Thinking Skills - Fortune Lines


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<p><a href="home/learningandwork/educationandachievement/cpd/cpd-teaching/cpd-teaching-thinkingskills/thinkingskills-strategies/thinkingskills-fortunelines.htm#fortunethinking" > Thinking skills objectives</a></p>
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<p><a href="home/learningandwork/educationandachievement/cpd/cpd-teaching/cpd-teaching-thinkingskills/thinkingskills-strategies/thinkingskills-fortunelines.htm#fortunemetacognitive" > Metacognitive plenary</a></p>
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<p><a href="home/learningandwork/educationandachievement/cpd/cpd-teaching/cpd-teaching-thinkingskills/thinkingskills-strategies/thinkingskills-fortunelines.htm#fortuneexamples" > Examples of lessons</a></p>
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<p><a name="fortuneoverview"></a><b>Overview:</b></p>
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<p>Fortune Lines are similar to Living Graphs, but in this case pupils draw their own graph in response to a written or spoken text. They have to infer the feelings or state of characters or events in the text and plot their response on a graph. The feelings or fortunes are plotted on the vertical axis and the events on the horizontal axis.</p>
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<p><img src="halfline.gif" width="350" height="5" alt=" " class="imgspacing" /> </p>
<p><a name="fortunethinking"></a><b>Thinking skills objectives:</b></p>
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<ul><li> Make sure you have a thinking skill objective for the lesson.</li>
<li> Tell the pupils what the objective is at the beginning of the lesson and refer to it throughout. </li></ul>
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<p><a name="fortunetask"></a><b>Task management:</b></p>
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<p><b>A Groupings:</b></p>
<p>This strategy can be done individually or in pairs.</p>
<p>Pupils must get together to compare and justify their ideas.</p>
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<p><b>B Sources:</b></p>
<ul><li> Shakespearean plays to nursery rhymes are suitable for this strategy, as are historical texts. It can also work with a set of images such as scenes of a battle, when the fortunes of one side are plotted on the fortune line.</li>
<li> 10 to 12 statements or events is sufficient in KS 3 </li>
<li> Some statements or events should be ambiguous.</li></ul>
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<p><b>C Role of the teacher during the task:</b></p>
<ul><li> The teacher may be reading if the pupils are responding to a spoken text.</li>
<li> If the text is written, the teacher should circulate and eavesdrop, to gather ideas for the plenary later. Points of interest and differences in responses are useful for subsequent discussion.</li>
<li> Ensure that pupils compare their own or their group response with others and that they justify their ideas.</li></ul>
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<p><b>D Timings:</b></p>
<p>This will vary according the nature of the class, the number of cards/events and the complexity of the source.</p>
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<p><a name="fortunemetacognitive"></a><b>Metacognitive plenary:</b></p>
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<p>In the metacognitive plenary you need to include such questions as:</p>
<ul><li> Why have you put the character at that level?</li>
<li> Could you have put it anywhere else?</li>
<li> What was easy and what was hard?</li>
<li> Did you need any other words for feelings or fortunes on the vertical axis?</li>
<li> How did you decide what a character was feeling?</li>
<li> Where else in this subject could you use a fortune line to help you to understand the feelings of characters?</li>
<li> Could you use this strategy in another subject?</li></ul>
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<p><a name="fortuneassessment"></a><b>Assessment for learning:</b></p>
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<p><a name="fortuneexamples"></a><b>Examples of lessons:</b></p>
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<p>Click on the subject button for a list of materials. Each lesson will have a brief summary of how the teacher intended it to be used and copyright free resources. In some instances the teacher concerned has indicated where the resource used might be found.</p>
<ul><li> <a href="cpd-teaching-thinkingskills/thinkingskillssubjects/thinkingskillsscience.htm" > Science</a></li></ul>
<p>Have you prepared a thinking skills lesson that has worked well for you and that you are prepared to share?</p>
<p>If so please complete the <a href="thinkingskillsresourcesappform.doc" > attached form [Word 35KB]</a></p>
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