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*This lesson coincides with section 8, avoid ambiguity, from A Whack on the Side of the Head by Roger von Oech.

Lesson designed by Christopher Galvez

Grade level range:  3-5

Length of time to teach lesson: 20-30 minutes

Objectives (Learning targets) of this lesson:  I will understand that situations can be left unanswered and there isn’t always an answer to found right away.

 
Resources/supplies/handouts needed to teach this lesson:  Note-cards with paradoxical situations student will provide an answer for the situation (doesn’t need have a definitive answer student is just need to be able to think the situation through)

Step-by-step teaching instructions for the activity/lesson: 

Give student paper that’s about their dreams. Have students write about their dream or draws things that they remember in their dream.

Have the student below explain what they think the dream meant. Literally and then trying to define it non-literally.

Have students share (if comfortable) their dream with other students and have the students share what they think their dream means to the person.

Have the paradox cards ready and give a card to each student. They can all be the same paradox or they can each get a different one. Have the students talk about the paradox and explain their thinking about it and to discuss it.

Assessment:   How Can I use this Rubric?

Students generate ideas when it comes to figuring out their dreams and to think about the paradoxes they are given. When students have math discussions or they engage in a pre-write they also must be able to generate ideas that will elicit discussion or create material to write about. When students use this rubric for the dream and paradox lesson it allows them to be able to see and think “How am I actually using my thinking? Am I contributing as much as I think I am?” and can help the students realize just how much they are backing in a conversation or generating new ideas for a writing project. Students who rate themselves low, when they’ve thought they added absolutely everything to a discussion or explanation, will realize that they are not contributing or working as hard as they think they are.