RAFT
Materials
• Memo (example)
• Graphic Organizer
Description
RAFT is an acronym used to describe four critical ingredients of writing.
 Role of the writer
 Audience for writing
 Format the writing will take
 Topic covered in the writing
RAFT writing provides support in several critical areas of strategic reading and writing.
It provides a method for students to think critically and creatively about the content they
have studied.
Step-by-Step
1. Explain the RAFT strategy to the participants.
2. Share the writing example.
3. Have participants practice creating a writing prompt using the RAFT graphic
organizer.
4. If time permits, use the prompt to develop a piece of writing.
5. To close, tell participants that as an extension students can change either the role,
audience, or format to create a new piece of writing.
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CONTENT STANDARD 3.0 WRITING
Course Level Expectations
• CLE 3002.3.1, CLE 3005.3.1 Write in a variety of modes for a variety of
purposes and audiences.
• CLE 3001.3.1, CLE 3003.3.1 Write in a variety of modes, with particular
emphasis on persuasion, for a variety of purposes and audiences.
State Performance Indicators
• SPI 3001.3.9, SPI 3002.3.10, 3003.3.12 Identify a statement that reveals
the writer’s attitude.
• SPI 3001.3.10, SPI 3002.3.11, 3003.3.13 Identify the targeted audience
for a selected passage.
• SPI 3001.3.11, SPI 3002.3.12 Determine the writer’s purpose in a writing
sample (e.g., narration, description, persuasion, exposition, creative
expression).
• SPI 3003.3.11 Determine the writer’s purpose in a writing sample.
Materials needed:
• Pencil and paper
• Examples of student writing using a RAFT strategy.
Assessment Activity Title: RAFT: Role, Audience, Format, Topic
Description of Activity:
1. Students will create a writing prompt using RAFT.
2. Students will complete a writing sample using the RAFT prompt.
Assignment Extensions:
Using the same basic prompt, students will change either role, audience, or
format to create a new piece of writing.
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Example:
Role
William Dollar
Audience U.S. Mint/Bureau of Engraving
Format
Memorandum
Topic
Plead for Time Off
TO: Personnel Director
FROM: William Dollar
DATE: April xx, 19xx
RE: Request for Vacation
My name is Dollar, Bill Dollar. I've been on the job for the last twelve months without a
break, and I am writing to request a two-week vacation. In considering my request, I
think it's essential that you understand exactly how much work we dollar bills have to do
during our time of service for the United States Treasury. One-dollar bills are the more
prevalent, most used, and most abused of all the paper currency. Our life expectancy is
only about 18 months. By comparison, the average $100 bill has been in circulation
around nine years!
My journey through the many hands that hold me begins after I leave the Bureau of
Engraving and Printing and get sent out to a Federal Reserve Bank. I was shipped to
Richmond, Virginia, although I could have been sent to any one of the 12 Federal
Reserve Banks located throughout the country. While it's nice to travel and see the
country, that first trip involves being bundled in currency "bricks" and chunked into
armored trucks...no daylight or sunshine for us there! Then we get sent to regular banks
when they need to increase the cash they have on hand for their customers. So while it
seems like our job is pretty easy to start with, let me assure you it gets much worse from
there.
In my case, I went out of our bank with a whole lot of other bills to become part of the
day-laborer payroll of a construction company. It turns out there's a lot of house-building
going on in the fast-growing Research Triangle area of North Carolina, and a lot of
temporary help is hired on that has to be paid at the end of each day. I was paid out to a
guy who'd been hauling sand all day to the cement mixers. On his way home, he stopped
by the Better Burger place for a buffalo burger and fries, and I ended up going into the
cash register there. When they were closing up that evening, the manager divided up tip
money among the wait staff, and I was off again.
I went into this very nice woman's purse, but I didn't stay there long. In fact, I didn't stay
any place too long; I was in and out of cash registers, fed into soft drink machines, passed
back and forth between husbands and wives and kids, folded into swans and other strange
shapes at late-night dinner tables, crumpled up and wadded into jeans pockets, and even
3
washed a few times in laundromats.
But I know how crucial we are: employers use us to pay their workers, and the workers
use us to buy food and medicines and clothes and gas, and then we're used to pay the
people who work in the grocery and drug stores, the malls, and the gas stations. Then
those people use us all over again to pay not only for goods but also for services like
haircuts and car washes.
It is true that in some ways my life is easier than it was for dollar bills that came before
me, because people use checks, credit cards, debit cards, and other electronic transfers
more and more all the time. But there will always be a need for good old hard cash like
me. It's just that I'm awfully tired from all my travels, and I may only have another year
at the most left in me before I'm recalled, retired, and shredded into thousands of tiny
pieces. I'd like to have time to recover from all this wear and tear so that I can keep on
circulating until I'm in no condition to continue. Will you consider my request?
The drafting of this sample RAFT paper was made possible in part thanks to visits to the following two websites:
•
•
The U.S. Bureau of Engraving and Printing
Federal Reserve Bank of Atlanta's Dollars & Cents: Fundamental Facts About Money
Your examples:
Role
Audience
Format
Topic
4
Grab Bags
Materials
• Paper bags with source strips
• Graphic organizer
Description
Grab bags are a hands-on approach that can be used to address many skills (author’s
purpose, inferences, main idea, organizational patterns, etc.). In this activity using grab
bags, we will be identifying sources as primary or secondary.
Step-by-Step
1. Explain to the participant that the CLE includes tertiary sources; however, the SPI
only asks that students be able to identify whether a source is a primary or
secondary source.
2. Discuss the differences in primary, secondary, and tertiary sources, giving
examples.
3. Have participants find a partner (any way you choose).
4. Give out the bags with source strips.
5. Hand out the graphic organizer.
6. Participants will take one strip from the bag, read it, and decide where it goes on
the graphic organizer.
7. Explain that participants will need to write the number of the passage and
identify the source as primary or secondary.
5
CONTENT STANDARD 4.0 RESEARCH
Course Level Expectations
• CLE 3001.4.4, CLE 3002.4.4, CLE 3003.4.6, CLE 3005.4.4 Write an
extended research paper using primary and secondary sources,
technology, and graphics as appropriate.
State Performance Indicators
• SPI 3001.4.2, SPI 3002.4.2, SPI 3003.4.2 Differentiate between primary
and secondary sources.
Materials needed:
• Bags of Source Cards
• Graphic Organizer
Assessment Activity Title: Grab Bag Sources
Description of Activity:
1. Distribute bags of sources and graphic organizers to small groups.
2. Draw a source from bag.
3. Complete the graphic organizer.
Assignment Extensions:
Write a research paper using primary and secondary sources.
Sources for Research Project on Homeless
6
1.
A report from the Center on Budget and Policy Priorities: “Drifting Apart:
New Findings on Growing Income Disparities Between the Rich, the Poor, and
the Middle Class,” 1990
2.
An interview with Jon Lynch and Tim Lewis, two homeless persons in your
town, on May 12, 2008.
3.
A book entitled The Undeserving Poor: From the War on Poverty to the War on
Welfare by Michael Katz, 1989, published by Pocket in New York
4.
An article entitled “The Culture of Poverty” by Brad Smith in April 2008 issue
of On Understanding Poverty: Perspectives from the Social Sciences.
5.
An interview on March 24, 2008 with Dr. Leo Webster, a sociology professor
who teaches a course that explores the homeless problem
6.
A book by Karl Marx entitled Capital: A critique of Political Economy, 1887,
published by Prentice in Boston.
7.
Statistics on the number of homeless in Tennessee in 2007 from the State
Census Office <http://www.statecensus.tn.html>
8.
An interview on May 6, 2008, with Sue Scott, the head of a homeless shelter in
Nashville
9.
An abstract written by a student at the University of Tennessee on the homeless
population in Tennessee
10.
Information about the homeless from the World Book encyclopedia, 2007, vol. 2
Chelsea New York
Note: 2, 7, 8 are primary; 1, 3, 4, 5, 6 are secondary; and 9, 10 are tertiary
Primary
Secondary
Tertiary
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Autobiographies
Correspondence
Travel log
Diaries
Literary works
Interviews
Personal narratives
Paintings
Photographs
Letters
Biographies
Abstracts
Prior books and papers on a Bibliographies
topic
Chronologies
Literary criticism &
Classifications
interpretation
Dictionaries
History & historical
Encyclopedias
criticism
Directories
Political analyses
Guidebooks and manuals
Reviews of law and
Population register
legislation
Statistics
Essays on morals and ethics
Analyses of social policy
Study and teaching material
Dissertations
Journal articles
Example: Primary source—Physical evidence or eyewitness testimony
Secondary source—Lawyer’s final summation
8
Primary or Secondary Sources
Graphic Organizer
Names:
Passage
Kind of Source
Why you think so
Validity of Sources
9
Materials
• Laminated source cards
Description
Validity of Sources is a way of manipulating sources for evaluation. It gives students a
visual for identifying primary and secondary sources and determining which sources are
valid and which ones are not.
Step-by-Step
1. You may need to discuss how to tell the validity of sources. I like to remember
CARS .
 Credibility—trustworthy source, author’s credentials, organizational
support
 Accuracy—up to date, factual, detailed, exact
 Reasonableness—fair, objective, absence of fallacies or slanted tone
 Support—listed sources, contact information
2. Tell the participants to pretend they are doing research on Pearl Harbor. They
have found several sources. With a partner, they are to decide which ones are
valid and which ones are not.
3. Pairs are to line up the cards according to the validity of the source.
4. Let each pair share its first three and its last three.
5. Discuss. Make sure to identify the sources as primary and secondary.
CONTENT STANDARD 4.0 RESEARCH
10
Course Level Expectations
• CLE 3001.4.3, CLE 3002.4.3, CLE 3003.4.3, CLE 3005.4.3 Make
distinctions about the credibility, reliability, consistency, strengths, and
limitations of resources, including information gathered from Websites.
State Performance Indicators
• SPI 3001.4.3, SPI 3002.4.3, SPI 3003.4.3 Evaluate the reliability and
credibility of sources for use in research.
Materials needed:
• Envelopes containing laminated copies of Reliability Source Cards
Assessment Activity Title: Pearl Harbor Validity Continuum
Description of Activity:
1. Distribute the cards, one set per group.
2. Set up activity by discussing various types of resources.
3. Ask groups to arrange cards in order from most valid to least valid.
4. Students will discuss the rationale behind their choices.
5. Have groups share top three sources and bottom three sources with the
whole class.
Assignment Extensions:
Have students bring information (works cited) about the sources they have
used for research and place them on a similar continuum.
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Entertainment
Tonight
“Ben Affleck’s
Link to the Real
Pearl Harbor”
Film
Pearl Harbor
The National
Inquirer
“Was the Attack
on Pearl Harbor
Really a Surprise”
Book
A Day Aboard a
Warship
Autobiography
I Survived Pearl
Harbor
Diary from a Pearl
Harbor Survivor
Encyclopedia
Britannica
“Pearl Harbor”
The New York
Times
Feature Article:
“The Bombing of
Pearl Harbor”
Smithsonian
Exhibit
Pearl Harbor
Memorabilia and
Related
Information
12
The Discovery
Channel
“Pearl Harbor is
Attacked”
Investigation
Document
“Pearl Harbor: An
Investigative
Report”
13
 Computer Activities (participants will need to carry source sheet from notebook)
Collaborative Writing (Paper Plate Writing)
Materials
Computer
Paper plates with pictures
Description
Paper plate writing is a collaborative writing approach. Collaborative writing can lead to
projects that are richer and more complex than those produced by individuals.
Step-by-Step
1. Open a new MS Word document and type a description of the picture you have
been given.
2. Turn your picture over, so no one will be able to see it. The next person must be
able to visualize your picture from the description you have written.
3. Move to the computer on your right and read the description and begin a story
from the description of the picture. Establish a setting and create characters. Stop
when time is called.
4. Move to the next computer and read the story and continue by adding conflict.
(Stop at the end of the sentence.)
5. Move to the next computer and add dialogue and transitional devices. (Stop at the
end of the word you are writing.)
6. Move to the next computer and write a conclusion.
6. Move to the next computer and revise for vivid words, combine sentences to vary
sentence types, and edit for grammar, usage, and mechanics. (Students would
have only one or two things to do to improve the story.)
7. Return to original computer and read the story about your picture.
8. Tell participants that they might want to put students in groups (those who have
taken part in the specific stories) and let them look at the pictures, read the stories,
and choose the best story to share with the whole class.
14
CONTENT STANDARD 3.0 WRITING
Course Level Expectations
• CLE 3001.3.3,CLE 3002.3.3,CLE 3003.3.3,CLE 3005.3.3 Organize ideas
into an essay with a thesis statement in the introduction, well-constructed
paragraphs, a conclusion, and transition sentences that connect
paragraphs into a coherent whole.
• CLE 3001.3.4, CLE 3002.3.4, CLE 3003.3.4, CLE 3005.3.4 Revise
documents to develop or support ideas more clearly, address potential
objections, ensure effective transition between paragraphs, and correct
errors in logic.
State Performance Indicators
• SPI 3001.3.1, SPI 3002.3.1 Proofread a passage for correct punctuation,
mechanics, and usage.
• SPI 3001.3.3, SPI 3002.3.3 Choose the transitional device that
appropriately connects sentences or paragraphs within a writing sample.
• SPI 3001.3.4, SPI 3002.3.3, SPI 3003.3.4 Select the most vivid and
compelling word to strengthen a description.
• SPI 3001.3.5, SPI 3002.3.5, SPI 3003.3.5 Demonstrate the ability to
combine a set of simple sentences into a longer, more interesting
sentence.
Materials needed:
• Computer
• story starter pictures
Assessment Activity Title: Paper plate Writing
Description of Activity:
9. Open a new MS Word document and type a description of the picture they
have been given.
10. Move to the computer on your right and read the description and begin a
story about the description of the picture. Establish a setting and create
characters. Stop when time is called.
11. Move to the next computer and read the story and continue by adding
conflict.
12. Move to the next computer and add dialogue and transitional devices.
13. Move to the next computer and write a conclusion.
14. Move to the next computer and revise for vivid words, combine sentences
to vary sentence types, and edit for grammar, usage, and mechanics.
15. Return to original computer to read the story about your picture.
Assignment Extensions:
This lesson may also be used to address various Standard 7 – Media SPIs.
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Using Technology to Cite Sources
Materials
Computer
Sheet of Sources (Used in Grab bag)
Description
This lesson is to aid students in using citations correctly.
Step-by-Step
1. Open a web browser and visit the Citation Machine website.
2. Use the information from your list of sources to create a correctly formatted
works cited page.
3. To close, tell participants that it is good for students to know that these resources
exist, but it is also important for them to remember that they might not always be
correct.
16
CONTENT STANDARD 4.0 RESEARCH
Course Level Expectations
• CLE 3001.4.5, CLE 3002.4.5, CLE 3003.4.7, CLE 3005.4.5 Use a
standard format to arrange text, to cite sources correctly, and to document
quotations, paraphrases, and other information.
Materials needed:
• Computer
• List of primary and secondary sources
Assessment Activity Title: Using Technology to Cite Sources
Description of Activity:
16. Open a web browser and visit your assigned website that creates
citations.
17. Use the information from your list of sources to create a correctly
formatted works cited page.
18. Discuss any differences from each website’s final product.
4. If differences exist, choose the most accurate cite.
Assignment Extensions:
Have students use a citation website to create their own works cited page for an
essay.
17
Roll a Question (5.0)
Material
• 5 dice (one for each group)
• Question sheet
• Video clips (Suggested: Remember the Titans; Top Gun; Elizabeth)
• Handout of speeches from video clips
Description
Roll a Question is a good strategy for group discussion. Everyone must answer or extend
an answer and take part in the discussion.
Step-by-Step
1. Ask participants to look at the question sheet to set a purpose for reading.
2. Watch the video clips.
3. Each group will discuss the fallacies in argument and persuasive devices in the
clips using the roll a question questions.
 Each person rolls the die and answers the question that the number on the
die indicates.
 If you roll the same question number as someone else, you must EXTEND
their answer—not repeat it.
Video clips
Remember the Titans begin with Denzel Washington’s speech at the Gettysburg
cemetery as he says, “Anybody know what this place is? And end with “…maybe we’ll
learn to play this game like men.”
Top Gun begin with Commander Heatherly introducing Metcalf, “Now, I’d like to take
this opportunity…” and end with Goose saying, “Nice going.”
Elizabeth (if we use) begin with Elizabeth saying, “If there is no uniformity…” and
ending with her saying, “Let that be your conscience also.”
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CONTENT STANDARD 5.0 LOGIC
Course Level Expectations
• CLE 3001.5.1, CLE 3002.5.1, CLE 3003.5.1, CLE 3005.5.1 Evaluate an
argument, considering false premises, logical fallacies, and the quality of
evidence presented.
• CLE 3001.5.2, CLE 3002.5.2, CLE 3003.5.2, CLE 3005.5.2 Analyze the
logical features of an argument.
• CLE 3001.5.3, CLE 3002.5.3, CLE 3003.5.3, CLE 3005.5.3 Analyze
written and oral communication for persuasive devices.
State Performance Indicators
• SPI 3001.5.1, SPI 3002.5.1, SPI 3003.5.1 Select the persuasive device
used in an ad or a speech (i.e., bandwagon, loaded words, testimonials,
name calling, plain folks, misuse of statistics, transfer, card stacking).
• SPI 3002.5.8, SPI 3003.5.5 Select a rebuttal statement that best refutes
the writer’s viewpoint.
• SPI 3001.5.7, SPI 3002.5.9, SPI 3003.5.7 Distinguish the strongest or
weakest point of an argument.
Materials needed:
• Video clips of speeches (Remember the Titans, Top Gun, Elizabeth)
• Questions for Roll a Question
• Dice (one for each group of 4 or 5)
Assessment Activity Title: Roll A Question
Description of Activity:
4. Ask students to look at the question sheet to set a purpose for reading.
5. Watch the video clips.
6. Each group will discuss the clips, fallacies in argument, and persuasive
devices using the roll a question questions.
 Each person rolls the die and answers the question that the number
on the die indicates.
 If you roll the same question number as someone else, you must
EXTEND their answer—not repeat it.
Assignment Extensions:
Have students write a speech using one of the persuasive devices or fallacies.
19
Roll-A-Question
Directions: With the people at your table or a partner, answer the following
questions. Each person is to roll the die and answer the question that the number on
the die indicates. If you roll the same number as someone else, please extend his/her
answer.
1. Think about the speeches and distinguish the strongest and weakest point of each.
2. Create a rebuttal statement that best refutes the writer’s viewpoint.
3. How did each speaker use his/her voice and body language to persuade?
4. Each speaker used a different kind of argument to persuade. Discuss how each
persuasive argument is different.
5. In your opinion, which argument is most persuasive? Why?
6. What was the main idea of each speech/passage?
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Denzel Washington in Remember the Titans
Anybody know what this place is? This is Gettysburg. This is where they fought the Battle of
Gettysburg. Fifty thousand men died right here on this field, fightin' the same fight that we're still
fightin' amongst ourselves today.
This green field right here was painted red, bubblin' with the blood of young boys, smoke and
hot lead pourin' right through their bodies. Listen to their souls, men:
'I killed my brother with malice in my heart. Hatred destroyed my family.'
You listen. And you take a lesson from the dead. If we don't come together, right now, on this
hallowed ground, we too will be destroyed -- just like they were. I don't care if you like each
other or not. But you will respect each other. And maybe -- I don't know -- maybe we'll learn to
play this game like men.
Captain Mike “Viper” Metcalf in Top Gun
Commander Heatherly (Jester): Now, I'd like to take this opportunity to introduce you to our
Commanding Officer at Top Gun -- very first man to win the Top Gun trophy. You will not find
a finer fighter pilot anywhere in the world: Commander Mike Metcalf -- callsign "Viper."
Metcalf: Gentlemen, you are the top 1% of all naval aviators -- the elite, the BEST of the best.
We'll make you better. Fly at least two combat missions a day, attend classes in between, and
evaluations of your performance. Now in each combat sequence you're going to meet a different
challenge. Every encounter is going to be much more difficult. We're going to teach you to fly
the F-14 right to the edge of the envelop, faster than you've ever flown before -- and more
dangerous. Now, we don't make policy here, gentlemen. Elected officials, civilians, do that. We
are the instruments of that policy. And although we're not at war, we must always act as though
we are at war.
Goose: [to Maverick] What are you doing?
Metcalf: ...We're the tip of the spear.
Maverick: I'm just wondering -Metcalf: And you best be sharp.
Maverick: -- who's the best?
Metcalf: In case some of you wonder who the best is, they're up here on this plaque on the wall.
The best driver and his RIO [Radar Intercept Officer] from each class has his name on it. And
they have the option to come back here to be Top Gun instructors. You think you're name's going
to be on that plaque? [to Maverick].
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Maverick: Yes, sir.
Metcalf: That's pretty arrogant considering the company you're in.
Maverick: Yes, sir.
Metcalf: I like that in a pilot. Just remember when it's over out there, we're all on the same team.
Gentlemen, this school is about combat. There are no points for second place. Dismissed.
Goose: [to Maverick] Nice going.
Cate Blanchett in Elizabeth
Elizabeth: If there is no uniformity of religious belief here, then there can only be fragmentation,
disputes, and quarrels. Surely, my lords, it is better to have a single Church of England—a single
Church of England, with a common prayer book, and a common purpose. I ask you to pass this
Act of Uniformity not for myself, but for my people, who are my only care.
Clergyman 1: Madam, by this Act, by this Act you force us to relinquish our allegiance to the
Holy Father.
Elizabeth: How can I force you, Your Grace? I am a woman I have no desire to make windows
into men's souls. I simply ask, can any man, in truth, serve two masters and be faithful to both?
Clergyman 2: Madam, this, this is heresy!
Clergyman 3: It is heresy, indeed.
Elizabeth: No, Your Grace. This is common sense, which is a most English virtue.
Clergyman 4: Your Majesty would improve all these matters, if you would agree to marry.
Clergyman 2: Aye, marry.
Elizabeth: Aye, but marry who, Your Grace? Would you give me some suggestion? For some
say "France" and others "Spain" and some cannot abide foreigners at all. So, I'm not sure how
best to please you, unless I marry one of each. Clergyman 5: Now Your Majesty does make fun
of the sanctity of marriage. Elizabeth: I do not think you should lecture me on that, my lord,
since you, yourself, have been twice divorced -- and are now upon your third wife. Each of you
must vote according to your conscience. But remember this: In your hands, upon this moment
lies the future happiness of my people and the peace of this realm. Let that be upon your
conscience also.
22
Using Logic and Reasoning (5.0)
Materials
Using Logic to Solve Problem handout (1 copied for each 2 participants)
Description
This engaging group activity helps develop logic, reasoning, and problem solving
skills.
Step-by-Step
1. Select three people to read the inductive reasoning script or you and your co
presenter and one participant may read the parts.
2. You may need to discuss deductive and inductive reasoning. (If you start with the
pieces and move to the whole, you are using inductive reasoning. If you start
with the whole to pieces, you are using deductive reasoning.)
Some notes that might help:
Inductive Reasoning
• Focusing on specific information or observations
• Searching for patterns or connections in it
• Constructing a general statement that explains what you’ve observed
• Making further observations to see if you general statement applies; if it
doesn’t adjust it accordingly
Example: Every mammal that has ever been examined has hair. Therefore, all
mammals have hair.
Deductive Reasoning
• Identifying the specific situation
• Identifying the generalizations or principles that apply to it
• Determining if the specific situation meets the conditions necessary for
those generalizations or principles to apply
• If they do apply, identifying any conclusions that can be drawn or
predictions that can be made.
Example: All men are mortal; Socrates is a man; therefore, Socrates is mortal.
Sherlock Homes uses this kind of reasoning.
3. Let participants work with a partner to solve the mind benders using deductive
reasoning.
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CONTENT STANDARD 5.0 LOGIC
Course Level Expectations
• CLE 3001.5.4, CLE 3002.5.4, CLE 3003.5.4, CLE 3005.5.4 Analyze
deductive and inductive arguments.
State Performance Indicators
• SPI 3001.5.4, SPI 3002.5.4, SPI 3003.5.6 Determine whether a given
argument employs deductive or inductive reasoning.
Materials needed:
• Sherlock Holmes story to read to class. (find
• Printed copies of problems for deductive reasoning and logic
Assessment Activity Title: Logic to the Rescue (Brain Benders)/You’ve Got
Character
Description of Activity:
1. Remind students of the deductive reasoning skills used by Sherlock
Holmes to solve mysteries.
2. Read some excerpts from Sherlock Holmes stories.
3. Divide class into groups of 3 or 4 students each.
4. Give each student a printed copy of the problems.
5. Instruct each group to discuss the problem and attempt to achieve a
consensus solution.
6. After about 10 minutes, have each group report its solution and its
reasoning.
Assignment Extensions:
Have students produce their own deductive reasoning puzzles
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Use logic to solve the problems.
You’ve Got Character!
Four students wrote book reports on the same book. Each student described the main
character in his or her report. But their teacher could tell that these students didn’t read
very carefully, because each one described the main character differently.
•
•
•
•
Annie wrote that his name is Heathcliff, he is short, he has long hair, and that he
wears an earring.
Bernard wrote that his name is Sherlock and that he is tall, has long hair, and
wears an earring.
Carolyn wrote that his name is Romeo and that he is medium height, has short
hair, and wears an earring.
Daniel wrote that his name is Harry and that he is short, has long hair, and never
wears an earring.
Each student got only one detail of four correct. What is the correct description of the
main character of the book?
Suggestion: Begin by making a chart like the following:
Student
character
height
hair length
earring?
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Three Little Pigs
The three little pigs, as you know, built houses—one of straw, one of sticks, and one of
bricks. By reading the six cues, figure out which pig built each house, the size of each
house, and the town in which each house was located. Use a chart to keep track of your
information and your logic.
Town
Size
Material
Patricia Pig
Penny Pig
Peter Pig
1.
2.
3.
4.
5.
6.
Penny Pig did not build a brick house.
The straw house was not medium sized.
Peter’s house was made of sticks, and it was neither medium nor small.
Patricia Pig built her house in Pleasantville.
The house in Hillsdale was large.
One house was in a town called Riverview.
Source: Barnes and Noble, 100 Games of Logic by Pierre Berloquin.
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Who’s the Guilty Man?
On a distant island live three types of humans - Knights, Knaves and Normals. The
Knights always tell the truth, the Knaves always lie, and the Normals sometimes lie and
sometimes tell the truth.
Detectives questioned three inhabitants of the island - Al, Bob, and Clark - as part of the
investigation of a terrible crime. The investigators knew that one of the three committed
the crime, but did not at first know which one. They also knew that the criminal was a
Knight, and that the other two were not. How they knew these things is not important for
the solution.
Additionally, the investigators made a transcript of the statements made by each of the
three men. What follows is that transcript:
Al: I am innocent.
Bob: That is true.
Clark: Bob is not a Normal.
After carefully and logically analyzing their information, the investigators positively
identified the guilty man. Was it Al, Bob or Clark?
Source: http://www.classroomtools.com/logic.htm
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Use logic to solve the problems.
KEY
You’ve Got Character!
Four students wrote book reports on the same book. Each student described the main
character in his or her report. But their teacher could tell that these students didn’t read
very carefully, because each one described the main character differently.
•
•
•
•
Annie wrote that his name is Heathcliff, he is short, he has long hair, and that he
wears an earring.
Bernard wrote that his name is Sherlock and that he is tall, has long hair, and
wears an earring.
Carolyn wrote that his name is Romeo and that he is medium height, has short
hair, and wears an earring.
Daniel wrote that his name is Harry and that he is short, has long hair, and never
wears an earring.
Each student got only one detail of four correct. What is the correct description of the
main character of the book?
Suggestion: Begin by making a chart like the following:
Student
character
Height
hair length
Earring?
Annie
Heathcliff
Short
Long
Yes
Bernard
Sherlock
Tall
Long
Yes
Carolyn
Romeo
Medium
Short
Yes
Daniel
Harry
Short
Long
Yes
•
•
•
•
Since only one detail in each column can be correct, we know the character
doesn’t wear an earring, so cross out each “yes” in the earring column. Daniel
was right about the earring.
Since Daniel can be right about only one thing, cross out “Harry,” “short,” and
“long” in Daniel’s row.
Since only one detail in each column can be correct, you can cross out “long” the
two times it still appears in the hair-length. Carolyn was right about the hair.
Since Carolyn can be right about only one thing, cross out “Romeo” and
“medium” in Carolyn’s column.
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•
•
•
•
We already crossed out “short” in Daniel’s row, so cross it out in Annie’s row, as
well.
Since Annie has to be right about one detail, it must be Heathcliff—the main
character’s name.
That means that Bernard has to be right about one thing, we know the character is
tall.
Since Bernard has to be right about one thing, we know the character is tall.
Heathcliff, the main character of the book, is tall, has short hair, and never
wears an earring.
Three Little Pigs
The three little pigs, as you know, built houses—one of straw, one of sticks, and one of
bricks. By reading the six cues, figure out which pig built each house, the size of each
house, and the town in which each house was located. Use a chart to keep track of your
information and your logic.
Town
Size
Material
Patricia Pig
Pleasantville
Medium
Brick
Penny Pig
Riverview
Small
Straw
Peter Pig
Hillsdale
Large
Sticks
7. Penny Pig did not build a brick house.
8. The straw house was not medium sized.
9. Peter’s house was made of sticks, and it was neither medium nor small.
10. Patricia Pig built her house in Pleasantville.
11. The house in Hillsdale was large.
12. One house was in a town called Riverview.
Who’s the Guilty Man?
On a distant island live three types of humans - Knights, Knaves and Normals. The
Knights always tell the truth, the Knaves always lie, and the Normals sometimes lie and
sometimes tell the truth.
Detectives questioned three inhabitants of the island - Al, Bob, and Clark - as part of the
investigation of a terrible crime. The investigators knew that one of the three committed
the crime, but did not at first know which one. They also knew that the criminal was a
29
Knight, and that the other two were not. How they knew these things is not important for
the solution.
Additionally, the investigators made a transcript of the statements made by each of the
three men. What follows is that transcript:
Al: I am innocent.
Bob: That is true.
Clark: Bob is not a Normal.
After carefully and logically analyzing their information, the investigators positively
identified the guilty man. Was it Al, Bob or Clark?
Bob is the guilty Knight
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