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ENG II
Overview:
Subject: English II
Topic or Unit of Study: Inductive and Deductive Reasoning
Standards: CCSS.ELA-LITERACY.RI.9-10.8: Evaluating Arguments
Grade/Level: 10th Grade
Objective: Students will be able to use Inductive and Deductive Reasoning to
make observations, identify evidence, and create a claim.
Time Allotment: 2 Days
Implementation:
Day 1:
Opener:
o Instruct students to make observations about the 10 objects on their
note sheet
Sort these objects into three groups. How are they the same
and how are they different? Do this with a partner, and then
we will share out in five minutes.
o Before students are set loose to work, show an example:
I have four pictures of different dogs. I realize that the dog
on the left looks aggressive, the pug looks silly and has kind
eyes, the cartoon dog looks goofy, and the dog on the far
right looks mean. The aggressive dog and the mean dog are
both wearing sharp collars. When I look at my observations, I
realize that two dogs look mean and have sharp collars, and
the other two look sweet and calm. Therefore, I split them into
two groups: aggressive dogs and nice dogs.
Go through the PowerPoint with them, instruct them when to fill out the
guided note sheet
o Address what inductive reasoning is, the pros and cons
Deductive Reasoning in the PowerPoint: instruct them to take notes in the
guided notes
o Sort with the same objects:
Now we are going to do a deductive sort. This is your claim:
Different jobs require different tools. Based on that claim, sort
the objects accordingly.
o Talk about what deductive reasoning is and the pros and cons
Exit Slip: Draw me an emoji based on your understanding of Inductive and
Deductive Reasoning.
Day 2:
Turn to Your Partner and Share: What is Inductive Reasoning and what is
Deductive Reasoning?
o Share out
Who can tell me what Inductive Reasoning is? Can anyone
remember the 4 steps to Inductive Reasoning? What about
Deductive Reasoning?
o Instruct students to take out their notes from the first day
Pass out the Murder Mystery activity and explain the directions
o Today, you are going to solve a murder mystery. Look over the
sheet and follow around while I read the directions. (Read
directions and answer questions)
In groups of 3 or 4, after the writing, students will share their reasoning and
conclusions with each other. They will explain who they think did it and
why.
Closing: Students will engage in discussion about who they believe did it
and then watch the end of the video to see if they were right. Then, I will
do a simple Thumbs up, Thumbs down to see how they feel about
Inductive and Deductive Reasoning.
Instructional Strategies and Diverse Learners
Students will be given guided notes the first day. In these notes, there will be
room for them to write down what I tell them too form the PowerPoint via charts,
open spaces, and fill in the blanks. This helps learners know exactly what to write
down and how to organize it appropriately.
Students will also be given the opportunity to work with partners and in groups. I
can strategically place students in groups based on their ZPDs and encourage
them to work with other students outside of their own abilities.
In this activity, I am utilizing small activities and engaging activities to keep
students attention and encourage them to apply the knowledge that they
learn to the real world.
Inductive Sort: Look at the items above and break them into a minimum of 3 categories. Be
prepared to state a rule that explains your grouping.
Group 1
Reasoning:
Group 2
Reasoning:
Group 3
Reasoning:
Optional: Group 4
Reasoning:
Inductive Reasoning
Look at the pros and cons of this type of inductive reasoning and put them in your own words.
Pros
Cons
Deductive Reasoning:
Deductive Sort: Look again at the items on the front of the page and sort them into 3 categories
based on the following rule: Different jobs require different tools.
Group 1: Construction
Group 3: Office/Classroom
Look at the pros and cons of this type of deductive reasoning and put them in your own words.
Pros
Cons
TimetoSolveaMystery!
InductiveandDeductiveReasoning
Step1:Observations/Evidence:
Asyouwatchthevideo,takenotesonthecharacters.Howdotheyknoweachother,dotheysay
anythingsuspicious,whereweretheywhenthebodywasfound,didtheyhaveamotive?
REMEMBER
:
observationsmean
ALL
informationwithoutbias,notjusttheinformationthatsupportsyourideas.
Bob
John
Susan
Kathy
Dan
Vicky(Vic)
Judy
Mike
Step2:Analysis
Nowthatyouhavemadeyourobservations,itstimetosortthroughtheevidence.Placeyour
suspectsintotwogroups:thosewhocouldhavedoneit,andthosewhocouldnthavedoneit.Includeyour
evidenceintheboxwiththepersonsname,andthengiveanoverallreasoningfor
why
yousplitthetwo
groupsthewaythatyoudid.
Example:WhenIdidthedogexampleduringthepowerpoint,Itooktheobservationsofthedogs
(Thisdog
hasbig,sweeteyes.Thisdoglooksaggressivebecauseheisgrittinghisteeth)
andIputthemintotwogroups.
Then,Igaveareasoningforputtingthemintothecategories
(Thedogsontheleftbothlookaggressiveandmean,
andthedogsontherightlookcalmandsweet).
Reasoning:
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Step3:Conclusion
Nowthatyouhavesortedyourobservations,makeaguess!Statewhoyouthinkdiditandwhy.
Example:IfIwerewritingaconclusion(orclaim)forthedogs,Iwouldsaysomethingalongthelinesof
Itis
easytodetermineadogstemperamentbasedontheirappearance.
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________.
DeductiveWriting:
Nowthatyouhaveinductivelydecidedwhocommittedthecrime,writeaparagraph(57sentences)
explainingyourconclusionandreasoning
deductively.
Deductivereasoningbeginswithstatingtheclaim
andthengivingtheevidencetosupport.Startbysayingwhoyoubelievecommittedthecrimeandthenlead
upto
why
youreachedthatconclusion.
Example:IfIwerewritingadeductiveparagraphaboutthedogs,Iwouldstartbystatingaclaim,andthentalking
abouthowIreachedthatconclusion.Itwouldlooksomethinglikethis:
Itiseasytodecideadogstemperamentbasedontheirappearance.Dogseitherlookmean,ortheylook
nice.Ilookedatfourpicturesofdogsandmadeobservationsaboutthem.Intwoofthepictures,thedogshadpointed
collarsandsharp,grittedteeth.Intheothertwopictures,thedogshadsadeyesandagoofygrinontheirface.