles students were able to solve and whether they needed

additional clues or hints.

“Ticket out the Door” – Students will complete the Tweet and Instagram. Teacher may assess for

clarity of explanation and understanding of convergent thinking.

Instructional Methods

Hook/Activator: Sing the convergent thinking song. The song is located on the “Dudley’s Silhouette’s”

powerpoint. There are also various instrumental pieces of Old Macdonald on the powerpoint. Then Say,

“Dudley and Sybil go to Crystal Pond with their friends. Today, they are going to help clean up Crystal

Pond and play in the annual volleyball game. Listen to the story of the convergent thinking the Crystal

Pond friends must do to find their places on the volleyball court.” Read paragraph one of “Dudley’s

Silhouettes” to the students. Show students the silhouette pieces you have already cut out for them to

use during independent practice or use the active board to show the students the Crystal Pond Silhouettes

Dudley has made. The teacher and students will look at the silhouettes, and define attributes about each

of their “puzzle pieces.” Students need to pay attention to the shape and character of each silhouette.

These silhouettes are also located on the PowerPoint, “Dudley’s Silhouette Rules.” Review the Core Critical

Thinking Skills Chart with the students, paying careful attention to analysis, observation, and explanation.

Discuss with students what each of these critical thinking skills means and how we can use them to solve

“Dudley’s Silhouettes.”

Teaching Strategy:

1. The teacher will read the second paragraph of “Dudley’s Silhouettes” to the students. As the teacher

reads the second paragraph, model Dudley’s actions. Model Dudley drawing the large square and

two vertical and two horizontal lines. This should be done somewhere other than the active board.

Draw the 3x3 grid on chart paper or the whiteboard, so students can use it as a reference and

during guided practice.

2. The teacher will read the third and fourth paragraphs of “Dudley’s Silhouettes” to the students.

Before reading the paragraphs, make sure to have “Dudley’s Silhouettes Rules” PowerPoint ready to

view. This will be viewed as you read the fourth paragraph of the story. While reading the fourth

paragraph, stop at each of the rules to go over what information is being explained. Show the

picture examples and talk about the rule. The rules are as follows: 1. If the box is shaded, it

indicates the silhouette designated DOES go in that spot. 2. If the designated silhouette has a line

through it, similar to the “no” symbol then that silhouette does NOT go in the shaded space. 3. If

only a shape is shown, then one of the silhouettes of that shape goes in the shaded square, but you

may have to wait to determine which one. 4. If more than one square is shaded for a particular

clue, then the students have to choose (by using some of the other clues) which shaded square is

the correct spot for the silhouette in question. 5. If there is a selection of boxes and the designated

silhouette has a line through it, then that silhouette will not go in ANY of the shaded squares. 6. If

there is already a silhouette shown in place on one of the clues, that silhouette’s location must be

determined before the designated silhouette can be established. Knowing the placement of the first

silhouette is part of the clue to where the other silhouette goes.

The rules will need to be displayed throughout the independent work time for the students to use as

a reference, or make a copy of the rules for students to use while completing the puzzles. The rule

slides have been provided on one sheet of paper for students. (This is the multiple slides per page

print option in Powerpoint. The attached version can be used, but sometimes prints blurry.)

3. Display “Dudley’s Silhouettes Volleyball Puzzle” on the active board. Read the last paragraph of the

story. As you read the paragraph model Sybil’s convergent thinking by placing the silhouettes in

the appropriate place on the 3x3 grid that you modeled in the second paragraph.

4. The teacher will guide the students in completing the rest of “Dudley’s Silhouette Volleyball Puzzle.”

As the students are guided in finishing the puzzle, refer back to the PowerPoint to clear up

misconceptions or misunderstandings of rules.

5. The teacher will pass out the “PETS Silhouettes” grid and “Pets Silhouette Puzzle Pieces” to the

students. The teacher will also pass out the “Pets Silhouettes Puzzles” and “Pets Silhouettes

Recording Sheet” to the students. Students will need to cut the puzzle pieces apart if the teacher

has not completed this step before the lesson.

6. Students will work independently or with a partner to complete the six “Pets Silhouette Puzzles.”

The puzzles will need to be completed in sequential order. The puzzles are numbered in order of

difficulty. Puzzle number 1 is very easy and gives students an opportunity to learn the silhouettes

characters and how to place them on the grid. As students complete a puzzle, they will record

answers on the “Pets Silhouettes Recording Sheet.”

7. Students may use the key to record the answers instead of writing the entire name.

8. As students work independently or with a partner, the teacher will circulate around the room to

observe and check for understanding. As students complete a puzzle the teacher will check for

understanding and question students’ reasoning for placing pieces in certain places. The teacher will

look at the student recording sheet to check that correct convergent thinking has taken place. If

students have misconceptions or mistakes, the teacher and students can conference about the

misunderstandings to find the correct answer.

Summary by the Learner:

Students will be able to answer the following questions:

How did I use my clues to find the one correct answer?

How did I use the critical thinking skill of observation to complete the “Silhouette Puzzles”?

What strategies did you use to analyze each puzzle?

“Ticket Out The Door”: Students will “tweet/text” the teacher a response to the following: Describe how

you used deductive reasoning to find the one correct place for each silhouette. If a student has time

he/she may add an “instagram” to the tweet/text illustrating deductive reasoning and convergent

thinking. Place this in the iPETS interactive notebook. Students may also add vocabulary words to the

Alphaboxes as necessary (or the class may add to the one on display or to the word wall).

Differentiation:

More Capable:

Students will create their own Silhouette puzzles with nine clues for a puzzle and the grid showing

all the boxes.(Template provided –“Silhouette Stumper Puzzle Extension”)

Students will create a silhouette puzzle that does not show all of the boxes.

If students have a difficult time with this, have students think about “the end in mind” and what

they want the answer to be at the end. After knowing the answer, have students work backwards

to form the clues.

Less Capable:

Students will need extra clues to place silhouettes in the correct place. Give these students “hints”

about where certain silhouettes” should be placed. Also, instruct the students on which column or

row a certain puzzle segment might be showing.

Materials for this Lesson:

Set of Silhouettes for each student or student pairs (Pre-cut if you want to save time) (Green PETS

book, pg. 48)

“Dudley’s Silhouettes” Story

“PETS Silhouettes Grid” for each student or student pairs (Green PETS book, pg. 48)

“PETS Silhouettes Puzzles 1-6” for each student or student pairs (Green PETS book, pg. 49-51)

“Silhouette Puzzle Recording Sheet”

“Dudley’s Silhouette Volleyball Puzzle”

“Silhouette Stumper Puzzle Extension”

Ticket out the Door: “Tweet and Instagram” for each student

“PETS Behavioral Checklist” (Green PETS book, pg. 12)

Alpha Box in the iPETS interactive notebook

iPETS interactive notebook

Document camera

Interactive Whiteboard

PETS “Ways to Convergent Thinking” signpost

Powerpoint “Dudley’s Puzzle Rules”

“Convergent Thinking Song”

Vocabulary for this Lesson: Organizing Analysis Attributes Observation Deductive thinking Data

Evaluate

Convergent Thinking Song (Sing to the tune of Old MacDonald)

Lyrics: Movements

“Gather facts to find one answer” Moving arms as if you’re “gathering” things.

“Like two plus two is four” Hold up 2 fingers then 4 fingers for 2+2=4.

“Convergent Thinking is so fun,” Point to your head for “thinking.”

“We use it more and more!” Make the width of your arms wider for “more

and more.”

“With an observation here,” Point to your eyes.

“And an explanation there,” Point to your mouth.

“Collaborate, communicate,” Make talking gestures with your hands

facing each other.

“We’re on our way to thinking great.” Point to your head.

“Convergent Thinking is so fun,” Point to your head.

“All clues will lead to ONE...right answer!” Hold up your pointer finger.

Dudley’s Silhouettes

The Crystal Pond Community members all went to “Keep Crystal Pond

Beautiful Day” located along the banks of Crystal Pond. While cleaning up

around the pond, Dudley noticed each of his friends made a different shadow on

the ground from the sun. Dudley traced each person’s shadow and then had Sybil

trace his shadow. Dudley realized after tracing the shadows in the dirt that each

shadow only showed the outline of each of his friends. He knew from art class that

an outline or image drawing of someone was called a silhouette. It was now time for the annual Crystal Pond volleyball game and Dudley had an

idea. To play in the game, Dudley needed his friends to be in three rows and three

columns. So, he drew a large square in the dirt and drew two horizontal lines and

two vertical lines inside the square, evenly spaced. This made a grid with nine small

squares. Dudley needed his friends to come stand in the squares, so they would

know their places during the volleyball game, but he could not find them anywhere.

Dudley thought, “I have an idea! I can use the silhouettes I made of

each person and place them in the square they should stand in during

the game! Then everyone will know their position and we can win the volleyball

game!” Dudley got so excited that he came up with seven different ideas for his

friends.

Sybil walked over. “Dudley” she said, “Why are you drawing all these lines and

boxes? It’s time for the annual volleyball game.” Dudley informed Sybil that he was

making “game plans” so each person would know where to stand during the volleyball

match. Sybil looked at Dudley, “I don’t understand why you have some squares

colored in differently and you do not have anything in the squares, just pictures on

the outside of your grids. Dudley replied, “I knew you would ask that question, so I

made a list of rules and clues for you to follow to where to stand. This way the

other team will not be able to decipher our “game plan!” I also thought it would be

fun for all the Crystal Pond members to use their deductive reasoning and work

together to solve my silhouette puzzles.” “Oh, I see,“ said Sybil. “Each person will

be in one of the squares, but I must figure out which square using your rules.”

“Yes,” exclaimed Dudley. “You are right, but you must also use the clues I have

drawn by each puzzle.”

“The clues are explained in my rules. My rules are: 1. If the box is

shaded, it indicates the silhouette designated DOES go in that spot.2. If the

designated silhouette has a line through it, similar to the “no” symbol then that

silhouette does NOT go in the shaded space. 3. If only a shape is shown, then one

of the silhouettes of that shape goes in the shaded square, but you may have to

wait to determine which one. 4. If more than one square is shaded for a particular

clue, then the students have to choose (by using some of the other clues) which

shaded square is the correct spot for the silhouette in question. 5. If there is a

selection of boxes and the designated silhouette has a line through it, then that

silhouette will not go in ANY of the shaded squares. 6. If there is already a

silhouette shown in place on one of the clues, that silhouette’s location must be

determined before the designated silhouette can be established. Knowing the

placement of the first silhouette is part of the clue to where the other silhouette

goes.”

“I think I understand,” replied Sybil after Dudley read her the rules. “In this

puzzle, Jordan is located on the outside of the grid and the top left corner is

shaded in, so Jordan must be placed there. Right?” asked Sybil. “You are correct,”

said Dudley, “Let’s try one more before we let other friends try.”

“Ok, I must go in the very middle of the puzzle. My picture is outside the grid

and the square in the very middle of the puzzle is shaded. I like this game!” yelled

Sybil.

Dudley’s Rules to the Silhouette Puzzles

1. If the box is shaded, it indicates the silhouette designated DOES go in

that spot.

2. If the designated silhouette has a line through it, similar to the “no”

symbol then that silhouette does NOT go in the shaded space.

3. If only a shape is shown, then one of the silhouettes of that shape goes in

the shaded square, but you may have to wait to determine which one.

4. If more than one square is shaded for a particular clue, then the students

have to choose (by using some of the other clues) which shaded square is the

correct spot for the silhouette in question.

5. If there is a selection of boxes and the designated silhouette has a line

through it, then that silhouette will not go in ANY of the shaded squares.

6. If there is already a silhouette shown in place on one of the clues, that

silhouette’s location must be determined before the designated silhouette

can be established. Knowing the placement of the first silhouette is part of

the clue to where the other silhouette goes.

Silhouette Puzzle Solutions

Puzzle 1

M S F

I D RO

J RA Y

Puzzle 3

RO S M

I D Y

J RA F

Puzzle 5

M Y I

S D J

F RO RA

Puzzle 2

S I RA

J M RO

D F Y

Puzzle 4

Y S RA

J F M

RO D I

Puzzle 6

I F D

M J Y

RA RO S

PETS Silhouette Puzzle Recording Sheet

Silhouette Puzzle 1:

Silhouette Puzzle 4:

Silhouette Puzzle 2:

Silhouette Puzzle 5:

Silhouette Puzzle 3:

Silhouette Puzzle 6:

Your Extension Puzzle:

Key:

D~Dudley S~Sybil

I~ Isabel Y~Yolanda

J~ Jordan F~Felix

M~Max Ra~Rascal

Ro~Rosalyn

Silhouette Stumper Puzzle Extension Design a silhouette puzzle. Each community member should be used.

Instead of drawing pictures of each, you may use the abbreviations for

their names as listed on the PETS Silhouette Puzzle Recording Sheet.

Use your pencil to shade in spaces you would NOT like for the

community members to be placed. As examples, look at puzzles 1-6 you

completed. Put the answer to your Silhouette Puzzle on your PETS

Silhouette Puzzle Recording Sheet. Be creative and try to create a

puzzle that will be original.

CCSD Version Date: May 2011

Name: ____________________

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