The Inductive Model

We actually do something very similar to this Greek Pillars (columns) lesson in our school. So, I have adapted it to fit the model, plus I added the Application step from the book, Teaching Models; Designing Learning for 21st Century Learners. We usually just draw them.
1. Lesson Intro - Show students the different types of columns - Doric, Ionic, and Corinth. Tell the students we will be learning about Greek columns.
2. Divergent - Have students look for similarities and differences between the three types. I will ask questions such as, "What do you notice about these columns? In what ways are they similar? In what ways are they different? Which types of buildings might each of these be found on?"
3. Convergent - Ask students, "Which type of column is the most plain? Which is the most decorative?  What does the capital look like? Does each column have a base?"
4. Closure - Have students look up various building with the different types of columns on them, naming the columns.
5. Application - Have students name a place or two in Pleasant Grove where they have seen these columns (there are several buildings "downtown" with these columns). The students will need to take pictures of them and email them to me. I will show them to the class.
Finally, have students make a model of each column. They may use any medium, such as salt dough, paper-mache, drawing either with pencil or using an online tool, or whatever they want.

I love this lesson about plagiarism. I've always wondered how to help the students understand the problem with plagiarizing. After talking to them about it, about half of them still "copy and paste" and think I don't know. It's always funny when I have them read "their" writing to me and then explain to me what it means. They have no idea. Some of them even tell me their mom or dad "wrote that part." They are usually upset when I make them redo it. So, again, I am going to adapt the lesson from the book. In 6th grade, they simply have to say in the paper, "So and so says..." or something to that affect.
1. Intro - Show students example and nonexamples of plagiarized work. Tell the students we are going to learn about the correct way to use someone else's work.
2. Divergent - Have the students look at the different examples and talk with their group about them. Ask them to notice what is similar and what is different about each example, and make a list of those in a T chart. Discuss as a class.
3. Convergent - Ask more specific questions, such as, "Did the author say in his paper who he got the material/ideas from?"
4. Closure - With a partner, have the students write a paragraph about what plagiarism is and how they can avoid it. Share paragraphs.
5. Application - Have the students make an online poster about an article I give them, using text bubbles, citing it correctly.

When learning about lines in geometry, the students sometimes forget the difference between a line, a ray, and a line segment. This lesson would be perfect for starting this unit!
1. Intro - Show the students pictures of a line, line segment, and a ray. Tell them we are going to begin learning geometry.
2. Divergent - Have students look at the different pictures and list the similarities and differences in each picture. Also hypothesize about what each picture is trying to tell you. Discuss as a class.
3. Convergent - Ask more specific questions, such as, "What does each picture have in common?What does each have specifically?" List these on the board.
4. Closure - With a partner, draw each picture and label with an explanation. Present to the class.
5. Application - Have students make an infographic using the correct information.