teaching critical thinking with very short videos

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The New York Times

The learning network | 8 compelling mini-documentaries to teach close reading and critical thinking skills.

8 Compelling Mini-Documentaries to Teach Close Reading and Critical Thinking Skills

San quentin’s giants.

At one of California’s most notorious prisons, baseball teams take the field.

From the days when instructional films like these were shown via projector, students have enjoyed watching movies in class. Teachers have too. But it’s often hard to justify watching a two-hour film when there’s so much else that has to be done.

But, what about an eight-minute film? That’s the average length of our Film Club features, and these short documentary films do much more than just entertain. They challenge assumptions and offer new perspectives. They tell stories that often remain hidden, and introduce us to people and places foreign to us.

As with other short texts like stories, poems and articles, mini-documentary films can stimulate discussion, debate, thinking and writing. And, they can serve as a refreshing break from print media to help students explore curriculum themes and practice important literacy skills.

Below, we present eight films we’ve featured in our Film Club series that have already captured students’ and teachers’ attention. In addition, we offer practical teaching ideas, along with responses from students and teachers, for how you can use these documentaries, or films like them, to teach close reading and critical thinking skills.

And if these aren’t enough, our Film Club “meets” online every other Friday during the school year. Bring your students to join the conversation.

1. Explore a Theme or Big Idea

What makes these mini-documentaries so powerful is that they can present a compelling theme, such as justice, adversity or freedom, in just a few minutes.

Take “ San Quentin’s Giants ” (above), a film replete with sports metaphors that explores the themes of failure and redemption through a prison baseball team. Z.H., a student from Connecticut, comments:

There were a lot of moments in this film that stood out for me. It was especially moving when the guys talked about how meaningful baseball was to them, and how they finally had something that they could focus on and be proud of, instead of just focusing on the fact that they were in prison. This stood out because they now have an opportunity to do some good and hopefully change their life for the better. They’ve come together to be a team, to become better people and to get away from all of the bad things that happen within prison.

What would your students see in a film like this one? To what in their lives might they connect it?

In the crowded favelas of Rio de Janeiro, flying kites is more than a leisurely escape: It’s also a playful form of battle.

2. Provide Rich Content for Writing Tasks

The themes and issues tackled in these films create organic opportunities for students to practice analysis and writing. In just a few minutes, students can watch one of these films and have a genuine reaction.

In each Film Club feature, we ask open-ended questions to prompt students to write. For example, what moments in this film stood out for you? What messages, emotions or ideas will you take away from this film?

After watching “ Kite Fight ” (above), Trinity Lewis, a student from Charlotte, N.C., responded:

My reaction to this documentary is that, I loved how they still manage to be happy when they fly the kites, when they are in poverty. They buy parts of the kite that cost 25 cents, and use a trash bag, wire and glue to put it together. And in the process they get cut, bruised, bleed and hurt and don’t cry but still manage to stay happy. When kite fighting, these children feel free. I think the message of this documentary is being free, the emotion is being happy.

Who Sounds Gay?

This short documentary explores the reasons that some men sound stereotypically gay, whether they are or not.

3. Provoke Discussions and Critical Thinking

Learning how to hold a civil discussion is a critical skill. So is learning how to reflect on our own biases and prejudices.

The film “ Who Sounds Gay? ” tackles a tricky subject for many classrooms. But in just a few minutes, the film challenges many students’ assumptions and creates an opportunity for them to practice sharing their points of view and building on what their classmates say, while using the film as evidence.

For example, Alexandra.apples from Mississauga, Ontario, writes:

This film sheds light on a topic that has crossed my mind more than once. When I hear a man with a “gay voice,” I can’t help but wonder about his sexual orientation. I’m being curious, not judgmental. Even though I speculate innocuously, that man’s voice could negatively affect the way others, such as employers or law-enforcement officials, treat him. This discrimination is unfair for many reasons, and this film highlights another one: a man’s voice doesn’t always indicate his sexual identity.

Ivy League Trailblazers

What is it like to be the first member of your family to go to college? First-generation college students must learn to deal with the privilege and the challenges.

4. Open a Window to a Different World

Films can give us a glimpse into someone else’s life. They can bring us inside a stranger’s home or a foreign country. They can chip away at social and class divides.

The film “ Ivy League Trailblazers ” introduces us to the nation’s most prestigious universities through the eyes of first-generation college students.

Louis.f.pcsi is one of dozens of students from Paris who responded:

Before this video, I barely envisaged the fact that students could feel rejected because of the low incomes of their family. I was amazed to hear that some of the students had difficulties to get along with the other students because of their social differences, or that they were disadvantaged to them due to their lack of culture. I was surprised to hear that they felt lonely, different than the rich students.

Wright’s Law: A Teacher’s Unique Lesson

In 2012, The Times profiled Jeffrey Wright, who uses wacky experiments to teach children about the universe, but it is his own personal story that teaches them the true meaning of life.

5. Practice Watching, Listening, Notetaking and Responding

For each Film Club feature, we provide a double-entry chart (PDF) for watching a film that helps students record and consider the aspects they find most important or interesting. In particular, we instruct students to jot down notable quotes or details from the film, and to add their own observations, comments or questions.

Arjun G. from Des Moines pulled out a quote from the film “ Wright’s Law ” and responded:

The moment that most strongly resonated with me was when Mr. Wright said, “There is something a lot greater than energy. There is something a lot greater than entropy. It’s the fact that. . .what’s the greatest thing? Love.” I always thought that there was a rigid dichotomy between science and love, but Mr. Wright seemed to break it down. He stands to show us that to be an amazing teacher, to connect with students, one has to be aware of his own existence and aware of one of the most fundamental forces in human experience: love.

A Conversation About Growing Up Black

In this short documentary, young black men explain the particular challenges they face growing up in America.

6. Challenge Stereotypes

These films certainly don’t shy away from difficult or important topics. Adam Strom, the director of scholarship and innovation at Facing History and Ourselves, writes about how two Times Op-Docs, “A Conversation About Growing up Black” (above) and “A Conversation With White People on Race,” can be “… used to illuminate racial divides, and to bridge them. Both of these short videos offer insight into the ways that race and identity shape our perspectives.”

As a teaching idea, Mr. Strom suggests, “teachers might organize a cafe conversation between the people featured in the two videos to explore point of view.”

After watching the five-minute film above, Ryley, a student from Tennessee, writes:

I was very impressed with how these smart young men addressed this issue. Their different challenges that they face daily gave me a different outlook on how African Americans are still being treated so harshly here in the United States. Everyone deserves to be treated with dignity.

China’s Web Junkies

A short documentary about a Chinese boot-camp-style treatment center for young men “addicted” to the Internet.

7. Bring Current Events and Issues Into the Classroom

Sometimes these films surprise students, or even shock them or make them angry. “ China’s Web Junkies ” is a film about a Chinese boot-camp-style treatment center for young men “addicted” to the Internet.

One student, Spencer, writes: “This is actually a pretty good idea. We should definitely try this in the U.S. because a lot of people are addicted to the internet here.”

Zielly Hiller, a student from North Carolina, strongly disagrees:

Spencer, I understand where you are coming from, but drugging people makes no sense. They think that this is a disease, or something, when it’s not. Sending these kids to a military camp? Are you serious, China? I mean, really, we spend a lot of time on the internet too, but these kids spend more time on it. Like the guy said in the video, Loneliness. Maybe it’s loneliness. They don’t have that freedom, they can’t be as carefree. Cut them at least a little slack. Because they are lonely, they might not have as much control from being alone so much. I understand these kids. and they aren’t the only ones. At least someone, anyone, out there in China, please, befriend someone. Show them that they are not alone. Pass this on. It could help a lot of people.

On March 11 we will be featuring a film about a transgender teenager , and in the coming months we hope to highlight films about the global migration crisis and the presidential election . Join us!

Summer’s Choice

In this short documentary, a talented teenager in the Mojave Desert is torn between ​​​her goal of attending art school and wanting to help support her family.

8. Make Connections to Students’ Lives

As much as these films help us to see a different world, sometimes the most powerful moments are when students make connections to their own lives — and perhaps even see their own lives a little differently.

“ Summer’s Choice ” introduces us to Summer, a talented teenager who is torn between ​​​her goal of attending art school and wanting to help support her family. After watching the film, Racy P., a student from Illinois, writes:

I fully understand that Summer feels compelled to help her grandma, but when you have an opportunity to do something great with your life, you have to believe in yourself and not hold back. I think that Summer is resilient, and is always trying to help others before doing something good for herself. Sometimes you have to break the circle and go to new places, be more independent, and take some time to think of yourself. I think she should have experienced that and went to Art school and hopefully she will sometime in her life.

Students might be inspired by these films to actually make their own mini-documentaries. After all, so many students walk around with their own personal video cameras on their smartphones. One teacher tells us :

I want to express how much NYT’s Op-Docs have influenced my teaching and my students’ learning. I now have students create their own mini-docs using smartphones or basic hand-held cameras (putting them together using iMovie or MovieMaker software). OK, they may not be NYT quality, but these products still offer viewers a glimpse into issues in their own discourse communities.

Additional Resources for Teaching With Short Documentary Films

The New York Times isn’t the only organization featuring short form documentaries that can be used in the classroom.

Global Oneness Project offers free multicultural stories and accompanying lesson plans for high school and college classrooms.

PBS’s POV offers free resources for educators, including hundreds of online film clips and related lesson plans, discussion guides and reading lists for teachers.

Please let us know in the comments section how you use short documentary films in your own teaching.

What's Next

25 Of The Best Resources For Teaching Critical Thinking

25 Of The Best Resources For Teaching Critical Thinking

by TeachThought Staff

As an organization, critical thinking is at the core of what we do, from essays and lists to models and teacher training. 

For this post, we’ve gathered various critical thinking resources. As you’ll notice, conversation is a fundamental part of critical thinking. Why? The ability to identify a line of reasoning, analyze, evaluate, and respond to it accurately and thoughtfully is among the most common opportunities for critical thinking for students in everyday life. Who is saying what? What’s valid and what’s not? How should I respond?

This varied and purposely broad collection includes resources for teaching critical thinking, from books and videos to graphics and models, rubrics, and taxonomies to presentations and debate communities.

See also   10 Team-Building Games That Promote Critical Thinking

1. The TeachThought Taxonomy for Understanding , a taxonomy of thinking tasks broken up into 6 categories, with 6 tasks per category

2. 60 Critical Thinking Strategies For Learning by Terry Heick

3. It’s difficult to create a collection of critical thinking resources without talking about failures in thinking, so here’s A Logical Fallacies Primer via Wikipedia .

4. The Watson-Glaser Critical Thinking Test (this link keeps moving around so I’ve removed it for now; if you can’t find it, let me know ).

5.  6 Hats Thinking  is a model for divergent thinking.

6. 6 Strategies for Teac h ing With Bloom’s Taxonomy  

7. An Intro To Critical Thinking , a 10-minute video from wireless philosophy that takes given premises, and walks the viewer through valid and erroneous conclusions

8.  Why Questions Are More Important Than Answers  by Terry Heick

9. 20 Types Of Questions For Teaching Critical Thinking

10. A Collection Of Bloom’s Taxonomy Posters

11. 6 Facets of Understanding   by Grant Wiggins and Jay McTighe

12. A Comprehensive Visual Codex Of Cognitive Biases

13. Helping Students Ask Better Questions

14. Examples Of Socratic Seminar-Style Questions (including stems) from changingminds.org

15. 20 Questions To Guide Inquiry-Based Learning , a 4-step process to guide learning through inquiry and thought

16. Socratic Seminar Guidelines by Grant Wiggins

17. How To Bring Socratic Seminars Into Your Classroom , a 7-minute video by the Teaching Channel

18. How To Teach With The Socratic Seminar Paideia Style, a PDF document by the Paideia that overviews

19. Using The QFT Model To Guide Inquiry & Thought

20. Create Debate , a website that hosts debates

20. Intelligence Squared is a Oxford-style debate ‘show’ hosted by NPR

21. Ways To Help Students Think For Themselves   by Terry Heick

22. A Rubric To Assess Critical Thinking  (they have several free rubrics, but you have to register for a free account to gain access)

23. 25 Critical Thinking Apps For Extended Student Thought

24. Debate.org  is a ‘debate’ community that promotes topic-driven discussion and critical thought

25. A Collection Of Research On Critical Thinking by criticalthinking.org

About The Author

Teachthought staff.

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Teaching Ideas

8 Ways to Teach With Short Documentary Films From The Times

How to use our weekly Film Club feature to teach close reading and critical thinking skills via an eclectic mix of nonfiction videos.

By Jeremy Engle

Death metal-singing grandmothers. Gravity-defying dancers on nine-foot stilts. The dangers of “sharenting.” Coming-of-age with autism. What really happened at Stonewall. The whereabouts of smooth-voiced, permed-haired Bob Ross’s vast collection of lost paintings. These are just a few stories and themes we have explored in our weekly Film Club since it began in 2015.

Every Thursday during the school year, we feature a short documentary film from The New York Times and a set of five open-ended questions intended to encourage thoughtful and honest dialogue, either in your classroom or in the comments section. These films — drawn from Times Video series like Op-Docs , Modern Love , Diary of a Song and Conception — offer viewers an intriguing and unique perspective of the world and ask students to think deeply about themes like ethics, human rights, gender identity and scientific discovery. And each one is typically under 12 minutes.

As with other short texts like stories, poems and articles, mini-documentary films can stimulate discussion, debate, thinking and writing. And, they can serve as a refreshing break from print media to help students explore curriculum themes and practice important literacy skills.

You might use Film Club weekly in your class as a tool for regular writing and discussion. Or, if you’re looking for specific ways to make short documentaries a part of your curriculum, below, we present eight ideas for teaching with the series. For each topic, we suggest several films to watch, questions for discussion and activities to go further.

Let us know in the comments section or by emailing us at [email protected] how and why you are using Film Club and if you have any suggestions to improve our feature.

Explore a Theme or Big Idea

A concerto is a conversation, a virtuoso jazz pianist and film composer tracks his family’s lineage through his 91-year-old grandfather from jim crow florida to the walt disney concert hall..

All right. It’s a real pleasure to welcome Kris Bowers, our composer, who has written a concerto, “For a Younger Self.” Welcome. [APPLAUSE] Can I ask a question? All right, Granddaddy. Can you tell me, just what is a concerto? So it’s basically this piece that has a soloist and an ensemble, an orchestra. The two are having a conversation. And so sometimes that conversation can be this person speaking, and now this person speaking. Sometimes the conversation — It’s a question. — is at the same time. Yeah. And it really depends on how the composer wants to, or how I want to frame that conversation. Did you ever picture yourself doing what you’re doing now? Huh. [MUSIC PLAYING] [APPLAUSE] I’m very aware of the fact that I’m a Black composer, and lately actually I’ve been wondering whether or not I’m supposed to be in the spaces that I’m in, or supposed to have gotten to the point that I’ve gotten to. Well, I can tell you one thing. Never think that you’re not supposed to be there. Cause you wouldn’t be there if you wasn’t supposed to be there. It goes back to slavery. [MUSIC PLAYING] My grandfather, who I found out has cancer a little while ago, I wanted to spend some more time with him and talk to him about his life, about our family, ask him as much as I can before he passes. [BELL RINGING] Granddaddy. Mm-hm? Need a bit of help with this. Do what? Getting this seamed out for the show. OK. Don’t step on the pedals. Push it right in the corner. OK. Wow. OK. We’re going to make it real handsome here. You’re going to be ready to go. Thank you, sir. Growing up in the South was quite a thing for me. Bascom, Florida, as far back as I can remember, I think the plantation was the Bowers plantation. All 13 of you all grew up in that house? Mm-hm. Wow. How all of us stayed in two rooms, I don’t know. We would start on the porch singing. And there were people, I don’t know how they could hear it that far, would come drive in the front yard and listen to us sing at night. People in that area was, the Blacks were Bowers, and the whites was Beavers. Beavers had the grocery store. But when Dad would walk in the store, this kid about my size, small kid — How old were you about this point? Like how old? I probably was 6 or 7 years old. Oh, wow. And he would go up to my dad and say, what could I get for you, boy? That stuck with me forever. Why are you calling my dad a boy? And Daddy would answer him, sir, yes sir, no sir. But it was something that stayed with me because I knew then when I got of age I was going to leave there. I didn’t want no parts of the farm. I didn’t want no parts of that part of the country. I just wanted to leave. Wherever I could get a ride to, that’s where I was headed to. [MUSIC PLAYING] What was that process like, hitchhiking as a Black man in America in the 1940s? I had to be crazy. Now, the first place I remember being is in Detroit. A man picked me up. He was saying that he could get me a job and a place to stay and all this. I asked him, does it snow there? And he said yes. And that was the end of that, because I didn’t want to be any place that was cold. But I hitchhiked from there to Denver, Colorado. And I was in this Greyhound bus station, cause they had two counters, white and Black. So I could get something to eat. And I heard somebody say, Los Angeles, California. I said, that’s where I want to go. Never heard of Los Angeles before. I had $27 or $28. I didn’t know how I was going to make it, but I knew I was going to make it. So I said well, I’m going to pretend to be an employment agency and call around to get a job. Wow. I got the telephone book, started at the A’s. A Cleaners. And I don’t think I made more than five calls, and the phone rang, and it was the A Cleaners, and they said they needed a presser. I got all the information. I said, OK, I’ll send someone right out. And that was me. [LAUGHING] That’s where I met your grandmother. [MUSIC PLAYING] How old were you when you bought the cleaners? I was 20. Wow. So within two years I had gone from homeless to I was in business. [MUSIC PLAYING] But I never could get a loan. And I owned the place. I said, something wrong with this picture. I told them I come in for the loan, and he said no, I don’t have anything. And I left later, and picked up an application, and I mailed it in. A few days later, I got a call, your loan is approved. I said, it’s the color of my skin. I said in the South they tell you. In Los Angeles they show you. From then on we started buying property, I would get things at the cleaner, everything, but nobody ever saw me. Everything was done by mail. People are constantly throwing up things to stop you in life. But you’ve got to know you cannot stop me. [MUSIC PLAYING] My name is Kristopher Bowers, and I want to play “Shining Star in Atlantic City.” My parents decided before I was born they wanted me to play piano. Literally, I think it’s called like “Piano Sampler No. 5” that they used to put on my mom’s stomach every day. Actually, one of the first pieces of music I ever wrote was on this piano. And I remember, you know, just playing around here all the time. But we were up at a restaurant one, I believe it was a Sunday. At Marie Callendar’s? Marie Callendar’s. They had a piano in there, and I asked the guy could you play it. And they said yes. I carried you over there, and you were playing it, and I was proud of you. [LAUGHING] [MUSIC PLAYING] There aren’t that many opportunities for young kids of color to showcase their talents or to interact with other kids of color playing music and doing those things, and you talking about being my manager, essentially, from the very beginning. If I didn’t have that, I probably wouldn’t have been as confident pursuing music. I remember — where were you in school at that I was up there? What, in New York? At Juilliard? Juilliard? Wherever it was, you enjoyed it. So that’s all I was thinking. If you enjoyed making a living at it. I knew that, boy. And the winner is Kris Bowers. “Green Book.” [APPLAUSE] [MUSIC PLAYING] [APPLAUSE] [MUSIC PLAYING] What do you think your biggest challenge is today? My biggest challenge today, being honest, is my health. It’s just trying to stay healthy. That would be my challenge today. [MUSIC PLAYING] I’ve got a few more years to go, but I’m almost to the top. [LAUGHING] Ten more years, I’ll be at the top. [LAUGHING] So now I just keep trying to do the best I can. Yeah. And enjoy seeing my children and grandchildren being successful. That’s glory in itself. It’s just something that I hope I had a little something to do with it. [MUSIC PLAYING] [APPLAUSE] (SINGING) Then sings my soul, my savior, my God to thee, how great thou art, how great thou art. You did it! You did it! You did it! [LAUGHING] See, it surprised you. [LAUGHING]

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Wireless Philosophy

Course: wireless philosophy   >   unit 1, fundamentals: introduction to critical thinking.

• Introduction to Critical Thinking, Part 1
• Introduction to Critical Thinking, Part 2
• Fundamentals: Deductive Arguments
• Deductive Arguments
• Fundamentals: Abductive Arguments
• Necessary and Sufficient Conditions
• Instrumental vs. Intrinsic Value
• Implicit Premise
• Justification and Explanation
• Normative and Descriptive Claims
• Fundamentals: Validity
• Fundamentals: Truth and Validity
• Fundamentals: Soundness
• Fundamentals: Bayes' Theorem
• Fundamentals: Correlation and Causation

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Video transcript

19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Eight Instructional Strategies for Promoting Critical Thinking

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(This is the first post in a three-part series.)

The new question-of-the-week is:

What is critical thinking and how can we integrate it into the classroom?

This three-part series will explore what critical thinking is, if it can be specifically taught and, if so, how can teachers do so in their classrooms.

Today’s guests are Dara Laws Savage, Patrick Brown, Meg Riordan, Ph.D., and Dr. PJ Caposey. Dara, Patrick, and Meg were also guests on my 10-minute BAM! Radio Show . You can also find a list of, and links to, previous shows here.

You might also be interested in The Best Resources On Teaching & Learning Critical Thinking In The Classroom .

Current Events

Dara Laws Savage is an English teacher at the Early College High School at Delaware State University, where she serves as a teacher and instructional coach and lead mentor. Dara has been teaching for 25 years (career preparation, English, photography, yearbook, newspaper, and graphic design) and has presented nationally on project-based learning and technology integration:

There is so much going on right now and there is an overload of information for us to process. Did you ever stop to think how our students are processing current events? They see news feeds, hear news reports, and scan photos and posts, but are they truly thinking about what they are hearing and seeing?

I tell my students that my job is not to give them answers but to teach them how to think about what they read and hear. So what is critical thinking and how can we integrate it into the classroom? There are just as many definitions of critical thinking as there are people trying to define it. However, the Critical Think Consortium focuses on the tools to create a thinking-based classroom rather than a definition: “Shape the climate to support thinking, create opportunities for thinking, build capacity to think, provide guidance to inform thinking.” Using these four criteria and pairing them with current events, teachers easily create learning spaces that thrive on thinking and keep students engaged.

One successful technique I use is the FIRE Write. Students are given a quote, a paragraph, an excerpt, or a photo from the headlines. Students are asked to F ocus and respond to the selection for three minutes. Next, students are asked to I dentify a phrase or section of the photo and write for two minutes. Third, students are asked to R eframe their response around a specific word, phrase, or section within their previous selection. Finally, students E xchange their thoughts with a classmate. Within the exchange, students also talk about how the selection connects to what we are covering in class.

There was a controversial Pepsi ad in 2017 involving Kylie Jenner and a protest with a police presence. The imagery in the photo was strikingly similar to a photo that went viral with a young lady standing opposite a police line. Using that image from a current event engaged my students and gave them the opportunity to critically think about events of the time.

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

In the first picture, you see a strong and courageous black female, bravely standing in front of two officers in protest. She is risking her life to do so. Iesha Evans is simply proving to the world she does NOT mean less because she is black … and yet officers are there to stop her. She did not step down. In the picture below, you see Kendall Jenner handing a police officer a Pepsi. Maybe this wouldn’t be a big deal, except this was Pepsi’s weak, pathetic, and outrageous excuse of a commercial that belittles the whole movement of people fighting for their lives.

I - Identify a word or phrase, underline it, then write about it for two minutes

A white, privileged female in place of a fighting black woman was asking for trouble. A struggle we are continuously fighting every day, and they make a mockery of it. “I know what will work! Here Mr. Police Officer! Drink some Pepsi!” As if. Pepsi made a fool of themselves, and now their already dwindling fan base continues to ever shrink smaller.

R - Reframe your thoughts by choosing a different word, then write about that for one minute

You don’t know privilege until it’s gone. You don’t know privilege while it’s there—but you can and will be made accountable and aware. Don’t use it for evil. You are not stupid. Use it to do something. Kendall could’ve NOT done the commercial. Kendall could’ve released another commercial standing behind a black woman. Anything!

Exchange - Remember to discuss how this connects to our school song project and our previous discussions?

This connects two ways - 1) We want to convey a strong message. Be powerful. Show who we are. And Pepsi definitely tried. … Which leads to the second connection. 2) Not mess up and offend anyone, as had the one alma mater had been linked to black minstrels. We want to be amazing, but we have to be smart and careful and make sure we include everyone who goes to our school and everyone who may go to our school.

As a final step, students read and annotate the full article and compare it to their initial response.

Using current events and critical-thinking strategies like FIRE writing helps create a learning space where thinking is the goal rather than a score on a multiple-choice assessment. Critical-thinking skills can cross over to any of students’ other courses and into life outside the classroom. After all, we as teachers want to help the whole student be successful, and critical thinking is an important part of navigating life after they leave our classrooms.

‘Before-Explore-Explain’

Patrick Brown is the executive director of STEM and CTE for the Fort Zumwalt school district in Missouri and an experienced educator and author :

Planning for critical thinking focuses on teaching the most crucial science concepts, practices, and logical-thinking skills as well as the best use of instructional time. One way to ensure that lessons maintain a focus on critical thinking is to focus on the instructional sequence used to teach.

Explore-before-explain teaching is all about promoting critical thinking for learners to better prepare students for the reality of their world. What having an explore-before-explain mindset means is that in our planning, we prioritize giving students firsthand experiences with data, allow students to construct evidence-based claims that focus on conceptual understanding, and challenge students to discuss and think about the why behind phenomena.

Just think of the critical thinking that has to occur for students to construct a scientific claim. 1) They need the opportunity to collect data, analyze it, and determine how to make sense of what the data may mean. 2) With data in hand, students can begin thinking about the validity and reliability of their experience and information collected. 3) They can consider what differences, if any, they might have if they completed the investigation again. 4) They can scrutinize outlying data points for they may be an artifact of a true difference that merits further exploration of a misstep in the procedure, measuring device, or measurement. All of these intellectual activities help them form more robust understanding and are evidence of their critical thinking.

In explore-before-explain teaching, all of these hard critical-thinking tasks come before teacher explanations of content. Whether we use discovery experiences, problem-based learning, and or inquiry-based activities, strategies that are geared toward helping students construct understanding promote critical thinking because students learn content by doing the practices valued in the field to generate knowledge.

An Issue of Equity

Meg Riordan, Ph.D., is the chief learning officer at The Possible Project, an out-of-school program that collaborates with youth to build entrepreneurial skills and mindsets and provides pathways to careers and long-term economic prosperity. She has been in the field of education for over 25 years as a middle and high school teacher, school coach, college professor, regional director of N.Y.C. Outward Bound Schools, and director of external research with EL Education:

Although critical thinking often defies straightforward definition, most in the education field agree it consists of several components: reasoning, problem-solving, and decisionmaking, plus analysis and evaluation of information, such that multiple sides of an issue can be explored. It also includes dispositions and “the willingness to apply critical-thinking principles, rather than fall back on existing unexamined beliefs, or simply believe what you’re told by authority figures.”

Despite variation in definitions, critical thinking is nonetheless promoted as an essential outcome of students’ learning—we want to see students and adults demonstrate it across all fields, professions, and in their personal lives. Yet there is simultaneously a rationing of opportunities in schools for students of color, students from under-resourced communities, and other historically marginalized groups to deeply learn and practice critical thinking.

For example, many of our most underserved students often spend class time filling out worksheets, promoting high compliance but low engagement, inquiry, critical thinking, or creation of new ideas. At a time in our world when college and careers are critical for participation in society and the global, knowledge-based economy, far too many students struggle within classrooms and schools that reinforce low-expectations and inequity.

If educators aim to prepare all students for an ever-evolving marketplace and develop skills that will be valued no matter what tomorrow’s jobs are, then we must move critical thinking to the forefront of classroom experiences. And educators must design learning to cultivate it.

So, what does that really look like?

Unpack and define critical thinking

To understand critical thinking, educators need to first unpack and define its components. What exactly are we looking for when we speak about reasoning or exploring multiple perspectives on an issue? How does problem-solving show up in English, math, science, art, or other disciplines—and how is it assessed? At Two Rivers, an EL Education school, the faculty identified five constructs of critical thinking, defined each, and created rubrics to generate a shared picture of quality for teachers and students. The rubrics were then adapted across grade levels to indicate students’ learning progressions.

At Avenues World School, critical thinking is one of the Avenues World Elements and is an enduring outcome embedded in students’ early experiences through 12th grade. For instance, a kindergarten student may be expected to “identify cause and effect in familiar contexts,” while an 8th grader should demonstrate the ability to “seek out sufficient evidence before accepting a claim as true,” “identify bias in claims and evidence,” and “reconsider strongly held points of view in light of new evidence.”

When faculty and students embrace a common vision of what critical thinking looks and sounds like and how it is assessed, educators can then explicitly design learning experiences that call for students to employ critical-thinking skills. This kind of work must occur across all schools and programs, especially those serving large numbers of students of color. As Linda Darling-Hammond asserts , “Schools that serve large numbers of students of color are least likely to offer the kind of curriculum needed to ... help students attain the [critical-thinking] skills needed in a knowledge work economy. ”

So, what can it look like to create those kinds of learning experiences?

Designing experiences for critical thinking

After defining a shared understanding of “what” critical thinking is and “how” it shows up across multiple disciplines and grade levels, it is essential to create learning experiences that impel students to cultivate, practice, and apply these skills. There are several levers that offer pathways for teachers to promote critical thinking in lessons:

1.Choose Compelling Topics: Keep it relevant

A key Common Core State Standard asks for students to “write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.” That might not sound exciting or culturally relevant. But a learning experience designed for a 12th grade humanities class engaged learners in a compelling topic— policing in America —to analyze and evaluate multiple texts (including primary sources) and share the reasoning for their perspectives through discussion and writing. Students grappled with ideas and their beliefs and employed deep critical-thinking skills to develop arguments for their claims. Embedding critical-thinking skills in curriculum that students care about and connect with can ignite powerful learning experiences.

2. Make Local Connections: Keep it real

At The Possible Project , an out-of-school-time program designed to promote entrepreneurial skills and mindsets, students in a recent summer online program (modified from in-person due to COVID-19) explored the impact of COVID-19 on their communities and local BIPOC-owned businesses. They learned interviewing skills through a partnership with Everyday Boston , conducted virtual interviews with entrepreneurs, evaluated information from their interviews and local data, and examined their previously held beliefs. They created blog posts and videos to reflect on their learning and consider how their mindsets had changed as a result of the experience. In this way, we can design powerful community-based learning and invite students into productive struggle with multiple perspectives.

3. Create Authentic Projects: Keep it rigorous

At Big Picture Learning schools, students engage in internship-based learning experiences as a central part of their schooling. Their school-based adviser and internship-based mentor support them in developing real-world projects that promote deeper learning and critical-thinking skills. Such authentic experiences teach “young people to be thinkers, to be curious, to get from curiosity to creation … and it helps students design a learning experience that answers their questions, [providing an] opportunity to communicate it to a larger audience—a major indicator of postsecondary success.” Even in a remote environment, we can design projects that ask more of students than rote memorization and that spark critical thinking.

Our call to action is this: As educators, we need to make opportunities for critical thinking available not only to the affluent or those fortunate enough to be placed in advanced courses. The tools are available, let’s use them. Let’s interrogate our current curriculum and design learning experiences that engage all students in real, relevant, and rigorous experiences that require critical thinking and prepare them for promising postsecondary pathways.

Critical Thinking & Student Engagement

Dr. PJ Caposey is an award-winning educator, keynote speaker, consultant, and author of seven books who currently serves as the superintendent of schools for the award-winning Meridian CUSD 223 in northwest Illinois. You can find PJ on most social-media platforms as MCUSDSupe:

When I start my keynote on student engagement, I invite two people up on stage and give them each five paper balls to shoot at a garbage can also conveniently placed on stage. Contestant One shoots their shot, and the audience gives approval. Four out of 5 is a heckuva score. Then just before Contestant Two shoots, I blindfold them and start moving the garbage can back and forth. I usually try to ensure that they can at least make one of their shots. Nobody is successful in this unfair environment.

I thank them and send them back to their seats and then explain that this little activity was akin to student engagement. While we all know we want student engagement, we are shooting at different targets. More importantly, for teachers, it is near impossible for them to hit a target that is moving and that they cannot see.

Within the world of education and particularly as educational leaders, we have failed to simplify what student engagement looks like, and it is impossible to define or articulate what student engagement looks like if we cannot clearly articulate what critical thinking is and looks like in a classroom. Because, simply, without critical thought, there is no engagement.

The good news here is that critical thought has been defined and placed into taxonomies for decades already. This is not something new and not something that needs to be redefined. I am a Bloom’s person, but there is nothing wrong with DOK or some of the other taxonomies, either. To be precise, I am a huge fan of Daggett’s Rigor and Relevance Framework. I have used that as a core element of my practice for years, and it has shaped who I am as an instructional leader.

So, in order to explain critical thought, a teacher or a leader must familiarize themselves with these tried and true taxonomies. Easy, right? Yes, sort of. The issue is not understanding what critical thought is; it is the ability to integrate it into the classrooms. In order to do so, there are a four key steps every educator must take.

• Integrating critical thought/rigor into a lesson does not happen by chance, it happens by design. Planning for critical thought and engagement is much different from planning for a traditional lesson. In order to plan for kids to think critically, you have to provide a base of knowledge and excellent prompts to allow them to explore their own thinking in order to analyze, evaluate, or synthesize information.
• SIDE NOTE – Bloom’s verbs are a great way to start when writing objectives, but true planning will take you deeper than this.

QUESTIONING

• If the questions and prompts given in a classroom have correct answers or if the teacher ends up answering their own questions, the lesson will lack critical thought and rigor.
• Script five questions forcing higher-order thought prior to every lesson. Experienced teachers may not feel they need this, but it helps to create an effective habit.
• If lessons are rigorous and assessments are not, students will do well on their assessments, and that may not be an accurate representation of the knowledge and skills they have mastered. If lessons are easy and assessments are rigorous, the exact opposite will happen. When deciding to increase critical thought, it must happen in all three phases of the game: planning, instruction, and assessment.

TALK TIME / CONTROL

• To increase rigor, the teacher must DO LESS. This feels counterintuitive but is accurate. Rigorous lessons involving tons of critical thought must allow for students to work on their own, collaborate with peers, and connect their ideas. This cannot happen in a silent room except for the teacher talking. In order to increase rigor, decrease talk time and become comfortable with less control. Asking questions and giving prompts that lead to no true correct answer also means less control. This is a tough ask for some teachers. Explained differently, if you assign one assignment and get 30 very similar products, you have most likely assigned a low-rigor recipe. If you assign one assignment and get multiple varied products, then the students have had a chance to think deeply, and you have successfully integrated critical thought into your classroom.

Thanks to Dara, Patrick, Meg, and PJ for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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Critical Thinking

Playlist of videos culled from the web.

What is Critical Thinking? (10:42) With amusing references to pop culture, a philosopher distills the key attributes of critical thinking, offers his own best definition, and expounds on why critical thinking should be taught.  (10:42) 5 Tips to Improve Your Critical Thinking? (4:30) <br> This TED.Ed video describes a 5-Step Process for using critical thinking to improve decision-making: Formulate Your Question, Gather Your Information, Apply the Information, Consider the Implications, Explore Other Points of View.

Recommended Reading

• Several Wabash Center Funded Grant Projects on “Critical Thinking”
• One page TTR Teaching Tactic: “Critical Thinking with Sally Student”
• Molly H. Bassett, “Teaching Critical Thinking Without (Much) Writing: Multiple-choice and Metacognition, ( Teaching Theology and Religion 19:1 (2016).
• Patricia O’Connell Killen, “Making Thinking Real Enough To Make It Better: Using Posters to Develop Skills for Constructing Discipinary Arguments” ( Teaching Theology and religion 5:4 (2002)
• Beth Black, ed., An A to Z of Critical Thinking (Continuum International Publishing Group, 2012)
• John C. Bean, Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (Jossey-Bass, 1996)

Finding Faith Everywhere.

God is Truth, Goodness, and Beauty itself.

Wherever they are found, God is also present.

Finding Faith Everywhere

Teach critical thinking with stories.

Confidently teach your students to seek and love the truth wherever it is found.  

​​People skilled in critical thinking are:

Problem solvers

Truth seekers

​Critical thinking is using reason to pursue the truth by:

Making distinctions between what is true, and what is not true

Considering the possible consequences of an action or an idea

Discovering the principles at the foundations of an idea

Developing your natural process of reasoning

​Critical thinking skills train your mind to:

Observe a situation or object

Analyze what you've observed

Arrive at a logical conclusion

  HOW DO YOU LEARN TO DO THAT WITH STORIES?  

I'll walk you through how to teach critical thinking skills to your students by using stories in my lesson plans.

​ Critical thinking skills train your mind to:

Teaching Critical Thinking with Stories is a series of printable exercises that give you:

Planned Series of Exercises

All students can begin with the first set of exercises. When they're ready for more challenges, you can add additional levels, or incorporate the challenges in the levels

Additional Challenges to Exercises

The exercises also have additional levels to challenge students to go deeper into the story and develop their capacity for more complex thoughts. That allows you to use the same exercise for an entire class, while making adjustments for individual students who need more of an intellectual challenge

Human Development

I include explanations on what abilities your students will develop as they work through the different exercises, and what foundations they’re laying so that students can learn how to think more clearly and engage in more thoughtful discussions.

These lesson plans can be used with any work of fiction.

These exercises are grouped into 3 levels:

Level 1 (Observation): Memory, Logic, and Sequencing

The exercises help your students to develop their imagination and memory, while learning cause and effect through sequencing exercises. They also take our natural ability to use reason, and develop it. The first few exercises in these lesson plans can be used for children as young as 3, but the rest of the exercises are intended for children who are at least 5. The extra levels to some of the exercises can challenge students even through middle school.

Level 2 (Reasoning to a Conclusion): Transformation in Stories

You’ll be helping your students learn to think about change, and how changes and conflict that a character experiences lead to that character’s transformation by the end of the story. The exercises guide them through what they should be paying attention to, and how the author prepares the reader for the character's transformation. The first exercises can be used for younger children who are able to read and write. The rest of these exercises are best used beginning with Grade 5/age 10 and continue through high school. Some of the extra challenges should only be attempted by very advanced students.

Level 3 (Abstract Thought): Symbols and Allusions in Stories

You’ll be teaching your students how to identify and understand symbols and metaphors in stories. They will also learn how authors are often referring to other sources when using symbols, and how those references affect the story they're reading. These exercises require the ability to think abstractly, so they’re best used for high school and above. Students in middle school are usually not ready to engage in abstract thought, so my recommendation for using these is for grades 9 through adult. Just as with the Level 2 exercises, some of the extra levels should only be attempted by very advanced students.

Each Lesson Plan Includes:

Background information on what skills the student will develop with the exercises

Additional levels for exercises to challenge your student

A list of recommended stories and authors

A series of exercises that progressively challenge your student

The exercises in Teaching Critical Thinking with Stories allow teachers and parents—who know their kids better than anyone—to decide what their students and children are ready for, and to discern what challenges each individual student or child needs, at every level.

These exercises can be used with any story, so they can be used over and over again.

These exercises help your students:

Form the mind by directing it towards the truth

Engage with ideas in greater depth

Make distinctions between truth and error

Develop abstract thinking

Engage with stories in greater depth

Encourage discussion of ideas

That leads to a higher quality discussion for:

Literature circles for younger students

Book club discussions for adult learners 

Readers of any age will get more out of every story and bring their own insights to any discussion.

Regular Price: $9.97

Regular Price: $19.97

** SendOwl uses popup forms for ordering, so you may need to adjust your browser setting to allow popups when you click to purchase these lesson plans

 How to Get Started: 

1. download the file.

Once you purchase the file, you will receive a link to download the PDF.

2. READ THE STORY

The story is the foundation. Pick any story and read it, or start with one from the included list of suggested stories and authors.

3. PRINT THE EXERCISES

The pages are color-coded so you can go right to the exercises and print them out, or choose to read more about the “why” behind each of the exercises in the packet.

Memory, Sequencing, and Logic

Developing the imagination

Strengthening memory

Understanding how stories work  

Regular Price: $19.97  

Discovering How Characters Change in a Story

How characters are transformed

Where changes happen

Develop memory, logic, analytical skills

Discovering Common Elements Across Stories

Understanding symbols

Literary allusions

Developing abstract thought  

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Purchase all 3 lesson plans together, save 20% off the full price, automatically get updates through the end of 2021.

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through the end of 2021!   ​

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TO PURCHASE PRINTABLES INDIVIDUALLY, CLICK BELOW

This is the first time these lesson plans have been made available,which is why they are being offered at a low price. When they are updated to the final version, I will send you a link to download the final version.  

Printables are downloadable digital files which can't be returned, so I don't offer refunds on them.

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Training Teachers to Teach Critical Thinking

Professional development at KIPP King includes setting up “fishbowl” classroom configurations, assigning student roles, and other techniques for facilitating successful Socratic discussions.

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Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

• Developing technical and problem-solving skills
• Engaging in more active listening
• Actively questioning their assumptions and beliefs
• Seeking out more diversity of thought
• Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

• What information should be included?
• Which information resources should the author look to?
• What degree of technical knowledge should the report assume its audience has?
• What is the most effective way to show information?
• How should the report be organized?
• How should it be designed?
• What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

Are there any services that can help me use more critical thinking?

We understand that it's difficult to learn how to use critical thinking more effectively in just one article, but our service is here to help.

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