Inductive and Deductive Reasoning

ENG II
Overview:
Subject: English II
Topic or Unit of Study: Inductive and Deductive Reasoning
Standards:
Grade/Level: 10th Grade
Objective: Students will be able to use Inductive and Deductive Reasoning to
make observations, identify evidence, and create a claim.
Time Allotment: 2 Days

Implementation:
Day 1:
Opener:
o Instruct students to make observations about the 10 objects on their
note sheet
Sort these objects into three groups. How are they the same
and how are they different? Do this with a partner, and then
we will share out in five minutes.
o Before students are set loose to work, show an example:
I have four pictures of different dogs. I realize that the dog
on the left looks aggressive, the pug looks silly and has kind
eyes, the cartoon dog looks goofy, and the dog on the far
right looks mean. The aggressive dog and the mean dog are
both wearing sharp collars. When I look at my observations, I
realize that two dogs look mean and have sharp collars, and
the other two look sweet and calm. Therefore, I split them into
two groups: aggressive dogs and nice dogs.

Go through the PowerPoint with them, instruct them when to fill out the
guided note sheet
o Address what inductive reasoning is, the pros and cons
Deductive Reasoning in the PowerPoint: instruct them to take notes in the
guided notes
o Sort with the same objects:
Now we are going to do a deductive sort. This is your claim:
Different jobs require different tools. Based on that claim, sort
the objects accordingly.
o Talk about what deductive reasoning is and the pros and cons
Exit Slip: Draw me an emoji based on your understanding of Inductive and
Deductive Reasoning.

Day 2:
Turn to Your Partner and Share: What is Inductive Reasoning and what is
Deductive Reasoning?
o Share out
Who can tell me what Inductive Reasoning is? Can anyone
remember the 4 steps to Inductive Reasoning? What about
Deductive Reasoning?
o Instruct students to take out their notes from the first day
Pass out the Murder Mystery activity and explain the directions
o Today, you are going to solve a murder mystery. Look over the
sheet and follow around while I read the directions. (Read
directions and answer questions)
In groups of 3 or 4, after the writing, students will share their reasoning and
conclusions with each other. They will explain who they think did it and
why.
Closing: Students will engage in discussion about who they believe did it
and then watch the end of the video to see if they were right. Then, I will
do a simple Thumbs up, Thumbs down to see how they feel about
Inductive and Deductive Reasoning.
Instructional Strategies and Diverse Learners
Students will be given guided notes the first day. In these notes, there will be
room for them to write down what I tell them too form the PowerPoint via charts,

open spaces, and fill in the blanks. This helps learners know exactly what to write
down and how to organize it appropriately.
Students will also be given the opportunity to work with partners and in groups. I
can strategically place students in groups based on their ZPDs and encourage
them to work with other students outside of their own abilities.
In this activity, I am utilizing small activities and engaging activities to keep
students attention and encourage them to apply the knowledge that they
learn to the real world.