Name of Lesson: Jordan The Judge Judge Thinking · 2020-03-11 · CCSD Version Date: May 2011 gavel”. Explain that a gavel is used by the judge at the time of a decision.Tell students,

CCSD Version Date: May 2011

Name of Lesson: Jordan The Judge – Judge Thinking Topic: Evaluative Thinking Process

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.

G5: Evaluative Thinking – Students will evaluate and solve a variety of authentic problems.

a. Implement the evaluative thinking process.

b. Apply and adapt a variety of strategies to resolve problems and dilemmas, and evaluate their

effectiveness.

c. Choose appropriate problems and dilemmas to research and resolve.

Essential Question(s):

What is evaluative thinking?

Lesson Questions:

1. How do I explore critical thinking skills through the process of evaluative thinking?

2. How do I solve a problem using the evaluative thinking process?

Lesson Summary: The purpose of this lesson is to explore critical thinking skills based on the evaluative

thinking process. The following concepts will be explored:

1. What is a fact? What is an opinion?

Fact – Something that is true all the time

Opinion – a view or judgment formed about something, not necessarily based on fact or

knowledge.

2. Explore “The Way to Evaluative Thinking” as a method to solve authentic problems and help in

making the best choice in solving a dilemma.

Define the problem.

Analyze the problem.

Establish goals.

Generate possible solutions.

Rank the solutions.

Research and explore a solution.

Evaluate the effectiveness of the chosen solution. Was the solution effective?

Implement and defend the chosen solution.

Assessment Description/Performance Task:

Constructed response Informal assessment

Performance task Selected response

Brief Description of Assessment:

The teacher will assess student understanding of the evaluative thinking process by listening to student

responses during the modeled problems and by assessing student work on “Evaluative Thinking Process:

Criteria Decisions” which they will apply to “A Pet for You”. All student work and vocabulary will be added

to their iPETS interactive notebook. Teacher may also use “Behavioral Checklist” to assess students in the

following areas: logically supported responses, drawing valid conclusions based upon considerations,

evaluative thinking, and accurately applying valid criteria in order to help narrow the field of many

choices, regardless of their own personal preferences. Students may also complete a “Ticket out the

Door” to reflect upon the lesson question by completing the following statement: “How did I use critical

thinking and the evaluative thinking process to solve an authentic problem?”


Instructional Methods:

Teaching Strategy: PETS Red Book Pages 172 – 182

Hook/Activator:

Review the differences between facts and opinion. Fact - something that actually exists; reality;

truth, Opinion – a view or judgment formed about something, not necessarily based on fact or

knowledge. Divide students into groups. Give each group an envelope with the cut apart

“fact/opinion statements.” Have each group sort statements into two categories – those that are

facts and those that are opinions. When complete, have groups discuss why they put statements in

each category. How could you tell the difference between a factual statement and an opinion? Are

there key ideas or words used that let you know when something is an opinion?

Introduce students to the concept of a judge. Give students the opportunity to describe what

judges do. Discuss that judges are not only in the courtroom but there are also other kinds of

judges such as those that judge competitions or contests (opinion). What type of problems do

judges solve? The teacher shares that judges help with situations or problems that cannot be

resolved without assistance and that judges must know the difference between fact and opinion

when making decisions. If the judge is supposed to make a decision based on criteria that have

already been set, or on the law, then his/her own opinions must be put aside.

Do you remember last year when we met an owl named Jordan at the vet? Look in your iPETS

interactive notebook and find the signpost with “Jordan the Judge and the Way to Evaluative

Thinking.” (Review with students the steps for the Way to Evaluative Thinking as they appear on

the signpost.) I am going to give you a document that explains in detail exactly how a judge solves

problems. Look to see if there is anything similar to Jordan the Judge’s Signpost. Give students a

copy of the “The Way to Evaluative Thinking Template” and display an enlarged copy using the

technology of your choice for all to see. Share with students that some judges use the “The Way to

Evaluative Thinking Template” to help them solve authentic problems. Do you see the similarities

between the signpost and the Template? Judges seem to follow the same steps as Jordan the

Judge when solving problems (Help students compare and contrast the template and the signpost

“The Way to Evaluative Thinking” signpost with Jordon the Judge pictured from their iPETS

interactive notebook.)

Teacher Model

We are now going to learn more about “Jordan the Judge.” Read the “Jordan the Judge” (modified

from PETS Red Book) story included with this lesson. As you are reading, display an enlarged copy

of “Yolanda’s List of Things to Buy” using the technology of your choice, so students can follow

along. (You may want to also display “The Way to Evaluative Thinking Template” either on the

board and or on the projector.)

Discuss with students the items to be eliminated from the list because they cost more than ten

dollars. Cross the items off the list as students suggest which ones would cost less than ten dollars.

Be sure that students are only considering the cost at this time. Which items should be eliminated

from the list based on the warmth criteria? Remove those items from the list by crossing them out.

(Yolanda wants something warm). Finally, discuss with students the items that should be

eliminated based solely on the color criteria. (Since this is a teacher modeled lesson, narrow the

choices down to the pair of red mittens and the scarf).

Ask students if they thought Jordan the Judge used “The Way to Evaluative Thinking Template” to

help solve this authentic (real) problem. Display “The Way to Evaluative Thinking Template” and

model by explaining how Jordan used each step. Did he help make a logical decision by gathering

facts about the problem? Did he consider all the possible solutions based upon criteria? This is the

evaluative thinking process.

Once Jordan has used “The Way to Evaluative Thinking Template” and is confident that he has

made a good judgment, he does something unusual. Do you know what that is? When his decision is

announced, he bangs his gavel on his desk. Share with the students an actual gavel or “pictures of a


gavel”. Explain that a gavel is used by the judge at the time of a decision. Tell students, they will

become “judges” and solve authentic problems using “The Way to Evaluative Thinking” template. Time

permitting; you may also give students an opportunity to create the “gavel” included in this lesson.

This will serve as a memory trigger for evaluative thinking.

Guide

We will be solving an authentic problem. You may use a decision about what to buy for the

classroom as your authentic problem scenario. (At this time, you may be able to assess and use

the “Behavioral Checklist” to note the names of students that are showing the behaviors of

“Logically Supports Responses,” and “Draws Valid Conclusions Based upon Considerations

Developed in the Lesson.”)

Display “Evaluative Thinking Process: Criteria Decisions” template electronically (ELMO, Ladybug,

iPEVO) and record information as the students respond. Complete the template together. Below

are some hints and guidelines:

The class has $500.00 to spend, but we don’t know what we should purchase. What needs to be

solved? (List/define authentic problem on the template: What should we buy for our classroom?)

Analyze the problem. What are the details about the situation? What would be special and

something useful for everyone? (We need to write in the area next to analyze the problem: We

want to buy something that most students can use, something that is special and within our

budget.)

What are our goals? What do we hope that this purchased item will accomplish? These are the

criteria we will use to make the best decision. (List under establish goals that we want an item that

we can use every day, all of us have access to and something that will last a while.) You may also

let students respond.

What are possible solutions? We need to use our divergent thinking and brainstorm many possible

solutions by coming up with items that might be bought for the class. (Answers may vary but list

them on the template reminding students of the criteria or goals you have set. Choosing three to

analyze further as the template suggests helps narrow the focus.)

Next, we must rank the solutions based upon what we know about these items. What will be best?

Why do you think that this is the best choice? Remember that your decision should be based on

facts and criteria more than on your opinion, even though your judgment is important. (Number

your solutions on the template.)

Research and explore a solution. We may need to find out how much the item costs, the best place

to purchase the item and whether will it be durable.

Evaluate the effectiveness of the chosen solution. Suppose we bought the item. Is the solution

effective? Does it meet our needs? Imagine the item is here in our room. Do you feel it is special?

(You may want to note that this is one “criteria” that really DOES involve opinion, but that it is

appropriate as a consideration here.) Is it going to last a while? How much was the item? Did it fit

into our budget? (Record this information on template)

Implement and defend the chosen solution. Is our item special or are we going to get bored with

it? Why is our idea the best? Can you predict any future problems with the item we purchased? If

so, what other items could we have purchased?

Once students have reached a decision they can bang their gavel and state, “Case Closed! Problem

solved!”

Independent Practice:

Working with a partner or in small groups, students extend the use of critical thinking skills

through the process of evaluative thinking.


Students will use the evaluative thinking process to solve the problem in “A Pet For You”. Students can

solve the problem working alone, with an elbow partner, or in small groups. You may wish to set some of

the criteria yourself, and you may wish to help students begin by stating the problem/decision and

brainstorming a few possible things to think about.

Once completed, students are to glue their “The Way to Evaluative Thinking Template” into their iPETS

interactive notebook

Assessment note: Teacher may wish to use the Evaluative Thinking Process Scoring Chart to score the

students’ work. It lists suggested standards with how each may be assessed.

Reflection

Ticket Out the Door: Students will complete the “Ticket Out the Door” reflecting on how they used critical

thinking and the evaluative thinking process to solve a problem.

Extension

Working together as a group or in small groups, students extend the use of critical thinking skills

through the process of evaluative thinking. Students can come up with their own authentic problem. This

could possibly be something from their own lives. Students can follow the format used for the above

problems to resolve their problem.

Materials for this Lesson:

Teacher Materials

One copy of the “Jordan the Judge” story

Class set Jordan the Judge “The Way to Evaluative Thinking” signpost

Class set of “The Way to Evaluative Thinking Template: Criteria Decisions”

Enlarged copy (technology of your choice) of Jordan the Judge “The Way to Evaluative Thinking”

A “picture of a gavel” or an actual gavel

An enlarged copy (technology of your choice) of “Yolanda’s List of Things to Buy” (Note: You may wish to

color items according to the descriptions in the story.)

Enlarged copy (technology of your choice) “Evaluative Thinking Process Template: Criteria Decisions” to

complete with students to model use of the template for choosing an item for the classroom

Class set of “Evaluative Thinking Process Template: Criteria Decisions Scoring Chart”

Behavioral checklist (optional)

Class set of “Ticket Out the Door” to be placed in iPETS interactive notebook

Vocabulary for this Lesson in Alphabox

Interactive Notebook:

Best choice

Questioning

Fact

Opinion

Defend

Judge

Eliminate

Considerations

Pro/Con

Authentic Problem

Evaluative Thinking Process

Alternate/Additional Activities:

1. The Trial of Cardigan Jones by Tim Egan

(Houghton Mifflin, 2004) Cardigan Jones, a

moose, is put on trial for stealing an apple pie.

Did he do it? Let the readers be the jury!

Visitor For The Day: Invite a judge to come to

the classroom to discuss their role in solving

problems.

2. As a memory trigger, instructions may be

given to students to create their own gavel at

home. An alternative is to have students make a

gavel at home using big marshmallows and

pretzels.


Fact and Opinion Sort

Sunday is the best

day of the week.

George Washington

was born in February.

Memorial Day is the

most important holiday

of the year.

Thanksgiving is

celebrated in autumn.

Some families eat

turkey on Thanksgiving.

Watching fireworks on the

4th of July is lots of fun.

April is a month

with thirty days.

There are twelve

months in the year.

This has been a

terrible week.

Spring is the most

beautiful season of all.

Monday, Wednesday, and

Friday are weekdays.

The first day of the

school year is scary.

Everyone should make

Valentine’s Day cards.

Your birthday comes

only one day a year.


Implement and defend the

chosen solution.


Behavioral Checklist List names of students as each behavior appears.

Add checkmarks after name if behavior is repeated.

Draws valid conclusions based on

considerations

Logically supports responses

Accurately applies valid criteria in order to

help narrow field of choices, regardless of

personal preferences

Uses the evaluative thinking process



JORDAN THE JUDGE

(Revised Version - Modified from red PETS, p. 176-188)

It was a fine, sunny day in Crystal Pond Woods and Yolanda the Yarnspinner

and Rosalyn Robin were very excited. Yolanda had some extra money to spend.

She had ten dollars to buy herself something special.

“Rosalyn Robin,” sighed Yolanda. “I have so many things I want to buy. I

can’t decide how to spend my money. What do you think?”

“I think we need to go visit Jordan the Judge,” suggested Rosalyn Robin.

“He is always helping people with authentic problems so they make the best

choice.”

Jordan is the judge for Crystal Pond Woods. His courtroom is a very special

place. He sits at the front of the courtroom, high above everyone else. He has a

gavel (show picture) that he uses to get the court’s attention before announcing

his decision. He also has the checklist for the Evaluative Thinking Process in his

courtroom.

Jordan always tells the animals how important it is to base their decisions

on the facts. When one of the animals is having a hard time making a decision,

Jordan asks the animals, “What are the criteria and what are the possible

solutions?” He listens to and thinks carefully about all the criteria and possible

solutions. Then, after arriving at the best answer, Jordan the Judge bangs his

gavel and announces his decisions, always giving his reasons.


Yolanda and Rosalyn robin arrived at Jordan’s courtroom to discover that it

was very busy. They had to wait awhile until it was their turn. Jordan the Judge

then said, “Good afternoon, ladies. What can I help you with today?”

“Well, Jordan the Judge,” began Yolanda. ‘I have ten dollars to spend, and I

can’t decide how to spend it. Here is a list of things I would like to buy.”

Yolanda handed Jordan the Judge the list and he read it aloud.

(Put a transparency of Yolanda’s list on the overhead or show the list using

another type of technology so students can follow along)

“So, you would like a black purse, a computer, a fur coat, a gray hat, a vase, a

book of poems, a pair of red mittens, an orange scarf, black earrings, a brown

sweater, and a gray dress. Hmmm, so what are the criteria or considerations,

Yolanda?”

“Well,” said Yolanda, “I only have ten dollars.”

“That helps,” said Jordan the Judge. “We must first eliminate all the items

on your list that cost more than ten dollars.”

(Discuss with students which items need to be eliminated from the list because

they cost more than ten dollars. Cross them off the list as students suggest them.

Be sure that students are only considering the cost at this time.)

“Okay, Yolanda,” said Jordan the Judge in his superior voice. “Are there any

other considerations or criteria?”

“Yes,” replied Yolanda. “I want to buy something that will keep me warm in

winter.”

“Well, well, that seems clear enough,” said Jordan the Judge. “We must

eliminate all the items on your list that are not items that can keep you warm.”


(Now, discuss with students which items should be eliminated from the list based

solely on this new consideration or criteria. Cross those items off the list.)

“Are there any further criteria or considerations?” Jordan the Judge asked

Yolanda.

“Yes,” answered Yolanda. “I love colorful words, and I want to buy

something really colorful.”

(Now discuss with students the items that should be eliminated based solely on

the color criterion.)

“In that case, there are clearly two possibilities. You can buy the pair of red

mittens or the orange scarf. Would there be any other criteria or considerations

to keep in mind?” inquired Jordan the Judge.

Rosalyn Robin looked at Yolanda with a smile on her face. “Of course there

is!” she cried. “Yolanda is a spider and has eight arms!”

Jordan banged his gavel and proudly announced, “Then the decision seems

clear. “

(Ask students what they think the solution should be and have them defend their

answer.)

“That’s right!” said Jordan the Judge. “Buy the orange scarf. It meets all the

considerations and is the best decision.” Jordan the Judge banged his gavel and

declared, “Case dismissed.”


Evaluative Thinking Template: Criteria Decisions

(Short form)

Define the authentic problem. (What needs to be solved? Or what decision needs to be made?)

Analyze the problem. (What are the details about the situation? This may include the criteria, both

those you were given and those you add.)

Establish goals. (What do you hope to accomplish?)

Generate many possible solutions. (Use your divergent thinking.)

Rank the solutions. (Judge and number them with “1” being “best” and the largest number being “worst”)

Research and explore a solution. (Find out facts about your solution.)


(What part of solution works? What part does not work? This may be a prediction if you cannot really

test your solution.)

Implement and defend the chosen solution. (Try it, and tell why your choice was a good one or think

about what another solution might be. This may be a prediction if you cannot actually test your solution

or carry out your decision.)


Name __________________________________

Evaluative Thinking Process Template: Criteria Decisions

Define the problem. (What is the problem or decision to be made?)

Analyze the problem. (What are the details about the situation? This may include the criteria, both

those you were given and those you add.)

Establish goals. (What do you hope to accomplish? Another way to think about this is “A good solution

will . . . .)

Generate many possible solutions. (Use your divergent thinking.)


Choose 3 of your ideas and list the “Pros” (potential good things) and “Cons” (potential problems) for each.

Idea Pros (“Yes” considerations) Cons (“No” considerations)

Rank these solutions. (Judge and number them with “1” being “best” and the largest number being

“worst”.)

1) _______________________ 2) ______________________ 3) _____________________

My choice is ______________________________________ because


Research and explore a solution. (Find out facts about your solution.)


(What part of solution works? What part does not work? This may be a prediction if you cannot really

test your solution.)

One potential problem might be . . .

Implement and defend the chosen solution. (Try it, and tell why your choice was a good one or think

about what another solution might be. This may be a prediction if you cannot actually test your solution

or carry out your decision.)

I would try to avoid/solve that problem by . . .


Name : Evaluative Thinking Process Scoring Chart

Standard Assessment Comments G1 - Critical Thinking- Students will

utilize higher order reasoning and reflect

upon their thinking. (explanation, analysis,

evaluation, prediction) Looked at all parts of problem, made decision, gave possible problems, explained answers.

G2 – Convergent Thinking - Students

will reason logically using induction and

deduction. b. Support opinions, theories, conjectures, and

conclusions with logical reasoning. Supported choice with logical reasons.

G4 - Divergent Thinking Students will

think creatively to generate innovative

ideas, products, or solutions to problems.

b. Apply components of divergent thinking to ideas, products, and problem-solving situations.

Had many different ideas for several steps

G5 - Evaluative Thinking- Students will

evaluate and solve a variety of authentic

problems. a. Implement the evaluative thinking process.

Correctly completed steps to evaluative thinking process.

G7 – Communication Students will

interact and exchange ideas, feelings,

information, thoughts, and knowledge

with others. e. Use knowledge of language and appropriate

conventions when writing, speaking, reading, and listening.

Used correct conventions.




Documents

Name of Lesson: Jordan The Judge Judge Thinking · 2020-03-11 · CCSD Version Date: May 2011 gavel”. Explain that a gavel is used by the judge at the time of a decision.Tell students,