These lessons are based on the Concept Attainment model from Jerome Bruner. We ask students to look for patterns and decide why items are grouped into two different categories. *A Byrdseed favorite!*

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Can your students puzzle out the differences in these types of figurative language - without *any instruction!?*

Can your students puzzle out the differences in these sentences - without *any instruction!?*

Students will be working with examples and non-examples to arrive at the topic of living vs non-living things.

Students will be working with examples and non-examples to arrive at the topic of invertebrates vs vertebrates.

Students will be working with examples and non-examples to deduce the topic of electrical conductors!

Can your students puzzle out the differences in these two types of sentences - without *any instruction!?*

Can your students puzzle out the difference between these two types of sentences *without any instruction!?*

What's the deal with these four sided polygons?

What makes these clauses different?

Students will be working with examples and non-examples to deduce the topic of nocturnal vs diurnal animals.

Students will be working with examples and non-examples to deduce the topic of cubism.

In a Concept Attainment lesson, we give students examples and non-examples of a concept -- without telling them what that concept is!

Students will be working with examples and non-examples to deduce the topic of archipelagos.

Students will be working with examples and non-examples to deduce the topic of regular polygons.

Students will determine when "may" is used for possibility and when it's used for permission.

Can students figure out the differences between sentences with past progressive and simple past tenses using the concept attainment model?

Students will be working with examples and non-examples to deduce the topic of capital cities.

Can the concept attainment model make transitive and intransitive verbs interesting? In my experience, it sure can!

Students will be working with examples and non-examples to deduce the topic of Reptiles vs Amphibians.

Can your students puzzle out the differences between these two tenses - without *any instruction!?*

Students will be working with examples and non-examples to deduce the topic of Saltwater vs Freshwater Organisms.

Students will be working with examples and non-examples to deduce the topic of Arctic vs Antarctic.

Students will be working with examples and non-examples to deduce the topic of Kinetic vs Potential Energy.

Students will be working with examples and non-examples to deduce the topic of Deciduous vs Coniferous.

Students will be working with examples and non-examples to deduce the topic of Countries vs Smaller Regions.

Students will be working with examples and non-examples to deduce the topic of Spain vs Germany.